UNIT 6: Developing Efficient Learning

Table of Contents
Introduction 2
Lesson 1: Brain Power
Jump Start 4
Learn about It! 5
Check Your Understanding 16
Explore Your World! 18
Lesson 2: Brain Dominance and Mind-Mapping I
Jump Start 21
Learn about It! 22
Check Your Understanding 30
Explore Your World! 32
Lesson 3: Brain Dominance and Mind-Mapping II
Jump Start 35
Learn about It! 36
Check Your Understanding 43
Explore Your World! 45
Lesson 4: Mind-Mapping Strategies
Jump Start 48
Learn about It! 49
Check Your Understanding 58
Explore Your World! 60
Real-world Challenge 62
My Reflection 64
Wrap Up 65
Answers to Check Your Understanding 69
Bibliography 80
Glossary 84

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GRADE 11/12 | Personal Development
UNIT 6

Developing Efficient Learning

“The brain is considered to be the master organ of the body, the regulator of life,
the source of human progress.”
-Frederick Tilney

This unit explains the unbelievable powers of the human brain. This body organ,
which is located in the head region, has powers fit for a king. It commands and
controls both the biological and behavioral processes, so much so, that damage to
any of its parts affects the vital functioning of an individual. It is an organ weighing
at an estimate of 3 pounds, but is a heavyweight in its ability to absorb learning and
foster creativity.

Lee and His Effective Strategies

Lee is teased by his friends and family as an

“upcoming scientist”. He is a very bright student who
is active in extra-curricular and academic activities.
Lee graduated as valedictorian, which came as no
surprise because of his discipline and hard work
when it comes to reviewing his notes and lessons. Lee
is an admirable adolescent to many people.

There is one thing that people do not know though.

Lee learns best when the information is presented in
a video. He owns numerous books but always makes
it a point to search the Internet to look for visual
presentations of topics that were discussed in school. Once he was able to combine
reading books and watching video presentations. He is able to comprehend his
lessons easily. Yes, Lee has mastered the art of efficient learning.

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Learning need not be a chore. There are numerous ways on how learning can be
made easier. These methods can accommodate different learning styles that make
difficult tasks much easier to understand, remember, and accomplish.

The key to unlocking these methods starts with the understanding of the basic
weapon called “the brain”. Deep in its grooves and folds lies the power to
understand and explore not only our own abilities but that of our surroundings as
well.

Essential Questions

 What are the parts of the brain?

 What are the two hemispheres of the brain based on the Left
Brain/Right Brain Dominance Theory, and how do they differ
from each other particularly in learning?
 What are the different quadrants of the brain based on the Whole
Brain Theory and their characteristics?
 What is mind-mapping and how does this contribute to efficient
learning?
 What are samples of mind-mapping techniques or strategies?

Learning Targets
In this unit, you should be able to:
● discuss that understanding the left and right brain may help in improving
one’s learning;
● explore two types of mind-mapping techniques, each suited to right
brain- or left brain-dominant thinking styles; and
● make a plan to improve learning using the left and right brain through
mind-mapping activities.

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 Lesson 1: Brain Power

How well do we know your brain? This is a question that requires your deep
understanding of its parts and its corresponding functions. You have been exposed
to the fascinating facts and figures about this body part ever since you started
school and this is the time to revisit these tidbits of information to better
understand how the brain plays a crucial role in your ability to absorb new
knowledge.

Jump Start
Materials:
Manila paper or cartolina (optional), pens, Power point presentation (optional),
laptop (optional)

Instructions:
Your class will be divided into several groups. The maximum number is seven to ten
members. Each group assigns a leader to facilitate the activities and a secretary to
take down notes. Once this is done, you will be told to recall your prior knowledge
about the brain. Each group is tasked to present a set of ten facts and figures about
it. You can maximize the use of your materials in presenting your collection of
trivia/fact. Each group member must take turns in reading out their outputs.

You will be asked “How powerful is your brain?”

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 Learn about It!
The brain has always been a fascinating body part. It is a delicate, gel-like organ that
is considered as the most powerful part of the human body. The studies dedicated
to the understanding of the brain have yielded multiple new insights about its
parts; how these parts function separately and together and their impact on the
overall functioning of a person.

The study of the brain made it easier for PAUSE FOR A THOUGHT
people to understand how it connects bodily
Why is the brain considered as
functions together and how it affects your
superior even to the most powerful
cognitive abilities and behavior. However,
computers?
experts continue to study the brain in the
hopes of filling in the gaps of knowledge about
this all-powerful part.

The Parts of the Brain

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The brain is composed of three important parts:

A. The Forebrain

The forebrain is considered as the biggest part of the brain. It is mostly consists of
the cerebrum. Generally, the cerebrum controls speech, reasoning, learning,
emotional control, and memory. To break this down, the following parts are found
in the cerebrum:

o The Limbic System. It consists of the:

 hippocampus which focuses on learning and memory;
 amygdala which is the center of emotions like aggression and anger;
 hypothalamus which is responsible for basic processes like control of
hunger, regulation of temperature, thirst, and circadian rhythms
(body clock) which tells you when to eat or sleep and rise. It responds
to sunlight and temperature.
 thalamus is also found in the forebrain. Its main job is to control the
flow of information going into the cerebral cortex, which is distributed
to the muscles and senses, and vice versa.

EXAMPLE

One result of the damage on or removal of the amygdala is the

unhealthy lack of fear. In animals with lesions (damage) to this part,
they approach potentially threatening or dangerous objects without
hesitation or fear.

When the amygdala is overly active, it results in fear.

o The Cerebral Cortex. The cerebral cortex is the outer thin layer of the
cerebrum.

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B. The Midbrain

This part is found between the forebrain and the hindbrain. It is responsible for eye
movement and auditory information. The midbrain serves as the link in the signal
transmissions between the forebrain and the hindbrain.

C. The Hindbrain

It is composed of:

o cerebellum, also known as the little brain with its numerous and deep folds,
which controls movement and balance;
o pons, which is responsible for processes like arousal and the sleep and
waking up cycle.

The medulla oblongata is considered as the extension of the spinal cord that is
found in the skull. It regulates important processes like circulation and other
involuntary processes like heart rate, blood pressure regulation, salivation,
sneezing, breathing, vomiting, and coughing.

The Four Lobes of the Brain

TIP!

To remember the four lobes

of the brain, remember the
acronym FPTO!
F – rontal lobe.
P – arietal lobe.
T – emporal lobe.
O – ccipital lobe.

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The cerebral cortex is divided into four lobes. Each lobe governs specific functions.

1. Frontal lobe. This lobe is found at the front of the brain. It is responsible for the
higher level thinking processes like problem-solving, learning, and organizing. It
also regulates attention, memory, and mobility.

2. Parietal lobe. At the back of the frontal lobe is the parietal lobe. This region
integrates sensory data like touch, pain, pressure, and temperature. It also helps in
kinesthesia or the perception that the limbs or body is moving.

3. Temporal lobe. The temporal lobe is found near each ear. Its main function is to
process auditory signals and information. It is an important component in
understanding language. It is also involved in the long-term memory encoding. The
presence of a tumor in this lobe can give rise to hallucinations.

4. Occipital lobe. This region is found at the lower back part of the cortex. Its job is
to process visual information including the detection and identification of colors,
movement, and other visual stimuli. It gets information from the eyes and uses
them to form perceptions or interpretations.

EXAMPLE

The occipital lobe deals with the perception (interpretation) of visual stimuli.
Damage to this part can result in loss of vision or total blindness. The damage
is usually triggered by events such as vehicular accidents, use of firearms, and
falls.

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 REMEMBER ME!

The brain can be divided into three parts:

Forebrain – this part is responsible for higher-order processes like learning,

thinking and consciousness;
Midbrain – this part acts as the relay center between the forebrain and the
hindbrain; and
Hindbrain – this part is responsible for physiological processes like
breathing, sleeping, eating and all other basic processes that allow a person
to live and survive.

The Left and Right Sides of the Brain

Another way of dividing the brain is via its left hemisphere and right hemisphere.
When the brain is seen from the top, one would notice that these two regions are
not fused. Instead, they are clearly seen as being equally divided. These two
regions are connected by a band of tissue called the corpus callosum. These two
hemispheres are seen as symmetrical and identical; however, their functions are
entirely different. Their functions complement each other.

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Ramos pointed out the studies made by two distinct researchers Sperry and
Gazzaniga wherein they discussed that these two hemispheres pass messages to
each other via the corpus callosum, which acts as the relay center or bridge
between these two hemispheres. When this area is damaged, these two
hemispheres will work independently from each other.

REMEMBER ME!

The corpus callosum acts as the relay center between the left and right
hemisphere. It is the part that receives the neural messages from each
hemisphere and sends the message to the other half.

Left Brain/Right Brain Dominance Theory

The two hemispheres control the body in a

contralateral way. The left side of the brain has
direct influence on the right side of the body while PAUSE FOR A THOUGHT
the right side of the brain has direct control over
Do parts of the brain work
the left side of the body. If the right side of the
independently or in coordination
brain is injured, it will have a direct impact on the
with each other?
left side of the body.

Paul Broca was among

the first to study about the role of each hemisphere in
brain functioning. He found out that there is a
relationship between the left part of the frontal lobe and
the ability to speak. This finding was based on a particular
patient who had a language problem. Although this
patient understood what was being said to him, he failed
at producing sounds or syllables except words resembling the word “tan.” This
specific case gave strength to the assumption that the ability for speaking is under
the control of the left brain.

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 REMEMBER ME!

Each hemisphere controls the opposite side of the body. The left brain
controls the right part of the body while the right brain controls the left side
of the body.

Neuroscientists during the 60s and 70s era presented other proof that specific
functions are regulated by either the left or right side hemisphere. Roger Sperry
and his colleagues noticed that the two hemispheres of the brain specialize in
specific functions. This finding was based on the study of their split-brain patients.

The split-brain operation is a surgical procedure that removes the corpus callosum.
It was first done on cats by Sperry. In humans, it was applied to a US Army veteran
who suffered from severe seizures or epileptic attacks. After the procedure was
done, the brain was now split and his epileptic attacks ceased. The eyes provided
information to both sides of the brain.

In Sperry’s study, the corpus callosum was removed which resulted in the inability
to transfer information about the identities of specific and ordinary objects from
one side of the brain to the opposite side.

In terms of learning, the two hemispheres are said to operate differently in terms of
acquiring information and processing them. The thinking styles of individuals are
considered to be influenced by whichever is the dominant side. This renders
methods of learning unique styles. Thus, require different approaches to
processing different types of information.

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Table 1. The Two Hemispheres of the Brain and Their Thinking Styles

Left Brain Right Brain

Tiny bits of information are gathered It organizes information as a whole and

and processed in a linear or lateral not into small pieces. It does not
way. The bits of information are consider the specific details.
collected, arranged in a lateral manner
and organized in a logical sequence.
Easily understands symbols. Prefers concrete objects rather than
Mathematical operations and symbols. It depends on experiential
language development are both easily learning in such a way that seeing,
processed. touching, feeling, and perceiving real
objects are considered as important
modes of learning.
Applies logic in solving problems by Makes use of intuition in problem-
integrating different bits of solving.
information. It uses intuition or the gut feeling in
choosing the solution to specific
problems.
Verbal thinking is dominant. Self- Visual thinking is dominant. Information
expression made through words and is easily processed through visual
sentences are easily accomplished. representations.

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 EXAMPLE

In a recent study, scientists from the University of California San Francisco found
out that effective communication between the two hemispheres holds a significant
role in developing advanced language abilities or skills. The team of scientists
studied people who do not have a normal corpus callosum. Their brain activity was
monitored and the results showed that some of their research participants were
more likely to depend on the right side of the brain. This study suggests that
people who relied on the right hemisphere for language development obtained
lower marks on tasks involving verbal skills.

The Whole Brain Theory

Another theory or model about thinking styles is the Whole Brain Thinking Model
made by Ned Herrmann. He was General Electric’s head of the Management
Development department when he created this model. With the use of brain
studies made by himself and other specialists, he discovered that four patterns
were used by the brain in terms of perceiving and processing data. This finding
brought forth The Whole Brain Model which identified and described the four
modes of thinking styles.

This model emphasizes the different thinking styles used by people. Moreover, it
added that some styles are more dominant as compared to others. Nevertheless,
this did not eliminate the possibility that people have access to all four thinking
modes. In other words, the inherent ability to use all four styles allows people to be
flexible and use all the other modes in order to adapt and improve their
performance in any area.

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Figure 1. The Four Quadrants of the Whole Brain Thinking

Quadrant A Quadrant D
(Analytical Thinking): (Experimental Thinking):
Analytical Intuitive
Logical Integrating
Quantitative Holistic
Fact-based Synthesizing

Quadrant B Quadrant C
(Practical Thinking): (Relational Thinking):
Detailed Feeling-based
Organized Interpersonal
Planned Emotional
Sequential Kinesthetic

Quadrant A (Analytical Thinking). People who use this mode of thinking like to
read textbooks, collect data, listen to informative lectures or talks, make use of
criteria or facts when evaluating ideas or situations, and apply logical reasoning.

Quadrant B (Practical Thinking). People who use this style prefer detailed
instructions, make use of time management, follow directions easily, observe
schedule and plan and organize activities.

Quadrant C (Relational Thinking). People who use this model like to find
meaning in what they do. They are cooperative, like to listen and share ideas, and

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prefer win-win situations.

Quadrant D (Experimental Thinking). People who use this style look at the whole
picture and not at the details. They like brainstorming and they take initiative in
doing things. They are not afraid to ask “What if” questions, and they like
simulations.

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 Check Your Understanding
A. Read each statement carefully. Supply the correct words to complete the
statement.

1. The ____________ takes care of hunger control, regulation of temperature,

thirst, and circadian rhythm.

2. This part in the cerebrum known as ____________ is considered as the seat of

emotions.

3. The hindbrain is made up of cerebellum, ____________, and the medulla

oblongata.

4. The ____________ stresses the importance of using the four thinking styles to
improve performance.

5. The _______________ is considered as the extension of the spinal cord found in

the skull.

B. Answer the following questions in a brief but concise manner.

1. What is the significance of corpus callosum? Explain your answer.

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

2. How can you relate the feelings of anger to the functioning of the brain?
___________________________________________________________________________________
___________________________________________________________________________________

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 ___________________________________________________________________________________
___________________________________________________________________________________

3. Josh is considered as a Math wizard by his classmates. Based on the Left

Brain/Right Brain Dominance Theory, which hemisphere governs the
mathematical abilities of Josh?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

C. Read each situation carefully and answer the questions for each item.
1. Cite the main differences among the forebrain, midbrain, and hindbrain.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

2. How can you summarize the different functions of each lobe of the brain?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

3. How can you justify the importance of modes of thinking described in the
Whole Brain Thinking Model in relation to improving learning skills?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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 Explore Your World!
Task 1: Grocery List with a Twist

Materials: paper, pen

Instructions:

You are tasked to write down things that you have learned using the discussion
about the brain. You are not allowed to open any gadgets, books or notebooks. You
have to list down at least five things that you have learned while your teacher was
discussing the lesson. You are also not allowed to sit close together with your
classmates while the activity is going on. After writing down the list, you must
summarize your work and present it to the class. The list and the summary will
both be shared.

Criteria for Scoring Points

Clarity of ideas 3
Presence of relevant and accurate details 3
Creativity and uniqueness of the presentation 2
Grammatically correct sentences and level of 2
confidence
Total 10

Task 2: Left or Right?

Materials: paper, pen

Instructions:

Find a partner in the class. You will look for a celebrity or famous person from any
industry that you can use as an example. Do a research about his or her
achievements. Identify whether he or she is left or right –brain dominated. Write

18
down and explain your findings in a single paragraph with a minimum of 10
sentences.

Criteria for Scoring Points

Clarity of ideas 3
Presence of relevant and accurate details 3
Creativity and uniqueness of the presentation 2
Grammatically correct sentences and level of 2
confidence
Total 10
Task 3: Poster Making

Materials: cartolina, colorful pens, other decorative materials

Instructions:

You will be divided into several groups with a maximum of five members each. Your
task is to present the powers of the brain through a poster. You have to show how
significant the brain is by thinking of a slogan that represents your ideas. Once
done, you will present your output in the class. The group with the most convincing
slogan and well-thought of poster will get the highest score. If possible, you can
post your poster in one area of the school premises so that other students can see
their work.

