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Thinking Styles - Herrmann’s Creative Brain Playing the Diversity Game (Cognitive preferences). WikiVet Workshop, LIVE Centre 31 st July 2007. Thanks to Julia Atkin for input (www.learning-by-design.com). Herrmann’s Creative Brain model. Concerned with “ways of knowing”

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thinking styles herrmann s creative brain playing the diversity game cognitive preferences

Thinking Styles - Herrmann’s Creative BrainPlaying the Diversity Game (Cognitive preferences)

WikiVet Workshop, LIVE Centre

31st July 2007

Thanks to Julia Atkin for input (www.learning-by-design.com)

herrmann s creative brain model
Herrmann’s Creative Brain model
  • Concerned with “ways of knowing”
  • ‘Left-brainers’ and ‘right-brainers’
  • “For people whose preferred mode of knowing is visual, what is presented in pictures will get through to them better than a lecture or book with text only”
  • (Herrmann 1989)
slide3

Left mode

Right mode

processing

processing

• serial/sequential

• parallel/simultaneous

• focal/convergent

• diffuse/divergent

• verbal/symbolic

• image/spatial

• logical/analytical

• intuitive/holistic

The Brain - right versus left

the wood

© Julia Atkin, 2007

slide4

The Brain - cerebral versus limbic

Neocortex - conceptual, cerebral, reasoning “thinking cap”

neocortex

limbic system

Limbic - emotional, registers rewards & punishments, controls ANS (fight or flight)

reptilian

MacLean’s Triune Brain

Reptilian - instinctive, most ancient part of the brain

herrmann s creative brain model1
Herrmann’s Creative Brain model
  • Some rules …
    • No cognitive preference is better than another
      • “Every [one] brings critically important contributions to living and working”
    • Not a measure of intelligence
      • “The [model] is a metaphor describing how a person prefers to acquire and process information, not how fast or accurately they do it.”
    • Over 90% of people have >1 preference
    • “Profiles tend to remain constant, but they can and do change.”
the diversity game
The Diversity Game
  • Arrange your five cards in order, starting with the card that best describes yourself, and ending with the one that is least like you …
  • What was your immediate response to the cards that were dealt?
  • Would you be comfortable finishing the game with these cards?
the diversity game1
The Diversity Game
  • Move around the other players and trade cards to “improve” your hand ...
  • Were there any noticeable patterns in the kinds of cards other players wanted to keep and those they were willing to trade?
  • What might patterns suggest about the preferences of the group?
the diversity game2
The Diversity Game
  • Discard your two least preferred cards …
  • What reaction did you have when you had to give up two cards?
the diversity game3
The Diversity Game
  • Examine all the discarded cards and make any exchanges you want to …
  • Were those choices easy or difficult?
  • Were you able to put together a hand that closely represented you?
the diversity game4
The Diversity Game
  • Remember a personal story to share with the group that illustrates a time when all three of the qualities in your hand came into play and influenced your behaviour …
  • Does your story reflect the way you are much of the time?
slide14

Communication & LearningLikes & Expectations

“If a learner is highly inclined towards one mode of processing … he or she will tend to approach tasks in that mode even when it’s not the more appropriate.”

(Atkin 2000)

“Learning requires moving outside our comfort zone.”

(Atkin 2000)

© Julia Atkin, 2007

discuss
Discuss …
  • Can we use this model as a basis for collaborative work with WikiVet?
    • To facilitate teamwork?
    • As a model for learners?