Whole Brain Thinking

The words in the left hand column are typically associated with the "left brain thinking," and the words in the right hand column are typically associated with "right brain thinking." These are simple generalizations, designed to get you thinking about the habitual thinking patterns you use to approach your work. The more integrated we are - the more we access and use the elements associated with both sides of this list in any given situation - the more effective we can be at generating elegant solutions and creating new systems. Most individuals and most organizations lean more toward one side or the other. Certainly, in our culture most organizational systems use more "left brain" approaches and would benefit greatly by balancing out their methods.

I've developed a short quiz to help you determine your most common brain usage. Quickly scan the list for the words that apply to you in your work. Don't think about it or try to figure it out--go by initial gut instinct. Keep track of how many words in each column describe your own. You don't have to choose between the 2 columns - just check off each word that resonates with you as part of your own process, even if they seem opposite. For example, you may find you already use both detailed and big picture thinking in your work. If so, check both.

Whole Brain Dimensions Quiz(TM)

Left Brain-------------------Right Brain

Rational----------------------Intuitive

Logical -----------------------Metaphorical

Fact based-------------------Aesthetic

Quantitative-----------------Holistic

Sequential-------------------Synthesizing

Detailed----------------------Big Picture

Plan---------------------------Improvise

Mathematical----------------Musical

Administrative---------------Correlative

Language & words---------Imagery

Technical---------------------Visual

Analytical--------------------Emotional

Scientific---------------------Spiritual

Abstract---------------------Conceptual

Order------------------------Movement

Singular---------------------Complex

Preparation-----------------Incubation

Verification------------------Illumination

Objective--------------------Subjective

Parts-------------------------Wholes

Evaluation-------------------Elaboration

Deduce-----------------------Expand

Accuracy----------------------Randomness

Pattern perception---------Spatial perception

Strategies-------------------Possibilities

Safety & security-----------Risk taking

Practical---------------------Impetuous

Remember------------------Fantasize & envision

Adds-------------------------Integrates

Successive------------------Simultaneous

Directed---------------------Flowing

Convergent-----------------Divergent

Splits-------------------------Connects

Sensing----------------------Perceiving

Cause and effect ----------Correspondence

Straight lines---------------Meandering

Verbal------------------------Kinesthetic

Isolates---------------------Interdependent

Deducts---------------------Expands

Distinctions-----------------Relations

Observes-------------------Imagines

Discerns--------------------Generates

Catagories------------------Interconnections

Catalogues & labels-------Incorporates & assimilates

Sorts & separates---------Infuses & blends

Figures out-----------------"Gets"

Concludes------------------"A-ha!"

Segmented-----------------Contextual

Methodical------------------Spontaneous

Levels & stages------------Dimensions

Lists--------------------------Story

Itemizes---------------------Unites

Add up the totals on each side to become aware of your dominant thinking approach. What are your strengths? What are your dominant thinking patterns? Where is there room for expansion into whole brain thinking?

4 Whole Brain "Activation" Techniques

Opposite functions - Spend some time doing everything with your non-dominant hand. Every time you break a dominance habit, you create new neural pathways and give the brain more options. It become easier to think in new ways throughout your day, and easier to adapt, respond and create in high pressure environments.

Colored markers and unlined paper - Instead of using lined legal paper and a pen in meetings, brainstorming sessions or any other work related function, try use unlined paper and colored markers (I recommend the Sharpie fine point brand - they're vibrant and long lasting). Without exception, once you get used to the exhilarating freedom of working "outside the lines" and the new ideas it will produce, you won't go back to being mentally boxed in. Lines have a subconscious effect on us which keep the brain locked in habitual thought patterns. By removing the lines, the brain is more free to think multi-dimensionally instead of just linearly.

Sensory Immersion - consciously engage all of your senses. Instead of coming to a situation from thinking alone, come to it form you sense of sight, sound, smell, taste and touch as well. The more senses you bring into a creative process, the more you expand your thinking and awareness, and the more information you receive.

