Chapter 2: Learning to LearnLesson 2: Left Brain/Right Brain
ELECTIVE LET 1Unit 3: Foundations for Success
Chapter 2: Learning to Learn
Lesson 2: Left Brain/Right Brain
Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2
Administrator Lesson Guide:
Lesson Competency: Distinguish between the functions of the left and right brain
Linked ELA Common Core: RI.9-10. READING: INFORMATIONAL TEXT - RI.9-10.1., RI.9-10.2., W.9-10. WRITING - W.9-10.1.e., W.9-10.2.d., W.9-10.2.f., W.9-10.3.b., W.9-10.3.e., W.9-10.4., SL.9-10. SPEAKING & LISTENING - SL.9-10.1., SL.9-10.1.a., L.9-10. LANGUAGE - L.9-10.1., L.9-10.2., L.9-10.2.c., L.9-10.4., L.9-10.4.a., L.9-10.4.c., L.9-10.4.d., RST.9-10. READING: SCIENCE & TECHNICAL SUBJECTS - RST.9-10.2.
Linked JROTC Program Outcomes:Graduate prepared to excel in post-secondary options and career pathways.
Thinking Processes
Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)
Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)
Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)
Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)
Part-Whole - Brace Map* (Alt. = Pie Chart)
Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)
Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)
Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)
* Thinking Map / Core Abilities
Build your capacity for life-long learning
Communicate using verbal, non-verbal, visual, and written techniques
Take responsibility for your actions and choices
Do your share as a good citizen in your school, community, country, and the world
Treat self and others with respect
Apply critical thinking techniques
Multiple Intelligences
Bodily/Kinesthetic
Visual/Spatial
Logical/Mathematical
Verbal/Linguistic
Musical/Rhythmical
Naturalist
Interpersonal
Intrapersonal / Bloom’s Taxonomy
Remember
Understand
Apply
Analyze
Evaluate
Create
Structured ReflectionMetacognition
What?
So What?
Now What?
Socratic Dialog
E-I-A-G / Authentic Assessment
Observation Checklist
Portfolio
Rubric
Test and Quizzes
Thinking Map®
Graphic Organizer
Notebook Entries
Logs
Performance
Project / Learning Objectives
Identify the functions of the brain hemispheres
Describe the differences between global and analytical thinking
Explain how brain dominance helps determine personality and behavior
Determine personal information processing preferences
Define key words: analysis, bilateral transfer, cognition, complementary, corpus callosum, dominant, global, hemisphere, local, specialize, synchronize, synthesis
Legend:
Indicates item is not used in lesson
Indicates item is used in lesson
Lesson Preview:
Energizer: Play “Machine Charades.”Give Cadet teams index cards with the name of a machine for Cadet teams to act out. Direct Cadets to consider how they can guess the correct answer without using words.
Inquire: Cadets view an animation and listen to a briefing about the left and right hemisphere. Cadets complete Exercise #1: Logical or Creative and Exercise #2: Global or Analytical.
Gather: Cadets view Video #1: Left Brain/Right Brain and listen to a briefing about brain dominance. Cadets complete Exercise #3: Brain Dominance Inventory and Exercise #4: Left-Right Dominance.
Process: Brief Cadets on verbal and visual thought strategies. Cadet teams create a Multi-Flow Map showing examples of different thought strategies to use for achieving an assigned goal.
Apply: Cadets discuss left/right-brain characteristics of fictional characters. Distribute the Left-Brain/Right-Brain Performance Assessment Task and Scoring Guide.
ELECTIVE LET 1
Unit 3: Foundations for Success
Chapter 2: Learning to Learn
Lesson 2: Left Brain/Right Brain
Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2
Note:As additional resources for this lesson, you may use the Curriculum Manager content from Quantum Learning. Two videos from Quantum Learning are already incorporated into the PowerPoint presentation.
Instructor Lesson Plan:
Why is this lesson important?
Within the last 40 years scientists have shown that the left and right brain hemispheres have unique and specific functions. Before this breakthrough, brain function was a mystery. In this learning plan, you will explore the differences between each hemisphere and how they impact personality, behaviors, and learning.
