Thinking Styles - Herrmann’s Creative Brain

Playing 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

• 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)

© Julia Atkin, 2007

Right mode processing

Left mode processing

• serial/sequential • focal/convergent • verbal/symbolic • logical/analytical

• parallel/simultaneous • diffuse/divergent • image/spatial • intuitive/holistic

The Brain - right versus left

the woodthe wood

The Brain - cerebral versus limbic

MacLean’s Triune Brain

Neocortex - conceptual, cerebral, reasoning “thinking cap”

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

Reptilian - instinctive, most ancient part of the brain

neocortex

limbic system

reptilian

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

• 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 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 Game

• Discard your two least preferred cards …

• What reaction did you have when you had to give up two cards?

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 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?

neocortex

limbic systemreptilian

D RIGHT CEREBRAL HEMISPHERE

ALEFT CEREBRAL HEMISPHERE CORPUS CALLOSUM

THALAMUS

HIPPOCAMPAL COMMISSURE

HYPOTHALAMUS

CEREBELLUM

C RIGHT HALF OF LIMBIC SYSTEMLEFT HALF OF

LIMBIC SYSTEM B

TRIUNE BRAIN

A

C

D

B

© Ned Herrmann, The Creative Brain, 1989

© Julia Atkin, 2007

Analyses Clarifies

Quantifies Is logical Is critical

Is realistic Is direct

Likes numbers Knows about money

Knows how things work

A

RATIONAL, THEORETICAL SELF

Takes preventative action Is task focussed

Likes to know the facts Establishes procedures

Gets things done Is reliable

Organises Is punctual

Is neat PlansB

ORDERED, SAFEKEEPING SELF

Is spontaneous Is sensitive to others Is intuitive (feelings) Likes to teach Is supportive Is expressive Is cooperative Is emotional Talks a lot Feels/flows C

EMOTIONAL, INTERPERSONAL SELF

Infers Speculates Qualifies Conceptualises Is intuitive (ideas) Imagines Takes risks Is impetuous Bends the rules Is curious/plays

D

IMAGINATIVE, EXPERIMENTAL SELF

© Ned Herrmann, The Creative Brain, 1989

© Julia Atkin, 2007

Communication & Learning Likes & expectations

For communication & learning, likes and expects

Expects: Brief, clear concise info. Well articulated ideas Logical format Accuracy Certainty Enjoys: A good debate Critical analysis Readings

Expects: An overview A conceptual framework Freedom to explore Analogies/metaphors Visuals Enjoys: Initiative and imagination Connections to other approaches Newness & ‘fun’

Expects: Step by step unfolding Detailed program Punctuality Explanation of how Enjoys: Structured approach Low risk Concrete examples

Expects: Involvement with others Personal anecdotes Experiential approach Feelings to be considered Enjoys: The personal touch Group discussion Harmony

A

B C

D

© Ned Herrmann, adapted by Julia Atkin, 1997

“Learning requires moving outside our comfort zone.”

(Atkin 2000)

“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)

Communication & LearningLikes & Expectations

Discuss …

• Can we use this model as a basis for collaborative work with WikiVet?– To facilitate teamwork?

– As a model for learners?