Embodiment - become the project, problem, vision, product and act from its point of view. New ideas will flood your mind. This is easy to prove. First, try imagining new features to add to any product in a certain time period, i.e., 5 minutes. You will come up with a number of features. Then, pretend you actually are the product - become the product -and start talking from it, again for 5 minutes. You will learn exponentially more about what it "needs." The act of embodying a product, process, concept, etc. will give you new insights and awareness' into the product, and therefore, potential new features, that you cannot get from just thinking about it.

Tags : Civil Engineer Civil Engineering

Peter Pan Can Fly - Writing Play Scripts For School

When having students try their hand at writing their own play scripts, we often focus our attention on the skill of writing dialogue and perhaps include a discussion of the emotions involved for the characters. Unfortunately, we often neglect an examination of the more physical part of drama - the action of the story which would be given to the director and actors through stage cues.

Visualizing

For young writers of play scripts and puppet scripts, the skill of visualization should also be taught. Children must learn to see with their mind's eye what will be transpiring on stage throughout their play. Without some forethought and clearly written stage cues, actors could be stumped when it comes to figuring out how and if they can actually perform some of the actions suggested by the script. If for example, the task is to write their own play script of Peter Pan, they are likely to have Peter heroically flying through the air, sword in hand, snatching Captain Hook's hat from his head and making a spectacular landing high up in the rigging of the ship. This would be a marvelous scene, but how do the students perform that on a classroom budget?

The Reality of Play Scripts for School

The last thing we want to do is dampen the originality or imagination of our students, but if they are putting in the effort to write a play script, the performance is just as important as the writing in determining the success of the task.

When rehearsing a play, students often spend a lot of time pushing or pulling each other around ("You go here, no you go there...etc.") while trying to figure out the movement or the "how to's" in order to carry out the action suggested by the dialogue. The playwright could try to solve some of these problems for the actors by thinking through the entire script and visualizing how and where the action would be carried out on the stage.

Finding and Solving the Impossibles

To think about .....

Basic Stage Instructions

These are usually easy to determine and should be written in with the characters' dialogue. (e.g. enter stage right .... tiptoeing up behind John etc...) Most students will be familiar with these stage cues from reading scripts, but without focusing on them, they are not as likely to put them into their own writing. These can be even more important in classroom drama, however, when there is no director to determine how the actors should move.

Props/Scenery

Items should be listed separately and some thought given to where they will be placed for the actor to pick up, move around, sit on etc.

Actions

This is the area where the finding and solving of the impossible usually happens. Noting that character 1 is standing on rock (chair) at the back of the stage while his next line is to be whispered in the ear of character 2 who is still standing at the front of the opposite side of the stage needs to be reworked. Thinking back to our Peter Pan problem ... with live actors how do we get the effect of Peter flying without endangering the lives of the actors! If, however, it is a puppet script the effect could be handled easily. Even when writing for puppets, the writer must stop and think through a few cases of "How do I do that?". With actions as simple as picking up a piece of paper, which is no problem for a live actor, a technical challenge is created for some types of puppets. Great opportunities for creative problem solving!

To help students to work through his process, add a Blocking activity to the editing process. In some ways they take on the role of the director when thinking through the staging of their play. Have them create a chart to complete as they examine the script. In one column draw a box to represent the stage area (one for each scene for longer works) and actually mark on it the placement of objects and using symbols and lines track the movements of the characters. This will help them to come across any difficulties presented by the script. Include a column for scenery, props, sound effects/music and any actions that may need to be worked out technically. If the students are working in a group to present the play, this is a great activity for them to do together as preparation before rehearsing the play.

With practice, students learn to visualize some of the finer details as they write their play scripts, but blocking and charting is always a valuable activity. More preparation before jumping into rehearsals can save a lot of time. Find and solve the "impossibles" first!

Civil Engineer Course Civil Engineering Overview การเตรียมงานก่อสร้าง