GRADE

12

Personal
Development
Quarter 1 – Module 6

BRAIN

POWER
JONATHAN EROLON

(Student’s Full Name)

STEM 12 D ST PEDRO CALUNGSOD

(Strand and Section)

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 Competency  Discuss that understanding the different
11 and 12
parts of the brain, processes and functions
may help in improving thoughts, behavior
and feelings.
 Explore ways on how to improve brain
functions for personal development.

In the long run and on you own, you will be able to discover more and to have a deeper
understanding of yourself during your middle and late adolescence stage in relation to your
knowledge of who Jesus is.

At the end of this module, you will be able to:

a. discuss that understanding the left and right brain functions may help in improving
one’s learning;
b. explore mind-mapping techniques suited to right brain- or left brain-dominant
thinking styles;
c. make a plan to improve learning using both left and right brain development.

Initial Task: LATERAL THINKING PUZZLES

1. You are driving down the road in your car on a wild and stormy night. When you
pass by a bus stop and you see three people waiting for the bus:
a. An old lady who looks as if she is about to die
b. An old friend who once saved your life
c. The perfect partner you have been dreaming about
Knowing that there can only be one passenger in your car, whom would you
choose? Why?

A old lady who looks as if she is about to die, keep and feel her as mama, we don’t
know, she is luck of love, all want to her is attention, and also she an old a sign of
respect as human being is to care people who was in old stage.

2. Acting on an anonymous phone call, the police raid a house to arrest a suspected
murderer. They don't know what he looks like but they know his name is John and
that he is inside the house. The police bust in on a carpenter, a lorry driver, a
mechanic and a fireman all playing poker. Without hesitation or communication of
any kind, they immediately arrest the fireman. How do they know they've got their
man?

For me, maybe it because the anonymous who call on the Police is a is a stranger who
seen when did they happen the killing, that they know that the fireman was made a
murder or maybe the police was have an a enough evidence to arrest the fireman by
pointing by anonymous.

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3. A man lives in the penthouse of an apartment building. Every morning he takes the
elevator down to the lobby and leaves the building. Upon his return, however, he
can only travel halfway up in the lift and has to walk the rest of the way - unless it's
raining. What is the explanation for this?

Maybe because the elevator has a time limit then his room or apartment is on the top of
the building and the elevator was only stop in the middle because of the schedule that’s
why they walk the half before they go to his room, except if have if has a rain, the
elevator has no schedule.

4. A man and his son are in a car crash. The father is killed and the child is taken to
hospital gravely injured. When he gets there, the surgeon says, 'I can't operate on
this boy - for he is my son!!!' How can this possibly be?

Maybe the surgeon was experience that same situation that they encounter to the child,
or the child was have an look a like to his son who was pass away from the accidents.

Lecturette
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Overview: BRAINPOWER: COMPLEX ORGAN CONTROLS YOUR EVERY
THOUGHT AND MOVE

Source: https://jashow.org/articles/brain-power/

How did you get here?

No, no, no! It's not a question about your conception or birth.

How did you get here? On this page. Reading this story.

The answer is a lot more complex than, "My teacher told me to read it" or "I clicked on it
by accident."

The answer involves thought, as in "I want to get on the Internet"; movement —
pressing the computer's power button and grasping a mouse; memory—like recalling how to
use a browser or a search engine; and word recognition such as "Brainpower" and an
understanding of its meaning.

In short, the answer involves a wrinkled, pinkish-gray, three-pound organ that is

primarily composed of fat and water and goes by the name of brain.

You got to this article because that jelly-like mass topping off your spinal cord fired
electrical signals to your hand telling it how to move. You got to this article because your brain
stored information about using a computer and the definition of words that you learned years
ago. You got to this article because your brain is working.

Keep reading to find out how it functions, if it repairs itself and if the effects of drug use
are permanent.

The power to act

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 The brain has three major parts -- the cerebrum, the cerebellum and the brain stem. The
brain stem connects the spinal cord and the brain. It controls functions that keep people alive
such as breathing, heart rate, blood pressure and food digestion. Those activities occur without
any thought. You aren't telling yourself, "Inhale. Exhale. Inhale." You're just breathing.

Things are different in the cerebellum. That region controls voluntary movement. When
you want to lift your fork, wave your hand, brush your hair or wink at a cutie, you form the
thought and then an area in the cerebellum translates your will into action. It happens so
quickly. Think about how little time passes between your desire to continue reading this
sentence and the time it takes your eyes to move to this word or this one. It seems automatic,
but it isn't.

Neurons, the basic functional units of the nervous system, are three-part units and are
key to brain function. They are comprised of a nerve cell body, axon and dendrite, and the
power the rapid-fire process that turns thought into movement.

The thought moves as an electrical signal from the nerve cell down the axon to a
dendrite, which looks like branches at the end of nerve cells. The signal jumps from the end of
the dendrite on one cell across the space, called a synapse, to the dendrite of another cell with
the help of chemicals called neurotransmitters. That signal continues jumping from cell to cell
until it reaches the muscle you need to wave, wink or walk.

The cerebrum is the largest of the three brain sections, accounts for about 85 percent of
the brain's weight, and has four lobes. The lobes-frontal, parietal, temporal and occipital -- each
have different functions. They get their names from the sections of the skull that are next to
them.

The parietal lobe helps people understand what they see and feel, while the frontal lobe
determines personality and emotions. Vision functions are located in the occipital lobe, and
hearing and word recognition abilities are in the temporal lobe.

A critical age

Because the brain's healthy functioning is essential to living and determines quality of
life, doctors emphasize protecting the organ from injury and chemical abuse.

There is a consensus among researchers that brain cells regenerate throughout life, said
Doug Postels, a pediatric neurosurgeon in New Orleans, but that new growth happens very
slowly after a certain age.

"The size of the brain doesn't increase much after 3," Postels explains.

During the first three years of life, the brain experiences most of its growth and develops
most of its potential for learning. That's the time frame in which synaptogenesis, or the creation
of pathways for brain cells to communicate, occurs.

Doctors generally accept that cut-off point for two reasons, Postels said. First, in
situations where doctors removed parts of the brains of patients younger than 3 to
correct disorders, the remaining brain sections developed to assume the role of the
portions those doctors removed. But when physicians performed the same surgery on
older patients, that adaptability function did not occur.

Second, "We know from experiments that if you deprive people of intellectual
stimulation and put them in a dark room, that it produces permanent changes in the
brain," Postels said. "That occurs most dramatically before age 3. After that age, it's
impossible to ethically do a study."

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 Previous research produced information about the effects of stimulation
deprivation, but modern ethical guidelines prohibit such research on people because of
the potentially harmful outcome.

Drug Damage

Because so little recovery occurs to brains damaged after age 3, the effects of
drugs and alcohol on the brain might be lasting.

Doctors know what inhalants, steroids, marijuana, cocaine and alcohol do to the
brain when people use them. "The question scientists can't answer now is if the damage
is permanent," said Sue Rusche, co- author of "False Messengers," a book on how
addictive drugs change the brain.

Inhalants, such as glue, paint, gasoline and aerosols, destroy the outer lining of
nerve cells and make them unable to communicate with one another. In 1993, more than
60 young people died from sniffing inhalants, according to National Families in Action,
a drug education center based in Atlanta.

Studies have found that marijuana use hinders memory, learning, judgment and
reaction times, while steroids cause aggression and violent mood swings.

Ecstasy use is rising among young people, Rusche said, and scientists have
found that drug destroys neurons that make serotonin, a chemical crucial in controlling
sleep, violence, mood swings and sexual urges.

While doctors and scientists know about some effects drugs have on the brain,
they don't have a full picture, Rusche said.

"When people start using a drug, the scientists know nothing about it. These
people are volunteering to be guinea pigs," said Rusche, who is co-founder and
executive director of National Families in Action. "Once enough people take it, scientists
apply for grants and start studying it. People are inventive. They find new drugs or new
ways to take old drugs-like crack from cocaine.

"There's a lot we won't know about until later," she said. "The classic example is
cigarettes. We allowed people to smoke for 100 years before we knew about all the
horrible things that nicotine will do.

Activity
BRAIN DOMINANCE

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Which of these apply to you?
___ I am very organized. YES
___ I remember faces more than names. YES
YES I think things through before making a decision.
YES If someone’s mad at me, I can tell even without the person saying a word.
___ I work best in a quiet space. YES
___ I daydream a lot. YES

___ I hate taking risks. YES

YES I tend to get emotional.
YES I make a to-do-list.
YES I trust my “gut instinct”.

If you have more “yes” answers from the left column, you are probably left-brain dominant,
while if you have more “yes” answers from the right column, you are probably right-brain
dominant.

Lecturette

THE DOMINANT SIDE OF THE BRAIN

Source: https://www.youtube.com/watch?v=VY0E01G6ZWE

Researchers believed that brain dominance determines a person’s preferences,

problem-solving style, personality characteristics, and even career choices. For
example, a right-brain individual will quickly get a feeling for a situation, while a left-
brain person will usually ask a lot of questions first. The following chart reflects
additional difference between left and right-brain dominance.

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 PERSONAL PREFERENCE
LEFT DOMINANCE RIGHT DOMINANCE

Classical music Popular music

Being on time A good times
Careful planning To visualize the outcome
To consider alternative To go with the first idea
Being thoughtful Being active
Monopoly, scrabble, or chess Athletics, art, or music

There is nothing good or bad about either preference. Both orientations can be
equally successful in accomplishing a single task; however, one may be more
appropriate over the other depending on the situation.

RESEARCH STUDY “THE BRAIN’S LEFT AND RIGHT SIDES SEEM TO WORK
TOGETHER BETTER IN MATHEMATICALLY GIFTED MIDDLE-SCHOOL YOUTH”

WASHINGTON- There really may be something different about the brains of math-
heads. Mathematically gifted teens did better than average-ability teens and college students on
tests that required the two halves of the brain to cooperate, as reported in the April issue of
Neuropsychology, published by the American Psychological Association (APA).

In the study, a joint effort of psychologists at the U.S. Army Research Institute for the
Behavioral and Social Sciences at Fort Benning, Ga. and the University of Melbourne, Australia,
researchers studied 60 right-handed males: 18 mathematically gifted (averaging nearly 14 years
in age), 18 of average math ability (averaging just over 13), and 24 college students (averaging
about 20). Math giftedness seems to favor boys over girls, appearing an estimated six to 13
times more often. It's not known why but prenatal exposure to testosterone is suspected to be
one influence due to its selective benefit to the right half of the brain.

The gifted boys were recruited from a Challenges for Youth-Talented program at Iowa
State University. Whereas the average Scholastic Aptitude Test (SAT) math score for college-
bound high-school seniors is 500 (out of 800), the mathematically gifted boys' average SAT math
score in middle school was 620.

The boys viewed letter patterns flashed on the left or right sides of a computer screen,
and had to indicate whether two patterns matched or not - a simple way of learning how the
brain responds to data put before either the left or right visual field, corresponding to
processing in the right or left brain because the input generally crosses over to the other side.

The letter patterns were presented in three conditions - one-sided, to the right
hemisphere (left eye); one-sided, to the left hemisphere (right eye); or bilaterally (both eyes).

There were two types of tasks -- "local," saying two letters matched or mismatched on
the small letters that went into making big letters (for example, a big T whose two strokes were
made of smaller T's), and "global," saying two big letters matched or mismatched.

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 For the average teens and college students, the left brain hemisphere was faster for local
matches and the right brain hemisphere was faster for global matches. This fit prior research,
which has indicated that the left hemisphere is adept at processing visual "parts," in this case
the letter details, while the right hemisphere is more adept at analyzing visual "wholes," in this
case the global shapes of the big letters.

However, the mathematically gifted boys showed no such hemispheric differences.

Those who were precocious in math were equally good at processing global and local elements
with either hemisphere, suggesting more interactive, cooperative left and right brains.