Criteria for Scoring Points

Impact 5
Relevance 5
Neatness 5
Grammatically Correct Sentences and Level of 5
Confidence
Total 20

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The brain needs a steady supply of nutrients and oxygen. Cerebral hypoxia
happens when there is a shortage of oxygen in the brain. Cerebral hypoxia
affects the cerebral hemispheres but is usually used to refer to the shortage
of oxygen in the entire brain.

Neanderthal brains were larger. It is about 10% bigger than modern brains. It
was measured at an average of 1430 cc while the modern brain is at an
average of 1300 cc.

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 Lesson 2: Brain Dominance and Mind-
Mapping I
The brain is capable of collecting an inordinate amount of information. However,
this information should be sorted out based on classifications, categories and
processes. Professionals have gained a thorough knowledge of different
information with the combined use of words and images. This combination makes
it easier for concepts to be easily explained and understood.

Jump Start
Materials: a piece of paper, pens

Instructions:

You will be instructed to list down similarities and differences between each pair of
objects that will be flashed on the board (for example, the teacher will flash a
combination of an apple and a coconut, a basketball player and a scientist, a flower
and a fish, so on and so forth). The goal is to elicit the ability to categorize
similarities and differences between the objects given.

After the session, some of you can volunteer to share your insights about the
activity that you have performed. The insights can be about how you felt during the
activity, the new things you have discovered about the pair of objects, or your
observation about yourself and your classmates while performing the task.

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 Learn about It!
When buying a gadget, you make use of the manual or user’s guide to understand
how the gadget can be used or operated. It is very common for a manual to contain
both the written instructions and the illustration of the gadget showing its different
parts and functionalities. The combined use of plain text and images in the manual
is actually an effort to make it easier for the user to visualize the object and follow
the instructions and other important reminders about the correct usage of the
gadget.

Mind-Maps as Tools

A mind map is an illustration or PAUSE FOR A THOUGHT

diagram that makes use of ideas
branching from a specific concept. Is it possible to combine the
The concept is the keyword or the capabilities of your two brain
subject and the branches are the hemispheres? How will this affect your
ideas related to the keyword or the ability to learn?
subject. They are strategically placed
around the subject to explain its processes or characteristics.

Tony Buzan, a public speaker, and a writer created mind-maps. He stressed that
mind-maps are visual tools that assist learning and memory by making use of
images, words, spatial awareness, numbers and logical thinking.

REMEMBER ME!

A mind-map is an illustration or a diagram using ideas branching from a

specific concept. The concept is the subject while the branches are the main
ideas that are placed around the subject.
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Uses of Mind-Maps

Mind-maps are used in many instances:

 It can be used during a brainstorming session. Brainstorming is a strategy in
which ideas are elicited and collected by people in a particular group setting.
 It can also be used to simplify a difficult concept or process.
 It is also a useful aid in note-taking or review sessions. Mind-maps can
feature plain text or images.
 It is also used as an aid in coming up with decisions to problems. Mind-maps
help in sorting out important details. Since it is presented in a diagram, it is
easier to find the connection among the central ideas and accompanying
sub-topics.
 It can be used in presenting information that illustrates the overall picture of
the topic.
 It is used to organize and consolidate
relevant and interrelated information
from different sources. Properly labeled TIP!
maps promote logical interpretations.
When writing a mind-map,
remember SBT!
Mindmapping.com described the essential
characteristics of mind-maps: S - ubject
B –ranches that represent
1. The center is a representation of the subject the main ideas
or core idea. T –wigs that represent the
sub-topics of the branches
2. The main branches symbolize the relevant
information that is coming out from the
subject or core idea.
3. The branches contain labels, stages, processes or categories that are in
conjunction with the core idea.
4. Twigs are representations of sub-topics.
5. The branches create an image of an interconnected structure.

The Process of Mind-mapping:

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1. Write a subject on the center of a paper. Encircle this topic to indicate that it is
the keyword or subject.
2. Draw several lines around the circle. These lines are properly labeled with the
major ideas or themes related to the keyword
3. For each branch, draw twigs to indicate sub-topics that should be included in the
branches
4. When new data are learned, write them down in the proper twig or branch.

For example, the figure below is an example of a mind-map. The biggest circle
contains the subject which is about the limbic system, while the smaller circles
contain sub-topics. A student can add twigs to the smaller circles to describe each
sub-topic. Images can be added for easy recall.

Figure 1. An Example of a Mind-Map Diagram

Amygdala

LIMBIC Hippocampus
SYSTEM

Thalamus

Lateralization of the Human Brain

In Lesson 1, the structure of the brain was discussed. It also introduced you to the
two hemispheres of the brain which may be identical in appearance, but functions
differently.

Lateralization refers to the differences of the left hemisphere and right

24
hemisphere functioning.

Cerebral dominance is a concept that stresses that one hemisphere plays a

dominant position in regulating intricate cognitive and behavioral processes. It was
assumed that the left hemisphere is influential, thus earning the tag as the
dominant hemisphere. The right hemisphere is known as the minor hemisphere.

REMEMBER ME!

Lateralization is the term used to describe the differences between the left
and right hemisphere functioning.

Cerebral dominance means that one hemisphere plays a dominant position in

regulating intricate cognitive and behavioral processes.

The Left Brain Hemisphere and Mind-Maps

The left hemisphere is primarily known as the side that regulates speech and
language. This was based on the observed result of the damage to Broca’s area.
This area is found on the left side of the frontal lobe. When this is affected, there is
a difficulty in speech sound production.

In the previous lesson, the Left Brain/Right Brain Dominance Theory and the Whole
Brain Thinking Model suggest that the left brain leans on logic and verbal skills. To
recall, take a look at these tables to recall the domains in which the left hemisphere
is dominant:

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A. The Left Brain/Right Brain Dominance Theory

Left Brain

Tiny bits of information are gathered and processed in a linear or lateral way.
The bits of information are collected, arranged in a lateral manner and
organized in a logical sequence.
Easily understands symbols. Mathematical operations and language
development are both easily processed.
Applies logic in solving problems by integrating different bits of information.
Verbal thinking is dominant. Self-expression made through words and sentences
are easily accomplished.

B. Whole Brain Thinking Model

In this model, Hermann combined the two halves of the cerebral system and the
two halves of the limbic system to form all quadrants. Thus, Quadrants A and B are
both found in the left hemisphere.

• Analytical
Quadrant A (Analytical Thinking) • Logical
• Quantitative
Location: Upper or the Cerebral Left Brain
• Fact-based
• Detailed
Quadrant B (Practical Thinking): • Organized
• Planned
Location: Lower or Limbic Left Brain
• Sequential
After reviewing the characteristics of the left brain based on these two theories, it is
noticeable that they share similarities. These similarities help in choosing the mind-
map that is best suitable for students who rely on their left brain when processing
information.

Mind-Mapping Strategies for Left-Brain People

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1. Library Maps. These are also known as reference maps. Their main purpose is
to categorize, organize, and connect information from multiple sources about a
specific topic without losing vital information. In this type, the focus is on the
central idea or the subject. The sub-topics or characteristics are branching out
from the subject. They can be written in a single word or in a phrase.

For example:
A student wanting to memorize important details about Dr. Jose Rizal may have
gotten different sources for the information and gathered all data in a mind
map like the one below:

2. Problem Solving Map. This mind-map is used during a single brainstorming

session with the goal of getting ideas in a fast manner. The longer time the map
is shown, the more ideas are generated. This results in a momentum in solving a
particular problem.

This is done by writing the problem in the middle of the paper or board. The
problem may be stated in a phrase or can be in the form of a picture. The

27
members make comments about the problem which bring about issues and
questions. These issues and problems are labeled. They are connected if there is
a relationship between them. In this type, members are free to give their ideas.
This is used in making plans, illustrating a structure, listing down urgent
priorities and actions. Once the process is done, this mind map can be discarded
after a few hours if it is no longer needed.

For example:
A group of students was not given enough time to present a drama about their
lesson, to solve this, they can quickly brainstorm together to come up with a
definite plan for their presentation.

