Right Brain Meetings

The next time you need some fresh ideas, consider getting out of the office.

Read here to learn more about "Right Brain Meetings."

Photo credit: Aynsley Floyd for The New York Times

The New Economy and the Right Brain

Marco R. della Cava of USA Today tells us that  "As companies continue to triage their way through this economic war, a growing chorus of cultural observers argue that recovery is contingent on the marriage of right-brain innovations with left-brain skill sets."

This article makes a great argument for the need to embrace innovative, entrepreneurial thinking. As Daniel Pink (quoted in the article) says "We're realizing that our economy is not about standardization."

The real challenge for those right brainers who are either out of work or "under employed"... is to convince employers of the need for your creative generalist, right brain approach.  What is the best way to do this? Your comments on this are welcome.

Click on the title (above) to go to the article.

Check out the new Global Challenge website!

The new website is done. If you are a history, geography, government or economics teacher out there and want to try it out for your class – just send me an e-mail. If you’re the first to do so, try it out for free.

Why post this on Right Brain World? If you’re a right brain student, it’s sometimes easier and more interesting to learn through projects. During the playing of Global Challenge, it's often important to be a big concept thinker. Your vision or understanding of where things are headed could help guide students who do not see things in this way. Left brain students are sure to thrive too, since their keen skills in analysis are necessary to getting many things done in the game.  You'll quickly find out how much the two "hemispheres" need one another.

Here’s a quick analysis:

Right brain students will see historical patterns, put together creative plans, help create team logos, theme music, design currency, formulate plots, or interpret the behavior of other players.

Left brain students will enjoy calculating strategies based on per capita incomes, put together spread sheets to keep track of money, points, armies, teams, facts, etc. They will help in providing the much needed order and structure to keep the game moving forward.

The great part about this game, honestly, is that there is something for every type of learner.

If you’re a creative teacher, you’ll be free to integrate the arts. Have your students create theme songs, design team logos or a new look for the classroom itself. If you’re into the idea of integrating technology, then you may want to find creative ways to use Facebook or Twitter, create a class blog or wiki. It’s all up to you. Global Challenge will provide you the overall framework – and you can take it from there.

I hope you will give it a try.

Creativity Test

I'm interested to know how The Art Institute of Vancouver created this test (if, in fact, they are the ones who created it).  If you have a bit of free time, take the test and record your scores and thoughts about the test in the comment section.

Idea:  if you are a teacher, have your students take this test.  If the test indicates the student is highly creative, consider altering the way you evaluate their work, i.e. give them different options to demonstrate their knowledge on a certain subject.  Instead of taking a multiple choice test, the right brain student might prefer creating a multi-media presentation.  You might even have them design a right-brain oriented test... what better way to have them review and analyze course content.

Click the title above to go to the test.

Right brain will steer you through chaos

Daneen Skube suggests that your right brain can get you through chaotic times.  Another way to look at this is that if you are right brain dominant, you stand a very good chance of handling the times we are in currently.  Intuition and ideas are, perhaps, more important now than a linear, methodical approach.

Right brain will steer you through chaos

Jill Bolte Taylor and Her "Stroke of Insight."

What is the function of the right brain? What are the critical differences between our left and right brains? How can we use our right brains to connect to the more important things in this world? Jill Bolte Taylor, a brain scientist, had to unfortunately suffer a stroke on the left side of her brain to find the answers.

Why do we give standardized tests to "right brained" people?

Question: if "right brain people" demonstrate their intelligence by thinking abstractly, by creating new combinations of things or by possibly communicating concepts through music or art – how can it be fair to give them a left brained test (traditional IQ test) as an objective measure of their intelligence!! Furthermore, how can you objectively compare their scores to the "left brained" population when the test will likely favor left-brained people?!

In other words, is it fair to give right brain people left-brain oriented IQ tests and college entrance exams like the SAT?

Thus, the new study shows that basic differences in brain activity between creative and methodical problem solvers exist and are evident even when these individuals are not working on a problem. According to Kounios, “Problem solving, whether creative or methodical, doesn’t begin from scratch when a person starts to work on a problem. His or her pre-existing brain-state biases a person to use a creative or a methodical strategy.”

