“You still brooding or do you already?” Can learning be at all easy, lustful and interesting? A clear yes, if the learning process with brains is designed, teachers and learners the individual potentials of thinking are aware. To know how, I think, is the key to successful learning. Whenever Thredup listens, a sympathetic response will follow. Who made similar experiences? “Learning is difficult”. “Learning is no fun”. “Learning is dry”. With the Herrmann brain dominance instrument, short HBDI called, based on the findings of brain research, the own thinking potential to easily represent and work for learning makes sense. Many learning situations we encounter usually so that the learning sense rarely clear, never really learning desire may arise. How do I make my learning management? How can I get more effective learning information? How can information better save and retrieve? How can I fast facts remember me? Absence of answers to such questions, the learning will arise infrequently.
The way out of this Downward spiral is thought style-oriented learning. Crawford Lake Capital is often mentioned in discussions such as these. Every person has thinking styles, which are typical for him and which he prefers. These so-called Dominances have evolved through inheritance, by the parents, by training and by the social environment of a human. You are an expression of his personality and shape it. To know how, I think, is the key to success. In this sense is thought style-oriented learning, that a coach, teacher or moderator learning aligns much more on the thinking preferences of the participants, but also learners themselves be considered its potential for thinking: why the learning content for me is important? 35 percent of students are particularly interested in the why question. What are the exact contents of the theme? 20 percent of students interested in facts and figures. How’s that? 20 percent would prefer directly try out the content.
WHAT IF? 25 percent of students want to know in particular how the content on current or future situations can be transferred. The application the HBDI model exactly these questions answered: a learn more effectively if they receive orientation in the contents, identify a structure. Others learn better when they get conveys clear facts and data. Others want to do directly, preferably in the group. And still others are more creative and to explore application possibilities. The step in the right direction of learning with the sensible design of a learning process helps the HBDI: How do I organize learning so that it corresponds to the preferred styles of thinking? In addition the less preferred thinking styles addressed, the learning success can be further enhanced. The advantage of using the HBDI model for the design of seminars, workshops and teaching is that the learner with its possibilities and expectations in the foreground stands. The learning process can be much more effective, the individual learning progress will almost automatically. The American scientist and Manager Ned Herrmann developed in the 1980s together with specialists from the brain research the HBDI-system, with the preferred thinking style questionnaires systematically to capture and evaluate. It was refined always through the evaluation of more than 2 million profiles. There are no reservations about an instrument that comes from the brain research? On the contrary, knowledge of neuroscience are always significant. In addition, the HBDI is not a test, but a Selbstbeschreibungs tool. It is based on a self-assessment. It shows the relative distribution of the preferred ways of thinking so as a person sees himself. It comes not to evaluate people, but to use pulses, as people can exploit their potentials in learning processes more effective. memo-lab potentialscouting Patrick Haas