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 REMEMBER ME!

Library Maps are also called reference maps and their main purpose is to
categorize, organize, and connect information from multiple sources about a
specific topic without losing vital information.

Problem Solving Maps are used in a single brainstorming session with the
goal of getting ideas in a fast manner.

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 Check Your Understanding
A. Read each statement carefully. Identify the words/concepts to complete the
statement.

1. To get ideas from group members in a quick manner, ______________ is a

technique that can be used.

2. A _____________ is an illustration that shows ideas branching out from a subject

or keyword.

3. In mind mapping, the sub-topics under the major ideas are also known as
______________.

4. At the center of the mind-map is the _____________.

5. The ____________ represent the major ideas.

B. Answer the following questions in a brief but concise manner.

1. Adrian could not understand the process of the Nitrogen Cycle. What could he do
to have a better understanding of the process?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

2. Based on the Left-Brain/Right Brain Dominance Theory, do you agree that people
who are good in English can also be good in Math? Explain your answer.
_______________________________________________________________________________________

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_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

3. Ray has to answer the question “What are the similarities between Queen
Elizabeth II and Queen Victoria? If he will use mind-mapping, what are the branches
or major ideas that he can include in his mind-map to compare the two monarchs?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

C. Read each situation carefully and answer the questions for each item.
1. What are the parts of the mind-map and how are they related to the use of both
brain hemispheres?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

2. Examine the relationship between problem-solving mind map and the left
hemisphere. How are they related to each other?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

3. In your own words, how can you explain cerebral dominance?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

31
 Explore Your World!
Task 1: Leonardo da Vinci: Quick Facts

Materials: Manila paper or cartolina, pens and markers, laptop (optional)

Instructions:

Do a research about Leonardo da Vinci. Create a reference map about this

extraordinary person. Share your mind-map to the class using a Power point
presentation, a cartolina or a manila paper.

Criteria for Scoring Points

Clarity of ideas 3
Presence of relevant details 3
Impact and creativity 2
Grammatically correct sentences and 2
confidence during presentation
Total 10

32
Task 2: Pair Share

Materials: pens and markers, cartolina or Manila paper

Instructions:

Pick a partner. Share how the lesson about the left-hemisphere and mind-mapping
changed your perception or understanding about the functions of the brain and the
tools that can enhance these functions. Share your answer with the class through
the use of a mind-map.

Criteria for Scoring Points

Clarity of ideas 3
Presence of relevant details 3
Confidence level 2
Grammatically correct sentences 2
Total 10

33
Task 3: Career Personality Profile

Materials: pens and markers, cartolina or Manila paper

Instructions:

You will form a group of five members. You will be assigned with a problem that
you will solve in twenty minutes using brainstorming. After which, you will present a
problem-solving mind-map about the issue and their solutions.

Criteria for Scoring Points

Clarity of ideas 3
Presence of relevant and accurate details 3
Creativity and uniqueness of the presentation 2
Grammatically correct sentences and 2
confidence during the presentation
Total 10

The left-handeds are known as sinestrals and the right-handeds are called
dextrals.

The brain has two types of tissues, one is called gray matter and the other
one is white matter. The gray matter handles information analysis while the
white matter conducts the information in the areas of gray matter.

34
 Lesson 3: Brain Dominance and Mind-
Mapping II
The brain is a fascinating body part that has captured the curiosity of man. It is
intricate, sensitive and capable of accommodating a huge amount of data. It is a
body part that is always surprising experts with its capabilities that are unheard of
before. The left-brain is a powerful hemisphere, but the right brain is also a force to
be reckoned with.

Jump Start
Materials: Power point presentation or flashcards

Instructions:

Play a little Stroop test. You need to identify the font color of the words shown. For
example, you will be flashed with the word “Blue” but the font color is red. You
should say red instead of blue because the instruction is to identify the font color of
the word and not read the word itself. This will be done in an increasing tempo
using more words like “Yellow” that has green as its font color or Black with a blue
font color. The objective is to test how observant and alert you are.

After the activity, you will be asked how you felt about the activity, your insights on
the difficulty level, or new discoveries about yourself.

35
 Learn about It!
The traditional way of taking down notes is in the form of linear note-taking. This is
used during class discussion or reading long chapters. In this fashion, linear note-
taking is done by writing down information while the speaker is talking or as
described in a book. Usually, you make use of highlighters to mark the important
topics or words which you read several times and then memorize them eventually.

The use of mind-maps addresses the need to stimulate the left and right
hemispheres of the brain. Using both words and images stir-up brain activity to
enhance memory, learning and creativity.

Similarities Between Linear Note-Taking and Mind-mapping

Both the linear note-taking and mind-

mapping promote new ways of
PAUSE FOR A THOUGHT
mastering the material that you are
When given a topic, do you learn best
studying. You make use of ordinary
when reading the subject or by using
materials like paper and pen. To make
visuals?
the mind-map more attractive, images
and other elements can be added
instead of just plain text.

36
Elements of Effective Mind-Maps
The process of making an effective mind-map includes the use of several
components:

1. Single Words and Phrases. They should be stated in the proper context. Short
words or phrases that effectively convey a
strong and clear message attracts readers.
Printed words are also used because they
are easily deciphered as compared to
TIP!
longhand or cursive writing. Want to make your mind-
maps easier to understand
2. Symbols, Icons, and Images. The and remember? Use SSC!
elements can also be added to enhance
the mind-maps. Visual presentations can S- ingle words or phrases.
S – ymbols, icons, and
make it more eye-catching, thus
images.
facilitating learning.
C – olors.

3. Colors. The use of different hues and

shades can separate ideas included in the mind-map. They also make it easier to
remember as compared to plain text.

REMEMBER ME!

Both the linear note-taking and mind-mapping facilitate new ways of learning
and mastering a material. These methods are cheap and require only a pen
and a paper to make.

37
The Right Brain Hemisphere

The right side of the brain controls the perception of visual and spatial stimuli. The
term spatial refers to the relationship of objects in space like a book on top of a
table, the planets in space, drawing a figure on a paper, or your location in the
room. The right hemisphere is responsible for focusing our attention. Moreover,
you can visualize the appearance of an object after rotating it through the help of
the right hemisphere. It also helps you to identify the emotional connotation of
facial expressions and voice tone.

EXAMPLE

People suffering from right-hemisphere damage usually cannot tell sarcasm

and cannot understand jokes.

Table 1. Left Brain/ Right Brain Dominance Theory Description of the Right
Hemisphere

Right Brain

It organizes information as a whole and not into small pieces. It does not consider
the specific details.
Prefers concrete objects rather than symbols. It depends on experiential learning
in such a way that seeing, touching, feeling, and perceiving real objects are
considered as important modes of learning.
Makes use of intuition in problem-solving.
It uses intuition or the gut feeling in choosing the solution to specific problems.
Visual thinking is dominant. Information is easily processed through visual
representations.

38
Table 2. The Whole Brain Thinking Model Description of Quadrants D and C

Quadrant D (Experimental Thinking): • Intuitive

• Integrating
Location: Upper or Cerebral Right Brain • Holistic
Synthesizing
Quadrant C (Relational Thinking): • Feeling-based
• Interpersonal
Location: Lower or Limbic Right Brain • Emotional
• Kinesthetic

Mind Mapping for the Right Hemisphere

1. Presentation Map. This mind map is meant to tell a story or present an

argument. Its focus is on the audience. It directly informs the audience about an
argument, a case or a proposition. The focus of this mind-map is the audience
and their emotions and opinions so, in the end, a call to action is possible. This
means that you are encouraged to get involved in solving the issue or
participate in a certain activity. The more involved you get, the greater impact is
made. This mind-map gets you to identify with an issue by targeting your
emotional response to the argument presented. This is possible through the
presentation of information that supports the argument.

For example:

Barangay health officials want to encourage their citizens to consider weight loss
as part of their ‘Healthy Living’ campaign so they presented this mind-map to
the other barangay officials to gain their support and assistance.

39
2. Tunnel Timeline Map. The key phrase in this mind map is visualizing success.
It is designed to deliver a solution or outcome. The way to do this is to imagine
(like a picture) the expected outcome or success. It is mainly used for plans and
project outlines, problem-solving, and eliciting strategic moves. This is similar to
problem-solving mind-map but differs in the manner they are used. Problem-
solving mind-maps are used to generate quick ideas, but tunnel timeline maps
can take considerable time in their execution.

