Brain Theory and Learning

Abstract

merican schools have long taught to the strengths of the left hemisphere of the brain. Current educational brain research, however, has shown that this one-sided approach does not tap the whole brain's capacity for learning. No one can operate on only one side of the brain. We can all identify with schooling activities such as memorizing lists of names, events, and dates. We remember taking multiple choice tests and essay tests for which we were expected to use details from our class reading, put them in logical order, and write well-organized descriptions in answer to the questions. These are left hemisphere activities which have been emphasized in our schools. The left and right processes must work together to bring forth ideas and execute them successfully. As educators, we must present a balanced curriculum that will strengthen sides of the brain, thereby making the whole a stronger and more effective unit. Researchers have found that the left side of the brain generally responds best to verbal, abstract, and sequential material. The right hemisphere generally deals with spatial relationships and pictorial, holistic, and nonverbal cues (Johnson 1985, p. 35). Therefore, the teacher's primary task becomes a balancing act to accommodate each student's information processing style. In her book, Teaching for the Two-Sided Mind, Linda Williams says that hemispheric research indicates each side of the brain performs a complementary type of processing. She emphasizes, One form is not superior to the other; effective thinking requires both (Williams 1983, p. 7). Many professional educators are dedicating personal time, energy, and enthusiasm to the study of information processing as it relates to current educational research. The teaching profession may benefit from such explorations into the study of brain hemisphere operations. Teachers will be able to present to students more easily retrievable information faster and more simply. Brain compatible education allows a wedding of theory and practice in the classroom. In his book, Human Brain and Human Learning, Leslie Hart says: