[Audio] SELF-LEARNING MODULE
DIVISION OF GENERAL SANTOS CITY Personal
Development
Quarter 1 – Module 5: The Powers of the Mind 11. 

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[Audio] Personal Development- Grade 11 Self-Learning Module ( SLM) Quarter 1 – Module 5: The Powers of the Mind First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Printed in the Philippines by Department of Education – General Santos City Office Address: Tiongson St., Lagao, General Santos City
Telefax: ( 083) 552- 8909 E-mail Address: depedgensan@deped.gov.ph
Development Team of the Module
Writers: Eden F. Clua
Editors: Ridaliza M. Revuelta Reviewers: Eden Ruth D. Tejada, Ariel D. Marquez Illustrator: Layout Artist: Cover Art Designer: Reggie D. Galindez
Management Team: Romelito G. Flores, CESO V – Schools Division Superintendent Mario M. Bermudez, CESO VI – Asst. Schools Division
Superintendent Juliet F. Lastimosa, CID Chief Sally A. Palomo, EPS - LRMS Gregorio O. Ruales, EPS – ADM Coordinator Nerissa A. Alfafara – EPS – Science
Edilbert A. Reyes – Division Science Coordinator. 

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Personal Development- Grade 11 
Self-Learning Module (SLM) 
Quarter 1 – Module 5: The Powers of the Mind 
First Edition, 2020 
 
 
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the

Government of the Philippines. However, prior approval of the government agency or office wherein the 
work is created shall be necessary for exploitation of such work for profit. Such agency or office may, 
among other things, impose as a condition the payment of royalties. 
 
 
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)

included in this module are owned by their respective copyright holders. Every effort has been exerted to 
locate and seek permission to use these materials from their respective copyright owners. The publisher 
and authors do not represent nor claim ownership over them.

Printed in the Philippines by Department of Education – General Santos City 
 
Office Address: 
Tiongson St., Lagao, General Santos City

E-mail Address: 
depedgensan@deped.gov.ph

Reviewers: Eden Ruth D. Tejada, Ariel D. Marquez

Management Team:  Romelito G. Flores, CESO V – Schools Division Superintendent

Mario M. Bermudez, CESO VI 
– 
Asst. 
Schools 
Division

Gregorio O. Ruales, EPS – ADM Coordinator

Edilbert A. Reyes – Division Science Coordinator

[Audio] 11 Personal
Development
Quarter 1 – Module 5: The Powers of the Mind. 

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[Audio] Introductory Message
For the facilitator:
Welcome to the Personal Development Self-Learning Module ( SLM) on The Powers of the Mind!
This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of the module: Notes to the Teacher
This module contains helpful tips or strategies that will help you in guiding the learners in understanding themselves and the significant people around them as they make important career decisions as adolescents. Using the experiential learning approach, each module invites students to explore specific themes in their development. Personal reflections, sharing, and lectures help reveal and articulate relevant concepts, theories, and tools in different areas in psychology.
Specifically, the use of 5E's and 4 A's as a teaching and learning strategies are highly emphasized in this module. Logically sequenced activities, divergent type of questions that aims to promote critical thinking skills, numerical and literacy skills are also integrated in this module.. 

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Welcome to the Personal Development Self-Learning Module (SLM) on The Powers 
of the Mind!

This module was collaboratively designed, developed and reviewed by educators 
both from public and private institutions to assist you, the teacher or facilitator in 
helping the learners meet the standards set by the K to 12 Curriculum while 
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent 
learning activities at their own pace and time. Furthermore, this also aims to help 
learners acquire the needed 21st century skills while taking into consideration 
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body 
of the module:

This module contains helpful tips or strategies 
that will help you in guiding the learners in 
understanding themselves and the significant 
people around them as they make important 
career decisions as adolescents. Using the 
experiential learning approach, each module 
invites students to explore specific themes in 
their 
development. 
 
Personal 
reflections,

sharing, 
and 
lectures 
help 
reveal 
and

articulate relevant concepts, theories, and 
tools in different areas in psychology.

Specifically, the use of 5E’s and 4 A’s as a 
teaching and learning strategies are highly 
emphasized 
in 
this 
module. 
Logically

sequenced 
activities, 
divergent 
type 
of

questions that aims to promote critical 
thinking skills, numerical and literacy skills 
are also integrated in this module.

