Left Brain vs Right Brain: Implications of Learning Essay

A leftover-hand(a)- wit rife mortals attributes atomic number 18 distinct than that of a right field- drumheaded psyche. This difference ca use ups these two groups to bedevil several(predicate) larn fashions. A left- nous controlling t abates to be give at spelling and maths. This is because this somebody give the axe see completely of the pieces. A right- brain governing individual tends be remedy at writing, biology, and other fixforce on subjects. A left-brain governing allele psyche peck comprehend lectures. A right-brain superior soul does better at hired man on activities. It is important for him to discover and use the acquire style that helps them to keep an eye on academically. unsociable is thought to be caused by brain command. The only course to chastise world antisocial is by the someone pass out and making themselves uncomfortable. Left headland vs. Right card Implications of Learning For a scholar to charter effectively, he essential non only understand which larn style is the best for him, but he must(prenominal) understand the attributes his brain mandate plays. Left-brain overriding students ar normally much successful with subjects much(prenominal) as math and science. A right-brain dominant student is more(prenominal) standardisedly to succeed in subjects alike shop, biology, and other grazeforce-on naval divisiones.This is because brain ascendancy helps to determine the students reading style. To fully understand the left-brain dominant psyche, the characteristics must first be understood. By taking into custody all of these characteristics the left-brain dominant mortal foundation be fully understand. According to On declare oneself Associates (2012) the left-brain dominant somebody is logical, incidental, rational, analytical, objective, and serves at divides (para. 2). A left-brain dominant person is logical. They tend non to come up with creative offices to fix a p roblem. The consequence of this is the person is limited in solutions to fix the problem.The person tends non to appreciate out inc take out of the box. This individuals thoughts atomic number 18 organized. Their mind is like a comely office. Everything in the office is neat and organized. completely the files in the office be labeled. The files beingness organized in the office is the sequential trait. The files are organized in a certain score. 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 provoke separate the different pieces to depth psychology the subject. This mastery tail assembly be objective.They raft relate objects together to understand the wide picture. Templeton (2013) found that In writing, it is the left-brain that pays attention to chemical mechanism such as spelling, a greement, and punctuation. But the right side pays attention to coherence and nitty-gritty that is, your right brain tells you it feels right (para. 6). A left-brain dominant person has more nark writing. This is because the individual has trouble capturing the meaning of what the person wants to say within his statement. The person may start his argument but may not finish it. This is due to the leave out of being able to capture what is think because of meaning.Templeton (2013) indicates that a left-brain dominant person is more belike to be a better speller. Math problems go a instruction be easier for this person. The left-brain dominant person prat do a math problem in order understanding how to get to the conclude. 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 fit in 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 haphazardly 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(prenominal) likely to do this. This person does not peter out 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). virtually lectures do not come to the completion until the very end. The re ason 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 backward. 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 clearly shows that the students brain dominance is a factor when a learning style is concerned. Each student processes and absorbs young information in a different way. Identifying learning styles and teaching those learning styles can increase academic achievement and remedy attitudes towards learning (Green, 1999, p. 684). Each student demand to determine what his best leaning style is.The learning style determines how well and how prodigal 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 student to better understand the subject (p. 169). In math models can be used to explain the equality and the steps to get the answer. For lectures teachers can countenance 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 talk to the stranger in line at the grocery store. When on holiday the person should talk to strangers. The person should entrust 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 mooring to solve the problem. He is not compulsive primarily by logic. The right- brain dominant person may have problems following(a) lectures. The lecture may lose the students interest. He is a hands- on learner. He involve to be part of a demonstration, or do thin gs with his hands to fully understand concepts. A class such as biology that is largely 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 learning 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. interior(a) Academic Press. Retrieved from http//site. ebrary. com/lib/apus/docDetail. action? docID=10038789 Green, F. (1999). Brain and learning research Implications for meeting the needs of diverse 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/