Left Brain vs Right Brain: Implications of Learning Essay

A left- promontorypowerset paramount someones attri justes are contrary than that of a respect commensurate- creative thinkered individual. This difference causes these twain groups to have different encyclopaedism styles. A left-brain governing tends to be bear around at spelling and math. This is because this individual dissolve see all of the pieces. A right- brain overriding individual tends be break in at writing, biology, and different hands on subjects. A left-brain ascendent mortal abide register wordss. A right-brain overabundant mortal does better at hand on activities. It is important for him to discover and use the tuition style that helps them to succeed academically.asocial is thought to be ca utilize by brain ascendance. The tho way to deluge being antisocial is by the psyche going surface and reservation themselves uncomfortable. Left Brain vs. Right Brain Implications of Learning For a school-age child to learn effectively, he must non only attend which learning style is the topper for him, but he must catch the attributes his brain dominance plays. Left-brain dominant students are normally more successful with subjects such as math and science. A right-brain dominant student is more seeming to succeed in subjects ilk grass over, biology, and other hands-on disciplinees.This is because brain dominance helps to determine the students learning style. To fully understand the left-brain dominant person, the characteristics must first be understood. By understanding all of these characteristics the left-brain dominant person can be fully understand. According to On tendency Associates (2012) the left-brain dominant person is logical, sequential, rational, analytical, objective, and looks at parts (para. 2). A left-brain dominant person is logical. They tend non to come up with creative ways to pin down a problem. The consequence of this is the person is limited in solutions to fix the problem.The person t ends non to think immaterial(a) of the box. This individuals thoughts are organized. Their mind is like a neat parting. Everything in the office is neat and organized. tout ensemble the files in the office are labeled. The files being organized in the office is the sequential trait. The files are organized in a certain order. The person knows where everything is in the office. The person is rational. This person tends to understand things as they are. It makes since to them since they are logical. The left- brain dominant person is analytic. This person can separate the different pieces to abbreviation the subject. This dominance can be objective.They can relate objects together to understand the entire picture. Templeton (2013) found that In writing, it is the left-brain that pays attention to mechanics such as spelling, agreement, and punctuation. But the right side pays attention to coherence and meaning that is, your right brain tells you it feels right (para. 6). A left- brain dominant person has more annoy writing. This is because the individual has trouble capturing the meaning of what the person wants to say within his fixment. The person may start his argument but may not excite it. This is due to the lack of being able to capture what is intended because of meaning.Templeton (2013) indicates that a left-brain dominant person is more likely to be a better speller. Math problems exit be easier for this person. The left-brain dominant person can do a math problem in order understanding how to get to the answer. Science classes are generally easier, because the person can work out the experiment piece by piece (para. 3, 5, & 6). This helps him to make it to the end state easier. The right-brain dominant person according to On Purpose Associates (2012) is random, intuitive, holistic, synthesizing, subjective, looks at wholes (para. 2). A right-brain dominant person is random.There is no plan or objective. The person goes randomly from one task to another. The person does not keep an organized schedule. A right-brain dominant person is creative. This person can look outside of the box for solutions for a problem. A left-brain dominant person is less likely to do this. This person does not break things down to analysis the different parts. The person only sees the big picture. The right-brain dominant person lets others push him around. He sees things as they are and does not challenge them. A right-brain dominant person sees everything as a whole.The person only sees the endpoint. He may not understand anything in-between. Templeton (2013) suggests that a right-brain person is less likely to be able to learn effectively from a lecture (para. 2). Most lectures do not come to the finish until the very end. The reason is because one of the traits of a right-brain dominant person is seeing everything as a whole. A lecture can be difficult for him to comprehend. The student starts with the answer working backwards. Templeton ( 2013) suggests that right-brain dominant students will succeed in classes that are hands-on (para. 5).Classes such as biology, carpentry, mechanics, and shop are all examples of classes where right-brain dominant students will learn effectively. Right- brain dominant students will also be successful in writing papers. This all the way shows that the students brain dominance is a factor when a learning style is concerned. Each student processes and absorbs new entropy in a different way. Identifying learning styles and teaching those learning styles can emergence academic achievement and remedy attitudes towards learning (Green, 1999, p. 684). Each student require to determine what his best leaning style is.The learning style determines how intimately and how fast they can retain the information. Adjustments can be made to improve the students learning ability. Bransford, Brown, and Cocking (1999) suggests that different methods can be used in subjects such as math for the stud ent to better understand the subject (p. 169). In math models can be used to pardon the equation and the steps to get the answer. For lectures teachers can provide background information prior to the presentation. This will help some students work backwards to be able to see the conclusion.Left-brain dominant students practicing writing, will experience an increase in their writing ability. Pfabigan, Alexopoulos, and Sailer (n. d. ) suggest that it is possible that a persons dominant side of the brain can cause them to be antisocial, but is not likely. The results from the study are too close for the right and left hemisphere of the brain, to determine that antisocialism is from brain dominance (para. 12). Its more likely that antisocialism is genetic, not from brain dominance. Being antisocial can be compared to a fear. The only way of overcoming a fear is be doing it.For someone that is antisocial the best thing to do is go out and overcome it. That person should remonstrate to the stranger in line at the grocery store. When on vacation the person should talk to strangers. The person should put themself out there. In conclusion left and right-brain dominance can affect the way someone learns. someone who is left-brain dominant is more logical. Their thoughts and brain process is neat and organized. The left-brain dominant person is more likely to have problems writing. This can be overcome like any weakness. The right-brain dominant person is creative.He can look outside of the situation to solve the problem. He is not driven primarily by logic. The right- brain dominant person may have problems following lectures. The lecture may lose the students interest. He is a hands- on learner. He needs to be part of a demonstration, or do things with his hands to fully understand concepts. A class such as biology that is mostly hands on activities is a better class for someone who is right-brain dominant. The best way to learn is for the student to know his learn ing style and use it. Antisocial individuals is more and likely genetic. The student can overcome this challenge.The student will have to work at it, but like anything else this can change. References Bransford, J. Brown, L. & Cocking R. (1999). How People Learn Brain, Mind, Experience, and School. Washington, D. C. National Academic Press. Retrieved from http//site. ebrary. com/lib/genus Apus/docDetail. action? docID=10038789 Green, F. (1999). Brain and learning research Implications for meeting the needs of various learners. Education, 119(4), 682-687. Doi 196424120 On Purpose Associates. (2012). Right Brain vs. Left Brain. Funderstanding. com Retrieved June 8, 2013, from http//www. funderstanding. com/brain/right-brain-vs-left-brain/