[Audio] As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module.
For the learner:
Welcome to the Personal Development Self-Learning Module ( SLM) on The Powers of the Mind!
The hand is one of the most symbolized parts of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Need to Know
This will give you an idea of the skills or competencies you are expected to learn in the module.
What I Know
This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct ( 100%), you may decide to skip this module.
What's In
This is a brief drill or review to help you link the current lesson with the previous one.
What's New
In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity or a situation.
What is It
This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills.
What's More
This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer. 

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As a facilitator you are expected to orient the learners on how to use this module. 
You also need to keep track of the learners' progress while allowing them to 
manage their own learning. Furthermore, you are expected to encourage and 
assist the learners as they do the tasks included in the module.

The hand is one of the most symbolized parts of the human body. It is often used 
to depict skill, action and purpose. Through our hands we may learn, create and 
accomplish. Hence, the hand in this learning resource signifies that you as a 
learner is capable and empowered to successfully achieve the relevant 
competencies and skills at your own pace and time. Your academic success lies in 
your own hands!

This module was designed to provide you with fun and meaningful opportunities 
for guided and independent learning at your own pace and time. You will be 
enabled to process the contents of the learning resource while being an active 
learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or 
competencies you are expected to learn in 
the module.

This part includes an activity that aims to 
check what you already know about the 
lesson to take. If you get all the answers 
correct (100%), you may decide to skip this 
module.

This is a brief drill or review to help you link 
the current lesson with the previous one.

In this portion, the new lesson will be 
introduced to you in various ways such as a 
story, a song, a poem, a problem opener, an 
activity or a situation.

This section provides a brief discussion of 
the lesson. This aims to help you discover 
and understand new concepts and skills.

This comprises activities for independent 
practice to solidify your understanding and 
skills of the topic. You may check the 
answers to the exercises using the Answer

[Audio] Key at the end of the module.
What I Have Learned
This includes questions or blank sentence/ paragraph to be filled in to process what you learned from the lesson.
What I Can Do
This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns. Assessment
This is a task which aims to evaluate your level of mastery in achieving the learning competency.
Additional Activities
In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. This also tends retention of learned concepts. Answer Key
This contains answers to all activities in the module.
At the end of this module you will also find:
The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don't forget to answer What I Know before moving on to the other activities included in the module. 3. Read the instruction carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/ facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it! References This is a list of all sources used in developing this module.. 

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sentence/paragraph to be filled in to process 
what you learned from the lesson.

This section provides an activity which will 
help you transfer your new knowledge or 
skill into real life situations or concerns.

This is a task which aims to evaluate your 
level of mastery in achieving the learning 
competency.

In this portion, another activity will be given 
to you to enrich your knowledge or skill of 
the lesson learned. This also tends retention 
of learned concepts.

This contains answers to all activities in the 
module.

At the end of this module you will also find:

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of

the module. Use a separate sheet of paper in answering the exercises.

2. Don’t forget to answer What I Know before moving on to the other activities

3. Read the instruction carefully before doing each task. 
4. Observe honesty and integrity in doing the tasks and checking your

5. Finish the task at hand before proceeding to the next. 
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not 
hesitate to consult your teacher or facilitator. Always bear in mind that you are 
not alone.

We hope that through this material, you will experience meaningful learning 
and gain deep understanding of the relevant competencies. You can do it!

References 
This is a list of all sources used in 
developing this module.

[Audio] What I Need to Know
This module was designed and written with you in mind. It is here to help you master the topic on The Powers of the Mind. The scope of this module permits it to be used in many different learning situations. The module consists of activities and exercises that address key concern in personal development and for senior high students to better understand them and the significant people around them as they make important career decisions as adolescents. Using the experiential learning approach, each activity invites students to explore specific themes in their development. Personal reflections, sharing, and lectures help reveal and articulate relevant concepts, theories, and tools in different areas in psychology.
After going through this module, you are expected to:
• discuss that understanding the left and right brain may help in improving one's learning ( EsP-PD11/ 12PM-Ig- 6.1)
• explore two types of mind-mapping techniques, each suited to right brain- or left brain-dominant thinking styles (EsP-PD11/ 12PM-Ig-h- 6.2)
• make a plan to improve learning using left and right brain through mindmapping activities (EsP-PD11/ 12PM-Ih- 6.3)
Specifically, you are to: 1. Discuss that understanding the different parts of the brain, processes and functions may help in improving thoughts, behaviour and feelings; 2. Explore ways on how to improve brain functions for personal development; 3. Develop a personal plan to enhance brain functions.. 