It is called a tunnel timeline because the solution or outcome is compared to the

light at the end of the tunnel and the walls around are the actions and decisions
that have to be made along the way to get to the end of the tunnel and into the
light. The milestones along the way are written as outcomes so the group can
stay focused on the vision. This map makes you understand how important your
contribution is.

40
For example:

A student wants to get a full scholarship for the next semester. He/She
visualized the scholarship and created a step by step plan on how to achieve
his/her plan for the next semester.

REMEMBER ME!

Presentation map is used to tell a story or present an argument. The focus

is on the audience and their point-of-view and emotions.

Tunnel Timeline Map. This is designed to deliver an outcome or solution by

visualizing success. It can be used for plans and project outlines, problem-
solving, and making strategies.

41
Mind-Maps and Flexibility

Using mind-maps is not limited to a specific hemisphere. In fact, Tony Buzan

created the mind mapping technique to make the two hemispheres work together.
It is believed that the use of the two sides of the brain can make you develop a
deeper understanding of the concept or process. This is because the words used
are accompanied by images that would make it easier to understand and
remember. Therefore, you can be flexible in using the mind maps discussed in this
unit. You can use texts, images, and colors in one mind-map to make it more
attractive and easier to understand and remember.

Also, you can use all four techniques whether you are left-brain or right-brain
dominant, you just need your analytical skills and creativity in making your mind-
maps not just visually appealing, but intellectually stimulating as well.

42
 Check Your Understanding
A. Read each statement carefully. Identify the words/concept to complete the
statement.

1. The use of ____________ is a way to stimulate the two hemispheres of the brain
simultaneously.

2. A mind-map can make use of single words and phrases; symbols, icons, and
images; and _____________.

3. The word _____________ means the relationship of objects in space.

4. The ____________ map is used to tell a story or present an argument.

5. The ______________ map is used when solving a problem by visualizing the

solution which is placed at the center of the map.

B. Answer the following questions in a brief but concise manner.

1. The Peer Facilitators Club wants to promote Mental Health Awareness in school.
What mind-map can be used? Why?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

2. Your younger cousin is asking for your help in understanding her Math lesson.
How can you help her using mind-maps?
_______________________________________________________________________________________
_______________________________________________________________________________________

43
_______________________________________________________________________________________
_______________________________________________________________________________________

3. Why are milestones included in a tunnel timeline map?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

C. Read each situation carefully and answer the questions for each item.

1. Check the characteristics of the people who are right-brain dominant on the Left
Brain/Right Brain Dominance Theory and the Whole Brain Thinking Model.
Summarize their similarities.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

2. Can linear note-taking and mind-mapping work together? Explain.

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

3. Based on your thinking style, which mind mapping style are you most likely to
use if you want to work abroad within 10 years?

44
 Explore Your World!
Task 1: Leonardo da Vinci: Quick Facts

Materials: Manila paper or cartolina, pens and markers, laptop (optional)

Instructions:
Create a mind-map about an advocacy or issue you want to promote. Explain why
you chose this issue through the use of your mind-map. Present your work in front
of the class and share your insights about the things you have discovered while you
are doing the research and preparing your mind-map.

Criteria for Scoring Points

Clarity of ideas 3
Presence of relevant details 3
Impact and creativity 2
Grammatically correct sentences and 2
confidence during presentation
Total 10
Task 2: Pair Share

Materials: newspaper or magazine article, pens and markers, cartolina or Manila

paper

Instructions:
Pick a partner. Find a news article or an online magazine article related to personal
development. Brainstorm with your partner about its message and the important
details found in the article. Make a presentation or tunnel timeline map based on
the article you have chosen. Present your output to the class.

45
 Criteria for Scoring Points
Clarity of ideas 3
Presence of relevant details 3
Creativity and impact 2
Grammatically correct sentences and 2
confidence Level
Total 10

Task 3: Career Personality Profile

Materials: pens and markers, cartolina or Manila paper

Instructions:

Form a group with a maximum of ten members. Identify a certain issue at home
or in school in which you have to choose between two options. Create two separate
mind-maps, one for each option. Share your output to the class, explain how
making mind-maps can help you in making a sound decision.

Criteria for Scoring Points

Clarity of ideas 3
Presence of relevant and accurate details 3
Creativity and uniqueness of the presentation 2
Grammatically correct sentences and 2
confidence during the presentation
Total 10

46
The brain can process images that the eyes have seen in about 13
milliseconds.

Albert Einstein’s brain weight is lighter than the average of 3 pounds,

but the neuron density is greater than the average.

47
 Lesson 4: Mind-Mapping Strategies
Mind-mapping strategies are valuable tools in making concepts clear and easier to
understand. The versatility of mind maps makes them applicable in a great number
of situations which includes planning, teaching, and studying. Nevertheless, a mind
map can be combined with other learning tools as well. In this lesson, we will
explore the utility of mind maps in different planning and learning situations, as
well as how a supplementary tool can further strengthen how a material is learned
and memorized. Lastly, the supremacy of the brain is further discussed as two
modes of thinking are also explored.

Jump Start
Materials: pieces of paper, pens

Instructions:

You need to form groups with eight members each. Once done, you need to fall in
line and you will be asked to sit on the floor without breaking the line. You will be
given a paper and a marker/pen. The instruction is to copy the drawing that your
group mate in front will get from the teacher. The teacher will only give the
illustration with no words included. You will draw the object and will show this to
the groupmate behind you. The next member will “copy” this drawing and will pass
this to the next one in the group. You are not allowed to talk during the entire
activity. You are also not allowed to write words on the paper. Your drawing will be
the basis of communicating the object. When all the members are done, your last
member will go in front and guess what the object is and will show the illustration.
The group with the highest score wins the game.

48
 Learn about It!
Mind-maps seem to be a new technique in learning, but basically, it is not. The use
of graphics to teach and learn has been used even before. In fact, philosophers
have been using them to record thoughts, knowledge, and concepts for the
purpose of studying, analyzing, and memorizing them. In the academe, the use of
graphics is mandatory in order to catch and maintain your attention, show how
processes happen, and to aid in
memory and comprehension skills
development.
PAUSE FOR A THOUGHT

Mind-maps allow ideas to be On a scale of 1 to 10, how skilled are

graphically laid-out. Ideas that come you in using mind maps?
to your mind are added so further
understanding is facilitated which
makes problem-solving easier.
Creativity is fostered as well and not just analytical skills.

Current Research Findings about Mind-Maps

In a study conducted by Farrand, Hussain, and Hennessy in 2002, it was found out
that the use of mind-maps as tools in recalling factual information improved. This
study was conducted in an experimental method in which one group was the self-
selected study technique group and the other was the mind-map group. The mind-
map group obtained higher scores as compared to the other group, but one
variable to consider is the motivation. Mind-maps are effective but your
motivationshould also be developed.

In the study published in the International Journal of Scientific and Research

Publications in 2015, the researcher, Dr. Saroj Jain, found out that mind-mapping
helped students perform better in understanding scientific concepts and ideas.
Goodnough and Woods found out that the students think of mind maps as
entertaining. They also think that mind maps enhanced their learning. The teacher

49
also enjoyed using mind maps and thought that mind maps promoted motivation
in learning Science.

Convergent and Divergent Thinking

Convergent and divergent thinking are two thinking patterns that have been
introduced by Jay Paul Guilford. These two distinct thinking patterns are utilized in
the learning process. Different problems cannot always be solved in a consistent
manner. While there are some that rely on previous facts and solutions, others
require a different mode of solving problems which are done through the use of
creativity. These complement each other so solutions can be formed and applied.
The combination of these two patterns of thinking has launched a great number of
scientific discoveries, technical advancement, and artistic masterpieces.

50
Convergent Thinking. This thinking pattern relies heavily on facts and is rational
and is also known as critical, analytical, vertical or linear thinking. It is a mode
that makes use of the potent combination of facts and logic. However, this style
makes use of a single solution alone and others cannot measure up to it. It is
considered as absolute and superior. The origin of this solution is from previous
knowledge and is bound to rational thinking.