In addition, whereas average-ability boys and college students were slower on

cooperative trials, which presented letter patterns on both sides of the screen, the math-gifted
showed the opposite pattern. They were slower on one-sided trials, but when a task "asked"
both sides of the brain to work together, they were considerably faster than the other boys

The study supports the growing notion that the mathematically gifted are better at
relaying and integrating information between the cerebral hemispheres. Says co-author Michael
O'Boyle, PhD, "It's not that you have a special math module somewhere in your brain, but
rather that the brain's particular functional organization - which allows right-hemisphere
contributions to be better integrated into the overall cognitive/behavioral equation --
predisposes it towards the use of high-level imagery and spatial skills, which in turn just
happen to be very useful when it comes to doing math reasoning."

The research supports the broader notion that "the functional (though not necessarily
structural) organization of the brain may be an important contributor to individual differences
in cognitive abilities, talents and, at the very least, information-processing styles," says O'Boyle.

He adds, "Various expressions of exceptionality, such as giftedness in math, music or art,

may be the by-product of a brain that has functionally organized itself in a qualitatively
different way than the usual left/right hemispheric asymmetry."

At the same time, O'Boyle is not sure whether the findings could apply to math
education in general. "Our work may perhaps have something to say about the optimal timing
of when a particular brain is most 'ready to learn' or acquire a given skill, but I don't think we
can 'create' a math genius without the innate talent already there," he says.

Finally, given the rising use of testosterone by adult men, O'Boyle cautions that,
"Testosterone taken later in life will not help your math, as the window of influence on brain
development is pretty much prenatal. It may enhance muscle mass, but it is unlikely to help you
solve calculus problems."

Source: "Interhemispheric interaction during global-local processing in mathematically

gifted adolescents, average-ability youth, and college students," Harnam Singh, Ph.D.,
U.S. Army Research Institute for the Behavioral and Social Sciences, and Michael W.
O'Boyle, PhD, University of Melbourne, Australia; Neuropsychology, Vol. 18, No. 2.

Reporters: Michael O'Boyle , from the American Psychological Association, available from
http://www.apa.org/news/press/releases/2004/04/interhemispheric.asp

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 Activity

MIND MAPPING

Mind mapping is a powerful thinking tool. It is a graphical technique that mirrors the
way the brain works, and was invented by Tony Buzan. Mind mapping helps to make
thinking visible. Most people make notes using lined paper and blue or black ink. Making
notes more attractive to the brain by adding color and rhythm can aid the learning process,
and can help to make learning fun. The subject being studied is crystallized in a central
image and the main theme radiates out from the central image on branches. Each branch
holds a key image or a key word.
Details are then added to the main branches and radiate further out. Mind maps have
a wide variety of uses, for example, note taking, revision planning, planning for writing and
problem solving can all be successfully carried out using the technique. The colors and the
graphics used will help children to organize their ideas and thoughts. They can be very
simple or, quite detailed depending upon the age of the children and the complexity of the
subject. Because creating the mind map involves the use of the left and right brain,
remembering the information becomes easier!

Below is an example of a simple mind map linked to the information above.

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How to draw a mind map:
1. Turn the page on its side (landscape). Use plain paper.
2. Draw the central image using different colors. The central image should
encapsulate the subject of the map.
3. Add the branches representing the subject’s main topics or themes using
key words or images.
4. Add detail with more key words and images. Use color.
5. Print the words clearly.
6. Use arrows to connect linked ideas.

Source: Dodd (2004). Learning to Think: Thinking to Learn,

http://aysinalp.edublogs.org/files/2013/09/TheBrainandLearning-1f6e16y.pdf

Lecturette 11 | P a g e
 YOU CAN GROW YOUR INTELLIGENCE

New Research Shows the Brain Can Be Developed Like a Muscle

Many people think of the brain as a mystery. They don’t know much about
intelligence and how it works. When they do think about what intelligence is, many
people believe that a person is born either smart, average, or dumb—and stays that
way for life. But new research shows that the brain is more like a muscle—it changes
and gets stronger when you use it. And scientists have been able to show just how
the brain grows and gets stronger when you learn. Everyone knows that when you
lift weights, your muscles get bigger and you get stronger. A person who can’t lift 20
pounds when they start exercising can get strong enough to lift 100 pounds after
working out for a long time. That’s because the muscles become larger and stronger
with exercise. And when you stop exercising, the muscles shrink and you get
weaker. That’s why people say “Use it or lose it!” But most people don’t know that
when they practice and learn new things, parts of their brain change and get larger a
lot like muscles do when they exercise.

