Thinking styles and their role in teaching and learning Ann-Louise De

It has been well documented in educational literature that effective learning takes place if the whole brain is involved in learning. This paper introduces a model for understanding thinking styles and the important role that it has in teaching and learning. Cognitive functions are accommodated when teaching activities are constructed to comply with a learner’s preferred mode of thinking. Interpreted in terms of Herrmann’s Whole Brain Model, this presupposes that all four brain quadrants are included in teaching and learning activities. This model also helps to understand mental diversity and the important role that it has in effective teaching and learning as well as being a tool to design and deliver teaching and learning actvities in all four brain quadrants. Taken that “Every classroom represents a complete spectrum of learning style preference” (Herrmann 1996:151) this paper will highlight that if educational activities are designed and delivered in all the modes of Herrmann’s model, successful learning will take place. A variation in design and delivery approaches by educators would facilitate the development of the full potential of a learner. This will not only accommodate learners ’ thinking preferences but also develop areas of lesser preference and avoidance of learners