Divergent Thinking. This is also called as horizontal thinking. This thinking

pattern relies on imagination. It is exhibited when you like to ask questions and
suggest different solutions. Thinking out-of-the-box is an example of divergent
thinking. In this thought process, existing knowledge is not absolute and not always
the best. It revises or changes solutions that have been tried before and
accommodates or creates new ways of solving problems.

REMEMBER ME!

Convergent thinking relies on facts and rationality. It is also known as

critical, analytical, vertical, or linear thinking.

Divergent thinking relies on imagination and creativity. It is also called as

horizontal thinking.

51
Based on the short description about divergent and convergent thinking, it is safe
to say that these two modes of thinking are also
similar to the thinking styles or domains
mentioned in the Left Brain/Right Brain
TIP!
Dominance Theory and The Whole Brain
Thinking Model. All of these assumptions point To easily identify the
out to the capability of the brain to be both difference between
rational and creative. convergent and divergent
thinking, remember that:
In essence, convergent and divergent thinking
Convergent thinking =
support each other. Their combination sparks
Intelligence.
not only analytical thinking but also innovative Divergent thinking =
and artistic imagination. Creativity.

Among all the learning strategies that have been

used before, using mind-maps is an exhibit of the merging of both the analytical
and creative capabilities of a learner. The combination of words, images, and colors
make the two brain hemispheres to work together. Whatever the right brain
visualizes is translated into words by the left-hemisphere. This makes the two
hemispheres equal in importance.

Improving Learning: Practical Tips

Studying is never easy. It can take hours before a material is remembered and
understood. To avoid the information overload that usually happens, there are
some tips that can aid learning aside from using mind-maps. These techniques
awaken the two brain hemispheres:

1. Lessons should be studied throughout the semester. This means that topics
must be reviewed regularly. By doing this, learning sessions are distributed
resulting in their consolidation in the long-term memory. Studying them a night
before the examination can cause information overload.

52
2. New information can be linked to the previous body of information through
rehearsal. In terms of learning, new information can also be related to other
subjects so recalling them can be easier.

3. Mnemonic devices can also be used to make memorizing easier. Mnemonic

devices are techniques that help you in memorizing factual knowledge.

EXAMPLE

Picture dance choreography. A dancer cannot memorize a single routine in

a few hours. To ensure a smooth and flawless performance, the dance
routine must be rehearsed several times before it can be performed.

Another instance is the application of knowledge. For instance, the lesson

about distance can be applied in real life situations. To strengthen
learning and recall, calculate the number of hours it would take to travel
from home to school or to other specific places. This makes learning
concrete and applicable.

53
Table 1. Mnemonic Devices

Mnemonic
Description
Device Examples:

You need to buy these items: apples, spinach,

lettuce, grapes, oranges, and string beans. To
This is the
remember them, categorize each under the
Categorical organization of a
fruits and vegetable headings. You can
clustering list of items into
remember to buy spinach, lettuce, and string
types.
beans from the vegetable section and apples,
grapes, and oranges from the fruit section.

Create a sentence Every Good Boy Does Fine for the notes on the
Acrostic out of an lines of the treble clef namely E, G, B, D, and F.
acronym.
You want to buy a teddy bear for your sister,
Make interactive
Interactive earphones, and a notebook. You can imagine a
images linking the
Images teddy bear with earphones holding a notebook
words in a list.
when you enter the mall.

54
Learning Through the Use of Mind-Maps

Stimulating the brain hemispheres is possible through the use of a mind map.

1. It can be used for brainstorming. Mind-mapping helps in recalling information.

They also encourage a free flow of creative ideas. More importantly, they
connect ideas allowing you to see the whole picture.

2. A mind map can help in memorization. Tony Buzan emphasized that mind-
maps make use of cortical skills and stimulate the brain which leads to
increased alertness and skillful recall of data. Mind maps are visually appealing
that makes it easier for the brain to recall information.

3. The structure and the content of difficult texts are made easier through the
use of a mind map. Scientific articles, lengthy novels, and academic write-ups
can be challenging but the use of mind-maps can develop reading
comprehension as long as they are properly constructed.

4. A mind map helps in making presentations. A difficult report can be made

simple by drawing a mind map in front of the class. This conveys an impression
of how knowledgeable you are about your subject. Also, the use of visuals
makes the presentation eye-catching and can help in sustaining the attention of
the students.

55
5. Group projects are accomplished by using mind maps to monitor the progress
of the group. Tasks are assigned and deadlines are created to ensure a smooth
flow of the project.

6. Mind maps can help in essay writing. An excellent mind map features the
breakdown of the possible topics that can be included in an essay.

7. Mind maps can help you become organized. Instructions given in the class can
be written down as a mind map instead of linear note-taking. The details given
by the instructor can be jotted down as branches and twigs. By checking the
mind-map, you know the things you need to write, buy, accomplish and submit.

56
A team of Japanese researchers conducted a study wherein they taught
chimpanzees the numbers one to nine. After which, they made
experiments wherein a number was scattered on the screen. Using a
specific time interval, the numbers were replaced with white squares. The
human subjects and the chimpanzees were made to touch the squares in
an ascending manner using the numbers they have seen. The
chimpanzees were able to perform better as compared to humans both in
accuracy and speed. It suggests that chimpanzees have a photographic
memory.

57
 Check Your Understanding
A. Read each statement carefully. Identify the words/concept to complete the
statement.

1. The study of _______________ found out that mind mapping helped students in
understanding scientific concepts and ideas.

2. In ______________ thinking, the thinking mode is dependent on facts and logic.

3. Horizontal thinking is also known as _______________ thinking.

4. A ______________ is a technique that helps people in memorizing.

5. __________________ is the organization of a list of items into types.

B. Answer the following questions in a brief but concise manner.

1. How can the simultaneous use of convergent and divergent thinking contribute
to inventions and innovations?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

2. How can you relate convergent thinking to the left hemisphere?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

3. Aside from mind maps, what are the other tools that you can use to help

58
understand your lessons better?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

C. Read each situation carefully and answer the questions for each item.

1. What are the differences between convergent and divergent thinking?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

2. What does it mean by “distributing learning sessions”?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

3. Compare and contrast mnemonic devices and mind maps.

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

59
 Explore Your World!
Task 1: Connect the Dots

Materials: cartolina or Manila paper, pen, Power point presentation (optional)

Instructions:

You need to think of a topic that you want to discuss. After choosing, you are asked
to think of previous topics that are connected to your chosen topic. Make a mind
map connecting the chosen topic to the previous one/s. Share the output to the
class and use the mind maps to show the relationship of these topics.

Criteria for Scoring Points

Clarity of ideas 3
Presence of relevant and logical details 3
Impact and creativity 2
Grammatically correct sentences and 2
confidence during presentation
Total 10

Task 2: D and C Map

Materials: cartolina or Manila paper, pens, Power point presentation (optional)

Instructions:

Pick a partner. Choose a historical figure whom you think was a divergent thinker
and convergent thinker at the same time. Create two mind maps about their
achievements. One mind map must concentrate on his/her divergent thinking and
the other is for his/her convergent thinking. Share your outputs to the class. Make
sure that the mind maps show the connection between the two modes of thinking

60
of the person you have chosen.

Criteria for Scoring Points

Clarity of ideas 3
Presence of relevant and logical details 3
Confidence level and use of grammatically 2
correct sentences
Impact and creativity 2
Total 10
Task 3: Fill the Gap

Materials: cartolina or Manila paper, pen, Power point presentation (optional)

Instructions:

Divide the class into several groups with a maximum of five members each. You will
be shown a completed mind-map. The group must pick one branch or twig in the
mind-map and create an entirely different mind-map from the branch or twig.

Criteria for Scoring Points

Clarity of ideas 3
Presence of relevant and logical details 3
Creativity and impact 2
Grammatically correct sentences and 2
confidence during the presentation
Total 10

61
 Real-world Challenge
Task: Roundtable

Materials: a piece of paper for each group, pens

Instructions:

1. Divide the class into groups with six members each

a. Assign the language masters (documentation and writing activities) and
the visual innovators (the students that will take care of the presentation
of the output). In one group, there will be 3 language masters and 3 visual
innovators. Each group will form a circle.

