Wagner Preference Inventory - Essay Example

Running head: WAGNER Wagner Preference Inventory The Wagner Preference Inventory was helpful in helping me understand my thought tendencies in different situations. I have a hemispheric balance, which should allow an array of careers to have an appeal for me. I wish schools looked into developing both sides of the brain at an earlier age, so students are not so pigeonholed later in life. There are pitfalls as well to assigning different attributes to the different parts of the brain. Wagner Preference Inventory After scoring my Wagner Preference Inventory, I found that I tend toward being hemispheric balance.

I am just as comfortable resorting to my left brain as I am to my right brain. This is good news for me, since many jobs will appeal to me rather than the certain activities ascribed to a certain hemisphere. It is worth our while to explore the left brain and right brain phenomenon and to look at some pitfalls to assigning certain attributes to each side of the brain. Experimentation has shown that the two different sides, or hemispheres, of the brain are responsible for different manners of thinking.

The following illustrates the differences between left-brain and right-brain thinking: Left Brain dominant people tend to prefer the logical, sequential, rational, analytical, objective, and the trees for the forest. Right brain dominant individuals prefer the random, intuitive, holistic, synthesizing, subjective, and the forest for the trees. Most individuals have a distinct preference for one of these styles of thinking. Some, however, are more whole-brained and equally adept at both modes.

In general, schools tend to favor left-brain modes of thinking, while downplaying the right-brain ones. Left-brain scholastic subjects focus on logical thinking, analysis, and accuracy. Right-brained subjects, on the other hand, focus on aesthetics, feeling, and creativity. (Sternberg, 1998) How can both sides be developed In order to be more "whole-brained" in their orientation, schools need to give equal weight to the arts, creativity, and the skills of imagination and synthesis. Those who are middle-brain dominant tend to be more flexible than either the left- or the right-brain folks; however, you often vacillate between the two hemispheres when you make decisions.

You sometimes get confused when decisions need to be made because, neurologically speaking, you could do most tasks through either a left-brain or a right-brain method! For more on these preferences To foster a more whole-brained scholastic experience, teachers should use instruction techniques that connect with both sides of the brain. They can increase their classroom's right-brain learning activities by incorporating more patterning, metaphors, analogies, role-playing, visuals, and movement into their reading, calculation, and analytical activities.

For a more accurate whole-brained evaluation of student learning, educators must develop new forms of assessment that honor right-brained talents and skills. (Dai, 1999) There are pitfalls to categorizing people as left brained or right brained. Once a person settles in the notion that their talents and preferences are fixed, he or she loses incentive to develop the less dominant traits or retains the less desirable traits claiming, "That's just who I am." These people may steer away from professions for which they may truly have a vocation.

As we develop our creative skills, we must also develop our ability to suspend the left brain and to release the right. The ultimate goal for all of us is to approach our life and our work using a "whole" brain approach. We cannot make the mistake of thinking that the left and right brains are two totally separate entities within our bodies. They are connected and do have areas of overlap. An integrated "whole" brain approach begins to maximize the untapped potential of the human brain. (McClusky, 1993).

References Dai, D. Y., & Feldhusen, J. F. (1999). A Validation Study of the Thinking Styles Inventory: Implications for Gifted Education. Roeper Review, 21(4), 302. Retrieved December 20, 2005, from Questia database: http://www.questia.com/PM.qsta=o&d=5001272881 Mccluskey, J. J., & Parish, T. S. (1993). A Comparative Study of Cognitive Skills in Learning Hypercard by Right-Brain Dominant, Left-Brain Dominant and Mixed-Brain Dominant Students. Education, 113(4), 553+. Retrieved December 20, 2005, from Questia database: http://www.questia.com/PM.

qsta=o&d=5000224024 Sternberg, R. J., & Grigorenko, E. L. (1997). Are Cognitive Styles Still in Style. American Psychologist, 52(7), 700-712. Retrieved December 20, 2005, from Questia database: http://www.questia.com/PM.qsta=o&d=96429222