Inside the cortex of

the brain are billions of tiny
nerve cells, called neurons.
The nerve cells have branches
connecting them to other cells
in a complicated network.

Figure 1: Section of the Cerebral Cortex

Communication between these
brain cells is what allows us to
think and solve problems.
When you learn new things,
these tiny connections in the
brain actually multiply and get
stronger. The more that you
challenge your mind to learn,
the more your brain cells
grow. Then, things that you
once found very hard or even
impossible to do—like
speaking a foreign language or
doing algebra—seem to
become easy. The result is a
stronger, smarter brain.
Figure 2: A typical nerve cell

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How Do We Know the Brain Can Grow Stronger?

Scientists started thinking that the human brain could develop and change when
they studied animals’ brains. They found out that animals who lived in a challenging
environment, with other animals and toys to play with, were different from animals who
lived alone in bare cages. While the animals who lived alone just ate and slept all the time,
the ones who lived with different toys and other animals were always active. They spent a
lot of time figuring out how to use the toys and how to get along with the other animals.

These animals had more

connections between the nerve cells in
their brains. The connections were bigger
and stronger, too. In fact, their whole
brains were about 10% heavier than the
brains of the animals who lived alone
without toys. The animals who were
Nerves in brain of Brain of animal living with exercising their brains by playing with
animal living in bare other animals and toys toys and each other were also “smarter”—
cage. © Mindset Works
they were better at solving problems and
Figure 3: Effect of an Enriched Environment
learning new things.

Even old animals got smarter and developed more connections in their brains when
they got the chance to play with new toys and other animals. When scientists put very old
animals in the cage with younger animals and new toys to explore, their brains also grew by
about 10%!

The Key to Growing the Brain: Practice!

From the first day they are born, babies are hearing people around them talk—all
day, every day, to the baby and to each other. They have to try to make sense of these
strange sounds and figure out what they mean. In a way, babies are exercising their brains
by listening hard. Later, when they need to tell their parents what they want, they start
practicing talking themselves. At first, they just make goo- goo sounds. Then, words
start coming.

And by the time they are three years old,

most can say whole sentences almost
perfectly. Once children learn a language,
they don’t forget it. The child’s brain has
changed—it has actually gotten smarter.
At birth At age 6 This can happen because learning causes
permanent changes in the brain. The
© Mindset Works
babies’ brain cells get larger and grow
Figure 4: Growth of neuron connections in a child
new connection between them
from birth to 6 years old

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 These new, stronger connections make the child’s brain stronger and smarter, just like a
weightlifter’s big muscles make them strong.

The Real Truth About “Smart” and “Dumb”.

No one thinks babies are stupid because they can’t talk. They just haven’t learned how to
yet. But some people will call a person dumb if they can’t solve math problems, or spell a word
right, or read fast—even though all these things are learned with practice. At first, no one can
read or solve equations. But with practice, they can learn to do it. And the more a person learns,
the easier it gets to learn new things—because their brain “muscles” have gotten stronger! The
students everyone thinks as the “smartest” may not have been born any different from anyone
else. But before they started school, they may have started to practice reading. They had already
started to build up their “reading muscles.” Then, in the classroom, everyone said, “That’s the
smartest student in the class.” They don’t realize that any of the other students could learn to do
as well if they exercised and practiced reading as much. Remember, all of those other students
learned to speak at least one whole language already—something that grownups find very hard
to do. They just need to build up their “reading muscles” too.

What Can You Do to Get Smarter?

Just like a weightlifter or a basketball player, to be a brain athlete, you have to exercise
and practice. By practicing, you make your brain stronger. You also learn skills that let you use
your brain in a smarter way—just like a basketball player learns new moves. But many people
miss out on the chance to grow a stronger brain because they think they can’t do it, or that it’s
too hard. It does take work, just like becoming stronger physically or becoming a better ball
player does. Sometimes it even hurts! But when you feel yourself get better and stronger, all the
work is worth it!