2. You will be given a piece of paper. At the center of the paper is a topic. One topic
will be given to each group.

3. You need to pass the paper around. Each one of you will add a topic related to
the one written on the paper. You are not allowed to go out of the classroom for
research. You need to use your prior knowledge about the topic given to you.

4. Once you are done, you will now create a mind map.

5. Present the mind map output to the class.

Note: The teacher can be flexible in choosing the topic for each group.

62
Criteria for Scoring Score
Relevance of the insights 3
Impact of the output (including the sharing 3
and mind maps)
Clarity , accuracy and logical presentation of 3
ideas
Ability to apply previous lessons in 3
accomplishing the task
Use of grammatically correct sentences and 3
level of confidence
Total 15

63
 My Reflection
Write your insights about the lessons taken up in the entire unit. In your work, you
must include how the knowledge about the brain affected your point-of-view about
your mental abilities. You must also share your analysis of your skills in using mind
maps and the difficulties you encountered when creating them. Lastly, include how
the use of mind maps affected your study habits. Please write in one paragraph only
with a minimum of 10 sentences.

Criteria for Scoring Points

Clarity of ideas 3
Presence of relevant, accurate, and logical 3
details
Impact and uniqueness of the presentation 2
Use of grammatically correct sentences 2
Total 10

64
 Wrap Up
This unit discussed the following main points about the brain and mind-mapping
techniques that can help you in having a better grasp of the lessons and activities
concerning your studies.

The Divisions of the Brain:

The Four Lobes of the

The Three Divisions of the Brain:
Brain:

1. Frontal.
1. Forebrain
2. Parietal
2. Midbrain
3. Temporal
3. Hindbrain
4. Occipital

65
The Two Hemispheres of the Brain Based on the Left Brain/Right Brain
Dominance Theory:

Left Right
Hemisphere Hemisphere Processes
Processes bits of information as a
information. whole (seeing the
big picture).
Understands
symbols. Prefers concrete
objects rather than
Makes use of logic. symbols.
Verbal thinking is Makes use of
dominant. intuition.
Visual thinking is
dominant.

The Four Quadrants of the Brain Based on the Whole Brain Thinking Model:

Quadrant A or Quadrant D or
Analytical Thinking Experimental Thinking

The Four
Quadrants

Quadrant B or Practical Quadrant C or

Thinking Relational Thinking

66
A mind map is an illustration or diagram that makes use of ideas branching from a
specific concept. The concept is the keyword or the subject; the branches are the
ideas related to the keyword or the subject.

The Process of Making Mind Maps

Write a subject on the center of a paper.

Labeling

Draw several lines around the circle. These lines are properly labeled with
the major ideas or themes related to the keyword.

Adding Sub-topics
For each branch, draw twigs to indicate sub-topics that should be included
in the branches.

67
 Library Map. Its
main purpose is to
categorize, organize,
and connect
information from
multiple sources
about a specific
topic without losing
vital information.

Tunnel Timeline Problem Solving

Map . It is designed Map
to deliver a solution It is used during a
or outcome. The Types of Mind single
way to do this is to Maps brainstorming
imagine the session with the
expected outcome goal of getting ideas
or success. in a fast manner.

Presentation
Map. This mind
map is meant to
tell a story or
present an
argument. Its focus
is on the
audience.

The left and right hemispheres are also related to the two modes of thinking.
Convergent thinking relies on facts and rationality while divergent thinking
makes use of imagination and creativity.

68
 Answers to Check Your Understanding
Lesson 1: Brain Power

Part A.

1. hypothalamus
2. amygdala
3. pons
4. Whole Brain Thinking Model Or Whole Brain Theory
5. medulla oblongata

Part B.

1. What is the significance of corpus callosum? Explain your answer.

This part acts as the bridge between the two hemispheres. The neural messages
sent by each hemisphere to the other are passed through this bridge allowing the
message to be delivered to the other hemisphere. The damage to this part can
make the two hemispheres work independently but there will be the inability to
identify objects because the corpus callosum is unable to receive the message
properly.

2. How can you relate the feelings of anger to the functioning of the brain?

The emotions we feel are controlled by the amygdale which is found in the limbic
system. It is the part that regulates emotion and its expression. The damage or over
activity of this part has consequences on how people express their emotions. For
example, those with damaged or overly active amygdala may experience lack of
fear or extreme fear.

3. Josh is considered a Math wizard by his classmates. Based on the Left Brain/Right

69
Brain Dominance Theory, which hemisphere governs the mathematical abilities of
Josh?

Josh is dominated by the left brain. The people dominated by this hemisphere like
to decode symbols and solve them. In the same fashion, Math problems and
equations are symbols which make it easy for left-brained people to solve them.
They apply logical reasoning and combine bits of information to come up with
answers or solutions.

Part C.

1. Cite the main differences among the forebrain, midbrain, and hindbrain.

The forebrain is responsible for higher-order processes like learning, thinking, and
consciousness; the midbrain acts as the relay center between the forebrain and the
hindbrain; and the hindbrain is responsible for physiological processes like
breathing, sleeping, eating, and all other basic processes that allow a person to live
and survive.

2. How can you summarize the different functions of each lobe of the brain?

The frontal lobe is responsible for thinking processes like problem-solving,

learning, and organizing. It is responsible for attention, memory, and movement or
mobility. The parietal lobe integrates sensory information like pain, pressure, and
temperature. It helps in kinesthesia or the awareness that the body is moving. The
temporal lobe processes auditory information and helps in understanding
language and long-term memory encoding. The occipital lobe handles the visual
processing like the identification of colors, detection of movement and other forms
of visual stimuli.

3. How can you justify the importance of modes of thinking described in the Whole
Brain Thinking Model in relation to improving learning skills?

70
This model stresses the importance of understanding each mode and applying
them to improve performance. Also, it underscores the possibility of using the
other styles as well since people have the natural ability to use all four quadrants.
The knowledge of the traits of each style allows the person to find ways of applying,
not just one quadrant, but all of them in the learning process.

71
 Answers to Check Your Understanding
Lesson 2: Brain Dominance and Mind Mapping I

Part A.

1. brainstorming
2. mind-map
3. twigs
4. subject or keyword or topic
5. branches

Part B.

1. Adrian could not understand the process of the Nitrogen Cycle. What could he do
to have a better understanding of the process?

Adrian can use mind-maps. He could illustrate the entire process for a better grasp
of the process from start to finish. He can use images like clouds, animals, and the
sun or other symbols like arrows to show the progression of the process. The
descriptions of important concepts can also be included. He just has to write them
down in the area or stage where they are needed.

2. Based on the Left-Brain/Right Brain Dominance Theory, do you agree that people
who are good in English can also be good in Math?

Yes, the ability to learn a language and solve Mathematical problems are under the
domain of the left hemisphere so a person who is good in English can also be good
in Math. In addition, solving Math problems require analysis and logical thinking
and both of these abilities are influenced by the left hemisphere.

3. Ray has to answer the question “What are the similarities between Queen
Elizabeth II and Queen Victoria? If he will use mind-mapping, what are the branches
or major ideas that he can include in his mind-map to compare the two monarchs?

72
This involves research and upon finishing this, the student can make the following
his branches: duration of the reign, choice of husband or consort, having one child
or more than one child, married life, dedication to the throne, and being accidental
queens. He can make two separate mind-maps to see the similarities between the
queens and draw his conclusions.

Part C.

1. What are the parts of the mind-map and how are they related to the use of both
brain hemispheres?

The parts are the subject, branches, and twigs. They are used together to stimulate
both hemispheres. The left brain controls language while the right brain controls
visual perception. If these two abilities are fused, it will be easier to understand the
concept or process that the mind-map is showing.

2. Examine the relationship between problem-solving mind map and the left
hemisphere. How are they related to each other?

A problem-solving mind map is a way to get quick ideas. These ideas are combined
together to form a conclusion. It is related to the left hemisphere because this
region is concerned with logic, analysis and the integration of different data to solve
problems.

3. In your own words, how can you explain cerebral dominance?

Cerebral dominance is a term suggesting that there is one hemisphere that is in

charge of specific mental and biological processes. There are two brain
hemispheres but the dominant hemisphere is the one that is more active in the
individual as compared to the other hemisphere.

