The document discusses whole brain learning theory and how to train children to use both left and right brain skills. It describes that the brain is split into two hemispheres that control different thinking modes. The left brain specializes in logical, analytical skills while the right brain focuses on spatial, intuitive skills. The theory states that everyone can develop creativity by learning to use both sides of their brain. It provides several principles for brain-based learning, including engaging the whole body, allowing time for development, addressing individual uniqueness, incorporating conscious and unconscious processes, finding meaning through patterns, and enhancing social interaction.

1. How to Train
Children to
Make Used Left
and Right Brain

3. MULTIPLE INTELLIGENCES THEORY
Dr. Howard Gardner
According to this theory, human cognitive
competence is better described in terms of
a set of abilities, talents and mental skills
called intelligences. All normal individual
possess each of these skills to some extent;
individuals differ in the degree of skill and
the nature of their combination.

5. Interpersonal
Intelligence
 Children talk about and
share their art with others.
 Children work together and
practice social skills at the art
center.
 Children use peers as
resource while doing art.

6. Logical-
mathematical
Intelligence
 Patterning, color mixing,
quantifying,
problem solving.
 Children make choices,
decisions and carry out
plans.
 Set up an organized art
centers which similar
materials are grouped
together or classified.

7. Verbal-
linguistic
Intelligences
 Label art materials and
supplies.
 Children talk about their
art
 Encourage art sharing as
part of “show and tell”
 Engage in art dialogue
with children.

8. Naturalist
Intelligence
 Children use personally
meaningful symbols to
represent nature and their
surrounding
environment.
 Take nature work to
collect nature specimen
for arts.

9. Musical-
rhythmic
Intelligence
 Children can make
musical instruments or
sound maker.
 Art can be produced in
response to music.
 Background music can
trigger artistic
processing.

10. Bodily-
kinesthetic
Intelligence
 Involves bodily and
kinesthetic movements
and multisensory
stimulation.
 Manipulation of art tools
enhances uses of large
muscles,sensory-motor
integration, fine-motor
skills and eye-hand
coordination.
BODY SMART

11. Intrapersonal
Intelligence
 Children work alone and
reflect on their processing
and result.
 Plan art activities that
focus on the child’s sense
of art; “Who Am I?”
Self Smart

12. Visual- Spatial
Intelligence
 Art involves symbolic
representation.
 Materials for two-and
three-dimensional
processing ate provided.
 Children art works are
displayed at their eye-
level.
Picture Smart

13. Whole Brain Learning System
By: Ned Herman

14. Whole Brain Learning
-derived from the theory of the
structure of the mind, and an
understanding of human brain
functions. The brain is split into left
and right hemispheres, and two
different sides of the brain control
two different modes of thinking.

15. Two Sides of the Brain
Left Hemisphere Right Hemisphere
 Rational, verbal and analytic
kind of mental process.
Specializes in:
 Handwriting
 Language
 Reading
 Phonics
 Locating details and facts
 Following directions
 Listening
 math
 Nonverbal, spatial, Intuitive
kind of mental process.
Specializes in:
 Spatial relationship
 Shapes and patterns
 Color sensitivity
 Singing,music,dance
 Art, creativity
 Feelings and emotions
 visualization

16. The whole brain lead to the concept
of brain dominance.
Brain dominance means people
use one, either left or right side of the
brain to a greater degree than the other.
It states that everyone has the
potential to creativity, that creativity can
be learned, and creative thinking
involves the whole brain.

17. 12 Basic principles of Brain-Based
Learning
1. The brain is a parallel processor.
-brain uses multiple strategies to create meaning.
-both hemispheres of the brain work together in
thoughts, emotions, imagination and predispositions
occur simultaneously as the entire system interacts and
exchanges information in the environment.

18. 2. Learning engages the entire
physiology.
- environments, diets, amount of sleep, and water
intake all affects the way our brain respond and learn.
- stress management, nutrition,exercise and
relaxation must be fully incorporated into the learning
process.
-The use of natural movement in the classroom,
such as dancing, clapping, manipulatives,and role-play
can help promote students achievement(Caine
et.al.,2005;Jensen,2000;Slavin,2004)

19. 3. Learning is developmental.
-children need to have time to achieve mastery to
achieve concept or skill before moving on.
- schedule regular breaks in delivering instruction
to allow some time to process information and reflect.
-Eurler (2003) suggest that children need a break
in concentration at least 20 minutes.

20. 4. Each brain is unique.
- No two individuals are exactly alike.
We differ based on genetics endowments,
differing prior knowledge and differing
environments.
The more we learn the more unique we
become.
5. Every brain perceives and creates
parts and whole simultaneously.
-teachers must provide learning
experiences that incorporate both inductive
and deductive thinking in the context of real
life situation.

21. 6. Learning always involve conscious and
unconscious processes.
-children must be given time to process, reflect
on, and revise their thinking.
7. The search for meaning is innate.
-the desire to search for meaning,to make sense of
our experience, and act to our environment is automatic.
-lessons should be exciting, challenging to satisfy
the children’s curiosity and hunger for novelty, discovery
and challenge.

22. 8. Emotions are critical to learning
-what we learn is influenced and organized by
emotions and mindset based on expectancy, personal
biases and prejudices,degree of self-esteem, and the
need for social interaction.
9. Learning is enhanced by challenge and inhibited
by threat.
- Creating a safe place to think and risk, or relax
alertness,is essential for optimum learning. The threat of
failure and/or low grades may inhibit rather that
encourage learning (Goleman,1995)

23. 10. The search for meaning occurs
through patterning.
Patterning refers to the meaningful
organization and categorization of
information.
The brain is designed to perceive and
generate patterns, and it resist having
meaningless patterns imposed on it.

24. 11. We can organize memory in
different ways.
Spatial memory –records daily experiences and is a
natural process.
Rote memory- handles facts and skills in isolation.
-teacher can aid in organizing the memory by
providing orchestrated immersion or creating learning
experiences that immerse children in higher-order
thinking, making connections relevant, using creative
and designing learning environment and by maintaining
relaxed alertness.

25. 12. The brain is a social brain.
-the brain develops better in concert with others.
When children have to talk with others about
information, they retain the information longer and
more efficiently.
-Make use of small groups, discussions, teams,
pairing and question and answer situation.

27. Some children learn by doing
worksheets

35. Some children learn by
singing