Lesson Question
How do parts of the brain work together to increase the brain’s processing power?
What will Cadets accomplish in this lesson?
Lesson Competency
Distinguish between the functions of left brain and right brain
What will Cadets learn in this lesson?
Learning Objectives
- Identify the functions of the brain hemispheres
- Describe the differences between global and analytical thinking
- Explain how brain dominance helps determine personality and behavior
- Determine personal information processing preferences
- Define key words: analysis, bilateral transfer, cognition, complementary, corpus callosum, dominant, global, hemisphere, local, specialize, synchronize, synthesis
Performance Standards
- by creating a table that charts the Cadet’s daily activities as left-brained or right-brained
- by writing a summary describing the Cadet’s personal brain hemisphere dominance
- when the table includes columns for left and right brain hemispheres and rows for at least 20 activities
- when the table relates each activity as right-brain or left-brain
- when the table includes reasons for brain hemisphere identification for each activity
- when the summary includes personal brain hemisphere dominance
- when the summary relates the Cadet’s findings on Exercises #1 – 4
- when the summary uses supporting facts for the Cadet’s conclusion about personal brain hemisphere dominance
Part 1: 45 minutes
Energizer:
Lesson Delivery Setup:
- This is an optional motivational activity and should be used at your discretion, or as time permits.
- Distribute index cards to Cadets with the name of a machine that has specialized parts that all have to work together to achieve the desired result. Examples: dishwasher, vacuum cleaner, computer, garage door opener, and blender. Include enough ideas for the number of small teams your class contains.
Student Learning Activity / Teaching Notes
Direct Cadet Focus: Ask Cadets to think about how your brain can solve problems without using words.
Inform Cadets they’ll be playing a game like Charades, but that instead of a phrase, they’ll be asked to act out a type of machine.
Divide Cadets into teams of 3-6 people. Give each team one of the “machine” index cards. Tell the teams to prepare to present the machine kinesthetically or in motion, for the entire class. Using words, spoken or written, is not allowed.
Allow teams one minute for preparation.
Guide teams to present their machine while the rest of the class tries to guess the name of the machine and its function.
Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet population.
- What did you learn from “demonstrating” your machine?
- What do you think this activity has to do with how parts of the brain work together?
- How can you apply what you have discovered in this activity as you learn more about parts of the brain and how the brain works?
Total Time: 10minutes (optional)
Phase 1 -- Inquire:
Lesson Delivery Setup:
- Make sure Curriculum Manager is installed and the clicker receiver is plugged in. Distribute clickers to Cadets.
- Ensure that Cadets have access to the Student Learning Plan.
- Prepare to show all Inquire Phase slides from the Lesson PowerPoint Presentation and start with the Focusing Question.
- Prepare to display the Learning Objectives.
- Ensure Cadets have their Cadet Notebooks for use throughout this lesson.
- Familiarize yourself with the Brain Dominance slide and be prepared to give a briefing on it.
- Prepare to distribute Exercise #1: Logical or Creative and Exercise #2: Global or Analytical.
- Prepare to use a table that summaries the class tally of results from the two exercises.
Student Learning Activity / Teaching Notes
Direct Cadet Focus: Ask Cadets to think abouthow parts of the brain work together to increase the brain’s processing power. The Inquire Phase of the lesson is to set Cadets up to begin thinking about what they already know about this subject area.
- THINK ABOUT how the parts of the brain work together to increase the brain’s processing power. PREPARE for this lesson by discussing What you will accomplish in this lesson; What you will learn in this lesson; Why this lesson is important, and When you will have successfully met this lesson’s purpose.
Review the Student Learning Plan. Ask Cadets to find the answers to the following questions on their plans: What will you accomplish in this lesson; What you will learn in this lesson; Why the lesson is important; When will you have successfully met the lesson’s purpose.
Show the learning objectives slide. Remind Cadets that learning objectives tell them ‘what’ they will learn about in this 90-minute lesson.