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This module was designed and written with you in mind. It is here to help you 
master the topic on The Powers of the Mind. The scope of this module permits it to 
be used in many different learning situations.  The module consists of activities 
and exercises that address key concern in personal development and for senior 
high students to better understand them and the significant people around them 
as they make important career decisions as adolescents. Using the experiential 
learning approach, each activity invites students to explore specific themes in their 
development.  Personal reflections, sharing, and lectures help reveal and articulate 
relevant concepts, theories, and tools in different areas in psychology.

After going through this module, you are expected to:

• 
discuss that understanding the left and right brain may help in improving 
one’s learning (EsP-PD11/12PM-Ig-6.1)

• 
explore two types of mind-mapping techniques, each suited to right brain- or 
left brain-dominant thinking styles (EsP-PD11/12PM-Ig-h-6.2)

• 
make a plan to improve learning using left and right brain through mind-
mapping activities (EsP-PD11/12PM-Ih-6.3)

1. Discuss that understanding the different parts of the brain, processes and functions may help in 
improving thoughts, behaviour and feelings;

2. Explore ways on how to improve brain functions for personal development;

3. Develop a personal plan to enhance brain functions.

[Audio] What I Know
Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper. 1. Which part of the brain controls functions that keep people alive such as breathing, heart rate, blood pressure and food digestion? a. brain b. brain stem c. cerebrum d. cerebellum 2. The following are the major parts of the brain; EXCEPT____________? a. brain b. brain stem c. cerebrum d. cerebellum 3. Which of the following brain regions has four lobes and considered to be the largest of the three brain sections? a. brain b. brain stem c. cerebrum d. cerebellum 4. The following are the lobes of cerebrum; EXCEPT? a. parietal b. frontal c. brain stem d. temporal 5. Which of these lobes helps people understand what they see and feel? a. parietal b. frontal c. occipital d. temporal 6. Which of the following lobes of cerebrum determines personality and emotions? a. parietal b. frontal c. occipital d. temporal 7. What do you call the brain section that controls voluntary movement? a. brain b. brain stem. 

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Choose the letter of the best answer. Write the chosen letter on a separate sheet of 
paper.

1. Which part of the brain controls functions that keep people alive such as 
breathing, heart rate, blood pressure and food digestion?

a. brain 
b. brain stem 
c. cerebrum 
d. cerebellum

2. The following are the major parts of the brain; EXCEPT____________?

3. Which of the following brain regions has four lobes and considered to be the 
largest of the three brain sections?

4. The following are the lobes of cerebrum; EXCEPT?

a. parietal 
b. frontal 
c. brain stem 
d. temporal

5. Which of these lobes helps people understand what they see and feel?

a. parietal 
b. frontal 
c. occipital 
d. temporal

6. Which of the following lobes of cerebrum determines personality and emotions?

7.  What do you call the brain section that controls voluntary movement?

[Audio] c. cerebrum d. cerebellum 8. The following personal preferences applied to a right-brain dominant individual EXCEPT_________. a. being active b. athletics c. visualize the outcome d. being on time 9. Which of the following applies to a left-brain dominant individual? a. remember faces more than names b. tend to get emotional c. work best in a quiet space d. hate taking risks 10. Which of these drugs cause aggression and violent mood swings? a. inhalants b. steroids c. marijuana d. cocaine 11. What do you call an organ of soft nervous tissue contained in the skull of vertebrates, functioning as the coordinating center of sensation and intellectual and nervous activity? a. brain b. brain stem c. cerebrum d. cerebellum 12. What particular lobe do hearing and word recognition abilities located? a. frontal b. occipital c. temporal d. parietal 13. What do you call the powerful thinking tool or a graphical technique that mirrors the way the brain works which helps make thinking visible?. a. brainwashing b. brainstorming c. mind mapping d. mind setting 14. Which of brain lobes does vision functions located? a. frontal b. occipital c. temporal d. parietal 15. Which of the following applies to a right-brain dominant individual? a. remember faces more than names b. very organized c. think things through before making a decision. d. hate taking risks. 