73
 Answers to Check Your Understanding
Lesson 3: Brain Dominance and Mind Mapping II

Part A.

1. mind-map/s
2. colors
3. spatial
4. presentation map
5. tunnel timeline map

Part B.

1. The Peer Facilitators Club wants to promote Mental Health Awareness in school.
What mind-map can be used and why?

Presentation map can be used because it presents an argument. The Club can
present prevailing issues through data and pictures to stir the emotional response
of the audience/students. This way the Club can convince the students to find ways
on how they can maintain their mental health.

2. Your younger cousin is asking for your help in understanding her Math lesson.
How can you help her using mind-maps?

I will ask my cousin to identify the topic. I will teach her how to make a mind-map
and how she can place relevant topics to the Math topics in which she is having
difficulties with. I can help her in identifying visuals that she can use to make the
process of solving Math problems easier. Sample equations can be included as part
of the visuals so she can have a concrete example of how to solve Math problems.

3. Why are milestones included in a tunnel timeline map?

Milestones are used to maintain the attention or focus of the members of the

74
group or the student. The progress that is shown by the milestones enables them
to understand the importance of their contribution and how close they are to
achieving their desired success. This prompts them to maintain or add more to
their performance.

Part C.

1. Check the characteristics of the people who are right-brain dominant on the Left
Brain/Right Brain Dominance Theory and the Whole Brain Thinking Model.
Summarize their similarities.

These two theories are similar in several ways. Both of them stress that visual
perception is in the right hemisphere. Both of them state that the right hemisphere
processes information as a whole and not into bits and pieces. It is also more
responsive to concrete objects and relies on experiential or use of experience in
processing information. They also stress that intuition is used to solve problems.

2. Can linear note-taking and mind-mapping work together?

Yes. Both of them are aids to learning. They can address the skills that are
controlled by the two hemispheres like the use of words in linear note-taking and
the use of images in mind-mapping. Since there are people who are left-brain or
right-brain dominant, they can choose the best tool that suits their preferences in
terms of learning a material and mastering it.

3. Based on your thinking style, which mind mapping style are you most likely to
use if you want to work abroad within 10 years?

The tunnel timeline map is the best choice. It is a map that would show my
progress in the form of milestones. It will also show me what I still have to
accomplish before I can apply for a work abroad. The things I have to accomplish
can be in the form of graduating from college, finding work and gaining experience
and attending training to enhance my skills. With the goal in mind, I can monitor if I
am on the right track and gaining enough progress so that I can apply for a work

75
abroad.

76
 Answers to Check Your Understanding
Lesson 4: Mind-Mapping Strategies

Part A.

1. Dr. Saroj Jain

2. convergent
3. divergent
4. mnemonic devise
5. interactive images

Part B.

1. How can the simultaneous use of convergent and divergent thinking contribute
to inventions and innovations?

The two modes of thinking—convergent and divergent—make use of both logic and
creativity. If the convergent thinking is used, there will be no chance to revise
existing knowledge. It will remain stagnant and no new discoveries will be made.
The divergent thinking makes new ideas or suggestions that can be used to solve
problems. The application of new knowledge can result in new technologies, new
concepts, new explorations that will contribute to the development and
advancement of people in general.

2. How can you relate convergent thinking to the left hemisphere?

Convergent thinking promotes logical reasoning. It makes decisions based on facts

and solutions that have been tried before. These two characteristics of convergent
thinking makes it directly related to the left hemisphere because like convergent
thinking, the left hemisphere also deals with facts and integrates information using
logic and analysis.

3. Aside from mind maps, what are the other tools that you can use to help

77
understand your lessons better?

Mnemonic devices can make remembering facts easier. It is briefer as compared to

mind maps because it deals with specific information, but it also makes use of
images and words to help the learner remember factual information.

Linear note-taking can also be used. This is suited to people who prefer written
words alone with not too many images on their notes. Although, mind maps are
more eye-catching, the simple construction of an outline can be preferable to other
learners.

Part C.

1. What are the differences between convergent and divergent thinking?

Convergent thinking is fact-based. It usually follows tested solutions that have been
done before. It makes use of factual information to solve problems. Divergent
thinking makes use of creativity in solving problems. This comes in the form of
asking questions and offering new solutions to problems. It revises existing
knowledge and makes way for new discoveries.

2. What does it mean by “distributing learning sessions”?

“Distributing learning sessions” means that reviewing a material can be done all
throughout the period. A student can review notes on a daily basis by reading them
and understanding the lessons. This is done to avoid cramming which usually
happens if several subjects/materials are reviewed using just a short amount of
time. Distributing learning sessions makes it easier to remember lessons because it
lessens the chances of anxiety, information overload, and exhaustion.

3. Compare and contrast mnemonic devices and mind maps.

Mnemonic devices and mind maps are both tools in learning. They make use of
images and words that makes it easier for the learner to remember them. The

78
difference is that a mnemonic device is not as broad compared to mind maps. A
mind map can hold multiple information together that are related to specific
concepts. This characteristic is absent from a mnemonic device which is brief and
specific.

79
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 Glossary

Amygdala. It is found in the limbic system. It is the center of emotions like

aggression and anger.

Cerebellum. It is also known as the little brain which controls movement and
balance.

Cerebral Cortex. The cerebral cortex is the outer thin layer of the cerebrum.

Cerebral dominance. It is a concept that stresses that one hemisphere plays a

dominant position in regulating intricate cognitive and behavioral processes.

Cerebrum. It is the part of the forebrain that controls speech, reasoning, learning,
emotional control, and memory.

Convergent Thinking. This thinking pattern relies heavily on facts and is rational.
Also known as critical, analytical, vertical or linear thinking, it is a mode that
makes use of the potent combination of facts and logic.

Corpus callosum. It acts as the relay center or bridge between the left and right
hemisphere of the brain.

Divergent Thinking. This is also called as horizontal thinking. This thinking pattern
relies on imagination. It is exhibited when a person likes to ask questions and
suggest different solutions. It makes use of imagination and creativity.

Frontal lobe. It is responsible for the higher level of thinking processes like
problem-solving, learning, and organizing. It also regulates attention, memory, and
mobility.

Hippocampus. It is found in the limbic system. Its main focus is the learning and
memory processes.

Hypothalamus. It is found in the limbic system. It is responsible for basic

processes like control of hunger, regulation of temperature, thirst, and circadian

84
rhythms (body clock) which tells a person when to eat or sleep and rise. It responds
to sunlight and temperature.

Lateralization. It refers to the differences of the left hemisphere and right

hemisphere functioning.

Library Maps. These are also known as reference maps. Their main purpose is to
categorize, organize, and connect information from multiple sources about a
specific topic without losing vital information.

Linear Note-Taking is done by writing down information while the speaker is

talking or as described in a book.

Medulla oblongata. It is considered as the extension of the spinal cord that is

found in the skull. It regulates important process like circulation and other
involuntary processes like heart rate, blood pressure regulation, salivation,
sneezing, breathing, vomiting, and coughing.

Mnemonic devices. These are techniques that help people in memorizing

information.

Occipital lobe. Its job is to process visual information including the detection and
identification of colors, movement, and other visual stimuli. It gets information
from the eyes and uses them to form perceptions or interpretations.

Parietal lobe. This region integrates sensory data like touch, pain, pressure, and
temperature. It also helps in kinesthesia or the perception that the limbs or body is
moving.

Pons. It is responsible for processes like arousal and the sleep and waking up cycle.

Presentation Map. This mind map is meant to tell a story or present an argument.
Its focus is on the audience.

Problem Solving Map. This mind-map is used during a single brainstorming

session with the goal of getting ideas in a fast manner.

Spatial refers to the relationship of objects in space.

85
Temporal lobe. Its main function is to process auditory signals and information. It
is an important component in understanding language. It is also involved in the
long-term memory encoding.

Thalamus. It is located in the limbic system. . Its main job is to control the flow of
information coming to the cerebral cortex and distributed to the muscles and
senses and vice versa.

The Limbic System. It is made up of the following main parts: the hippocampus,
the amygdala, the hypothalamus, and the thalamus.

Tunnel Timeline Map. It is designed to deliver a solution or outcome. The way to

do this is to imagine (like a picture) the expected outcome or success.

86