Explain that key words are vocabulary words. They will appear throughout the lesson. Suggest that Cadets write down on paper or circle any words that they are not familiar with. Remind them that you may be checking their comprehension of the words later in the lesson.
- VIEW animation about Roger Sperry’s split-brain research. LISTEN to a briefing about brain dominance.
- COMPLETE Exercise #1: Logical or Creative and Exercise #2: Global or Analytical. PARTICIPATE in a class tally of which column had the most votes.
When Cadets have completed this exercise, distribute Exercise #2: Global or Analytical. Direct them to check the Agree or Disagree column for each statement.
When Cadets have finished Exercise #2: Global or Analytical, inform them that the Agree column matches “global thinking” and that the Disagree column matches “analytical thinking.”
Display the Class Tally slide and ask Cadets for a show of hands about their results from the exercises.
Lead a class discussion about the results. Does the class seem to “lean” toward left- or right-brain characteristics? If so, what are the implications for how the class might approach various assignments and tasks? What are the class’ weaknesses and strengths?
NOTE:You may also draw the table on the board or chart paper. The table will be added in the next phase of learning.
- REFLECT on what you learned about your brain dominance. ANSWER the reflection questions presented by your instructor.
- What have you learned about yourself?
- Why do you think this might be helpful to you?
- Would you like to be able to switch between one approach and the other? If so, how would you go about doing that?
- How can knowing whether you are right or left brain dominant help you to learn and grow?
Conclude this phase of learning by summarizing the purpose of the activity and informing them that they will now learn some new information about the hemispheres of the brain.
Total Time: 15minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Inquire Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet.
Phase 2 -- Gather:
Lesson Delivery Setup:
- Prepare to show all Gather Phase slides from the Lesson PowerPoint Presentation.
- Provide access to a student text: Unit 3: Foundations for Success in Life, Career, Health, and Wellness (hardbound); LET 1 (softbound); the e-text version found in the U3C2L2 resource folder on the Curriculum Manager.
- Familiarize yourself with the video in the presentation. Prepare a briefing on the slide showing the functions of the left and right hemispheres of the brain.
- Prepare to distribute Exercise #3: Brain Dominance Inventory and Exercise #4: Left-Right Dominance.
- Be ready to use a table to tally class results of the exercises.
- Be prepared to launch Reinforcing Questions.
Student Learning Activity / Teaching Notes
Direct Cadet Focus: Ask Cadets to think about their natural learning tendencies and how they relate to their dominant brain.
The Gather Phase introduces Cadets to the learning objectives by providing new information or content through the activities provided. Cadets begin to build on any previous knowledge or experiences.
- VIEW Video #1: Left Brain/Right Brain Dominance. LISTEN to a briefing about the hemispheres of the brain.
- COMPLETE Exercise #3: Brain Dominance Inventory. Your instructor will give you directions on how to tally your answers. COMPLETE Exercise #4: Left-Right Dominance. PARTICIPATE in a discussion about how your classmates scored on the two exercises.
Distribute Exercise #4: Left-Right Dominance.
When Cadets have completed the exercises, display the Class Tally slide and ask Cadets for a show of hands about their results from the exercises.
NOTE: Incorporate the results from Exercise #1: Logical or Creative and Exercise #2: Global or Analytical in the Inquire Phase.
Lead a class discussion about the results. Do Cadets think the results of the exercises accurately reflect who they are? What are some of the advantages or disadvantages of being strongly left or right-brained? Do you think a strong dominance influences your choice or success in a career?
Display the Reinforcing Question.
- REFLECT on how your brain dominance might affect your learning and behavior. ANSWER the reflection questions presented by your instructor.
- What did you learn about your brain dominance?
- How can this information help you right now? In school? At your current job? In your activities?
- How might your own brain dominance affect specific life situations?
Conclude this phase of learning by summarizing the purpose of the activity(ies) and informing them that they will now ‘do’ something with the new information or skill they were introduced to.
Total Time: 20minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Gather Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet.