Take a look at this last line. One way to interpret this is that a right brain person taking a standardized test will naturally try to be creative in answering a question. The only problem is that on many of these problems, it’s not necessary and will probably slow you down!

Solution: begin work on creating a whole brain standardized test or consider giving different types of tests to people who classify themselves as “right brained.”

Source: posted by Rebecca Sato on The Daily Galaxy (link is on the title of this post).

Study: Kounios, J., Fleck, J.I., Green, D.L., Payne, L., Stevenson, J.L., Bowden, M., & Jung- Beeman, M. (2008). The origins of insight in resting-state brain activity. Neuropsychologia, 46, 281-291.

Will Wright Talks About Games and Education

Will Wright, inventor of Sim City and the Sims, makes a good point about the value of games; it's more about motivation than content. That said, if we can weave the two together, haven't we solved a major problem in education?

It's Time to be Inventive

If it's true that artists do some of their best work when they are at a low point, wouldn't the same be true for a nation? While Tom Friedman doesn't say this exactly, he does strongly suggest that now is a good time to be inventive.

"Therefore, the country that uses this crisis to make its population smarter and more innovative — and endows its people with more tools and basic research to invent new goods and services — is the one that will not just survive but thrive down the road."


Read more here.

Thanks to Lincoln Rolls for the link.

The type of wood is really important

“I wanted generally to apologize to every one of you all for letting you down,” Mr. Sanford told the gathering of his cabinet secretaries in a mahogany conference room in the ornate state Capitol complex. (New York Times, 6/26/09)

I once apologized to a group of people, but was standing next to a stainless steel counter top.


Other options:

1. Showing gratitude next to a cedar desk...
2. Feeling shameful in a tile kitchen...
3. Expressing remorse near a laminated board room table...
4. Displaying sympathy next to an outside stucco surface...

The Struggles of a "Knowledge Worker"

How does an intellectual come to terms with the world of work? Easy... he becomes a motorcycle mechanic.

Matthew Crawford on the Colbert Report

Response to "Intelligence Augmentation"

The following was submitted by Sue at SBW Design.

If "making you smarter" can be twisted to "preventing you from becoming dumb," check this out:

Then go Indian for lunch!

Speaking of Medications

There was an interesting discussion about medications (for ADHD, etc.) on Thom Hartmann's program yesterday. Hartmann has written extensively on the topics of ADD and ADHD. Regardless of your political affiliation (he is a progressive radio talk show host) you should find this interesting.

Word of the Day

We've all heard of a grocery store. It's where we go to buy groceries. Someone who owns or operates the store is called a "grocer" - which sounds pretty weird in and of itself. But, what if you wanted to buy just one item? Would you be buying a "grocery?" It seems to me if you're going grocery shopping, you ought to be able to buy a grocery.

I'd ask the people over at Safeway, but that's a "super market."

"Intelligence Augmentation"

After reading the article in The Atlantic on "getting smarter," I’m now interested or curious to know if any readers out there have information on interesting combinations of technology, software, social networking and pharmacology that are used – not necessarily to enhance intelligence – but to combat symptoms of ADHD, depression, OCD, etc. If you have any thoughts or ideas on this topic, please put these in the comment section. If you write a really thought provoking or informative post I can create a separate posting for your response.

Additionally, I’ve now seen two articles (in The Atlantic) on whether Google makes us smarter or dumber, but I’m curious to know if there are any good articles out there on whether Google can also make us more creative. Any thoughts?

Thanks.

Star Trek and the DSM IV

Don’t get me wrong... the new Star Trek movie is great, but I think they missed a good opportunity. Over the years, the Star Trek institution has advanced the idea that you can succeed regardless of race, age, species, etc. But, if they truly wanted to go where no one has gone before, what about this idea: instead of showing a crew that is different in appearance and culture (Vulcan, African American, Japanese, Russian, Scottish, etc.), show us a crew who can turn the DSM IV (Diagnostic and Statistical Manual) upside down. They would not only look and speak differently, but would have abilities that in the 20th and 21st centuries were considered disorders or liabilities.

