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ERIC Number: ED347141
Record Type: RIE
Publication Date: 1991-Sep
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Research and Methodologies for Whole-Brained Integration at the Secondary Level.
Key, Nancy
A high school teacher of history and U.S. Government discusses: the theoretical basis for promoting whole-brained thinking among her students; classroom research she conducted to determine the brain dominance of her students; results of implementation of activities designed to develop more whole-brained thinking in her students; and practical methodologies for teachers who want to implement a program to encourage the development of whole-brained thinking skills. Findings indicated that while activities that promote whole-brained thinking mostly promoted greater left-brained dominance in right-brained students in order to enhance their academic achievement, the activities benefitted high achievers also by helping them to relax and become more open to nonacademic pursuits. Fifteen"Methodologies for Promoting Left-brained Dominance in the Classroom" are given, as well as 13 "Methodologies for Pushing Right-brained Dominance in the Classroom." Brief descriptions are given of lessons which incorporate strategies that elicit right- or left-brained thinking from students. This classroom research served to not only facilitate instructional decisions by the teacher but also to provide students with skills that could be transferred to everyday life. (IAH)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A