Source:http://schools.nyc.gov/NR/rdonlyres/C7BD7406-040C-42FA-
B44C2FCF72EB819C/0/GrowYourIntelligenceArticleandActivity.pdf © 2010
Mindset Works

Final TASK:
FINAL Task: Project-To-Do

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 With your family or friends, plan your Recreational Activity following the Project-To-Do
Template. Write this plan down. Then write a reflection on how your experience of planning
changed with the use of the planning tool.

Now you do it!

Project To-Do List
UNLOCK THE SUCCESS
Project Overview:
LIFE IN FUTURE
Step 1: BE STRONG
Tasks:
Any circumstances in life it’s normal to
 come.
Think positive things that can help you
 to be success not to down you.
Allow your self always of being busy
 person

Step 2: BE HUMBLE
Tasks:
Allow your self from pain that you feel
 today from arguments of others.
Love the person on how you love your
 self
 Accept your wrong as lesson.

Step 3: FINAL
Tasks:
Put your trust as center that god is with
 you always.
Think your goal not people who down’s
 in you.
 Enjoy your suffer

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GUIDE QUESTIONS:

1. What did you notice about your work?

I notice on how I take the process of life, on how to live on future as a better person. Even it is
so many struggle have come on life, I still focus on my goal, if you feel that your life is now
enough without suffer for future is wrong because suffer can help you to be strong for your
future.

2. Was there a lot of stress in planning?

Of course yes, because you think for your plan, in the process of think you construct the process
in your mind on how you to do that, like your plan is to make a cake, but you don’t have
ingredients because you don’t have money to buy, that kind of situation.

3. What part of your brain that dominates during the planning? Why do say so?

Left because I’m a music lover, I like classic and I’ am thoughtful person, I like saying something
or trip and life, I am a carrying of planing also that’s why I’m always late for my answer like
quiz like that because I finalize it before I wrote and also in plan, I’m a drafting student before,
when I was plan a house or sketch, I always put a beautiful plan for that, that’s why I care my
plan to a have a creative house on output when I start to draw, I always see my plan again and
again to make sure that, that is beautiful when I finish to draw the plan that I made it.

4. How can you apply this planning method to other real-life projects?

Maybe in try applying on self everyday, there is no things to come out if you feel that is
the best for you, because the more you feel from your mind is the same you feel on your
heart.it can help you to motivate you from the common problem that we face everyday.

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 BIBLE VERSE:

Source: https://womanofgod.com/bible-verses-about-overthinking/

Lesson Reflection:

As an Ignacian Marian student, I learned that… More about in about self

confident on how to rid stress, even you plan.

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 References:
Carter-Scott, Cherie. (1999). If Love is a Game, These are the Rules. Broadway Books, a division
of Random House, Inc. pp. 151-152.

Clark-Lempers, D., J.D. Lempers & C. Ho. (1991). Early, Middle, and Late Adolescents' Perceptions
of Their Relationships with Significant Others . Journal of Adolescent Research. 6-3, 296-315.

Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R., Parentela, Ferdinand O., Tuason,
Vevian T. (2013). Psychology: Dimensions of the Human Mind. Mutya Publishing House,
Inc.

Wallace, H., Masters, L. (2001). Personal Development for Life and Work, 8th Ed. Southwestern
Educational Publishing, Inc.

Roldan, Amelia S. (2003). On Becoming a Winner: A Workbook on Personality Development

and Character Building. AR Skills Development and Management Services (SDMS),
Paranaque City, Metro Manila.

Sanchez, Bo. (2006). Life Dreams Success Journal: Your Powerful Tool to Achieve and Surpass
Your Dreams One Step At A Time. Shepherd’s Voice Publishing. 60 Chicago St., Quezon
City Metro Manila 11

Santamaria, Josefina O. (2006). Career Planning Workbook, 4thEd. Makati City: Career Systems.
pp. 38-41

https://www.coursehero.com/file/51299582/PerDevt-Reader-SHS-v1doc/

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