Part 2: 45 minutes
Phase 3 -- Process:
Lesson Delivery Setup:
- Prepare to show all Process Phase slides from the Lesson PowerPoint Presentation.
- Familiarize yourself with the slidesin the presentation and be prepared to brief Cadets on verbal and visual thought.
- Provide chart paper and markers for team use.
- Be prepared to launch Reinforcing Questions.
Student Learning Activity / Teaching Notes
Direct Cadet Focus: Ask Cadets to think about the importance of self-talk and daydreaming.
This phase of the lesson allows Cadets to practice using the new skill or knowledge.
- LISTEN to a briefing on verbal thought and visual thought. Work with your team on an assigned task to CREATE a Multi-Flow Map showing examples of using verbal and visual thought to accomplish the task. PRESENT your team’s maps to the class for discussion.
Divide Cadets into small teams and direct them to focus on a task or goal. You may assign a task or goal, such as:
- Getting a perfect score on a difficult test
- Learning to dance or play an instrument
Allow class time for Cadets to present their maps.
Display the Reinforcing Questions.
- REFLECT on strategies for using both hemispheres of your brain. ANSWER the reflection questions presented by your instructor.
- What can you do to build skills in areas you feel could be developed?
Conclude this phase of learning by summarizing the purpose of the activity and informing Cadets that they will now apply the new knowledge or skill through the assignment or activity outlined in the performance assessment task.
Total Time: 25 minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Process Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet.
Phase 4 -- Apply:
Lesson Delivery Setup:
- Prepare to show all Apply Phase slides from the Lesson PowerPoint Presentation.
- Distribute the Left Brain/Right Brain Performance Assessment Task.
- Determine how you will review the key words from this lesson.
- Prepare to use the Digital Timer application in your Curriculum Manager.
- Prepare to assign the performance assessment task as homework as time necessitates.
Direct Cadet Focus: Ask Cadets to think about fictional characters that have specific left- and right-brain characteristics.
This phase of learning will help Cadets transfer past knowledge and experience to new knowledge and skills introduced and practiced during this lesson. Prompt Cadets by asking them how this lesson can be used beyond this classroom experience.
- APPLY what you’ve learned about left-right dominance to characters in a movie, TV show, or comic strip. PARTICIPATE in a class discussion about what brain traits and functions the characters demonstrate.
- A character in a current popular movie
- A cartoon character familiar to all Cadets (Homer Simpson, Bugs Bunny, etc)
- COMPLETE the Left Brain/Right Brain Performance Assessment Task. SUBMIT your completed performance assessment task to your instructor for feedback and a grade.
Refer Cadets to the scoring guide for a list of criteria that should be included in their written summary. This same criteria on the scoring guide can be used as a grading checklist too.
Remind Cadets that lesson assessment tasks can be used as evidence of learning and are solid artifacts to add to their Cadet Portfolios.
- REVIEW the key words of this lesson.
Remind Cadets that key words were introduced throughout various learning activities and should not be ‘new’ to them.
Instruct Cadets that you are going to see how well they remember the key word meanings and launch the automated response slides or one of several animated games.
Remember to use your digital timer in Curriculum Manager to set a reasonable time limit for this activity.
- REFLECT on what you have learned in this lesson and how you might use it in the future.
- What did you learn from this activity?
- Why is it important to apply what you have learned creatively?
Can Cadets answer the Lesson Question(s) now:How do parts of the brain work together to increase the brain’s processing power?
Allow some time for discussion.
Total Time: 20 minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Apply Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet.
Homework:
After reading student text on Dominance and Career Choice, have Cadets list careers they might be interested in.
Note on Cadet Portfolios:
As Cadets work through the lessons in this chapter, remind them to add completed documents to their Cadet Portfolio. Portfolios can be arranged by topic, chapter, or LET depending on your requirements. Refer to the Cadet Portfolio Assessment Task in your JROTC Instructor’s Desk Reference for ideas on setting up and evaluating Cadet Portfolios.
Unit 3: Foundations for Success1