Let me explain. In the 20th and part of the 21st centuries ADHD, autism, bi-polar disorder, OCD and depression were all stigmatized. If you had such a disorder you may have been accommodated in the classroom, but not accommodated at work. Without the proper treatment, you were often not able to work at all. Life was hard. People didn’t always value your hidden abilities. But people were beginning to realize that if you had such an “illness” there was often a hidden talent or skill.

Some examples:

Bi polar: Great energy, new creative insights…
ADHD: Ability to hyper-focus, creative…
OCD: Intensity, deep thinking, persistence, etc.

So, the message to the writers of Star Trek is this. You’ve done a good job of advancing the cause of equal opportunity. Now, it’s time to take this one step further and advance the cause of people with “disorders.” In our time they still call this mental illness. In the future, it may have a different name.

Note to J.J. Abrams. I’m hoping you will explore this possibility for the next Star Trek movie and will consider hiring me to write the screenplay for this. I’m out of work… and would love the opportunity.

Photo credit: http://tinyurl.com/qw9nwa

Thinking Creatively in 21st Century Schools

I've stumbled into this blog a couple of times now, so it's about time I posted a link over to it. It provides a view into everything good that is happening in the public schools; things that are often "below the radar." In particular, you'll learn more about project-based learning and how to use blogs in the classroom.

Also, you should take a look at the writing of this student. He writes well about the importance of project-based learning.

Oh... and if you're looking for a way to put these concepts to work in your school, I'll have to quote the Video Professor and say "try my product."

The Concept Behind Succesful Websites

The best way to explain the boom of sites like eHow, Facebook and Twitter is through an analogy. According to a former college professor, In the Soviet Union under Stalin, approximately 70% of the farms were collectivized (run by the state). Thirty percent were private. Guess which sector produced more? The land that was privately owned. This same kind of thinking holds true for rental cars. When was the last time you saw someone Armor All the tires of their rental car?

The principle behind this is that people tend to have pride in things they own, or products that they have contributed to. No doubt this will be true in the classroom too. There is no “ownership” in reading a text book and answering the questions at the end of each chapter. But, if the student knows they can use this information to create something – like a blog or website, or contribute to a class wiki, they might just read the information.

I think the same goes for teaching too. If your principal or department chair were to write out your lesson plans and, therefore, take away your creativity, how many of you would be 100% motivated to carry that out? I believe sites like eHow are doing well because people can both make and see their contributions. It’s interactive. You can see the results almost immediately.

Bottom up behavior

This is the first of several installments on the topic of bottom up or "emergent" behavior.

The "wiki" is an excellent example of bottom up/ participatory behavior. If you are new to the the topic, visit Wikipedia. In short, a wiki allows anyone in the world with Internet access the ability to enter or edit website content. This was alarming to many people at first, since information might easily be distorted or fabricated. But an interesting phenomenon has emerged because of this - the self-corrective nature of people. Calvin Andrus, the chief technology officer for the Central Intelligence Agency’s Center for Mission Innovation, has been advocating for the use of wikis for a while now. I'm discussing it here because I think it applies well to education. When people feel that their contribution matters, they will be more likely to get involved.

"As an example, he points to a Wikipedia [www.wikipedia. com] entry on last summer’s terrorist bombings in London. Within 90 minutes of the bombing, a Wikipedia page was posted about the event and was updated almost continually in the days that followed. 'There was no editor-in-chief. No one told anybody to do this. [People] took it upon themselves to make this entry. They were empowered,' Andrus said."

Source:

The phenomenon is interesting and suggests several applications to education: 1.) Information should not be presented to students as static because it is always evolving; 2.) Compare a teacher presenting information to the class in a one way
format (top down) to the "wiki" way of doing things. In a wiki more people can get involved and information corrects itself over time and provides multiple perspectives.

For more on this topic, look for workshop dates in the fall here.