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8. The following personal preferences applied to a right-brain dominant individual 
EXCEPT_________.

a. being active  
b. athletics 
c. visualize the outcome 
d. being on time

9.  Which of the following applies to a left-brain dominant individual?

a. remember faces more than names 
b. tend to get emotional 
c. work best in a quiet space 
d. hate taking risks

10.  Which of these drugs cause aggression and violent mood swings?

a. inhalants 
b. steroids 
c. marijuana 
d. cocaine

11.  What do you call an organ of soft nervous tissue contained in the skull of 
vertebrates, functioning as the coordinating center of sensation and intellectual 
and nervous activity?

12. What particular lobe do hearing and word recognition abilities located?

a. frontal 
b. occipital 
c. temporal 
d. parietal

13. What do you call the powerful thinking tool or a graphical technique that 
mirrors the way the brain works which helps make thinking visible?.

a. brainwashing 
b. brainstorming 
c. mind mapping 
d. mind setting

14. Which of brain lobes does vision functions located?

15. Which of the following applies to a right-brain dominant individual?

a. remember faces more than names 
b. very organized 
c. think things through before making a decision. 
d. hate taking risks

[Audio] 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.
What's In Activity 1. LATERAL THINKING PUZZLES
Instruction: Think of solutions to the puzzles by analysing logically the situation. You can do as many guessing as time permits. Try not to look for the answers of the puzzles highlighted below. 1. You are driving down the road in your car on a wild, 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?
(Answer: The old lady of course! After helping the old lady into the car, you can give your keys to your friend, and wait with your perfect partner for the bus.) 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?
( Answer: The fireman is the only man in the room. The rest of the poker players are women.) Lesson 5
Personal Development:
The Powers of the Mind. 

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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.

Instruction: Think of solutions to the puzzles by analysing logically the situation. You can do as 
many guessing as time permits. Try not to look for the answers of the puzzles highlighted below.

1. You are driving down the road in your car on a wild, 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?

(Answer: The old lady of course! After helping the old lady into the car, you can give your keys to 
your friend, and wait with your perfect partner for the bus.)

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.

(Answer: The fireman is the only man in the room. The rest of the poker players are women.)

[Audio] 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? ( Answer: The man is a dwarf. He can't reach the upper elevator buttons, but he can ask people to push them for him. He can also push them with his umbrella). 4. A father 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?
(Answer: The surgeon cannot operate on her own son; she is his mother.) Processing questions:
Instruction: Please answer the questions on the space provided. 1. As you were thinking of solutions to the puzzles, what was going on inside you?
_________________________________________________________________________________ _________________________________________________________________________________
_________________________________________________________________________________. 2. What organ was working the moment you think of solutions to the puzzles?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________. Activity 2. Brain Discoveries! Instruction: Consider two different questions. Let's talk about what you already know by supplying the boxes below.
What is the brain and how does it work? What happens inside your brain when you learn something new?
What's New. 

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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? 
(Answer: The man is a dwarf. He can't reach the upper elevator buttons, but he can ask people to 
push them for him. He can also push them with his umbrella).

4. A father 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?

(Answer: The surgeon cannot operate on her own son; she is his mother.)

Instruction: Please answer the questions on the space provided.

1. As you were thinking of solutions to the puzzles, what was going on inside you?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________.

2. What organ was working the moment you think of solutions to the puzzles?

Instruction: Consider two different questions. Let’s talk about what you already know by 
supplying the boxes below.

What is the brain and how does it work? 
What happens inside your brain when you

[Audio] The activity above allows you to think and feel how your brain works!
Through this exercise, you will appreciate and discover scientific discoveries about the brain and how these affect learning. BRAINPOWER: COMPLEX ORGAN CONTROLS YOUR EVERY THOUGHT AND MOVE
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
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
What is It. 

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The activity above allows you to think and feel how your brain works!

Through this exercise, you will appreciate and discover scientific discoveries

about the brain and how these affect learning.

BRAINPOWER: COMPLEX ORGAN CONTROLS YOUR EVERY THOUGHT AND

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 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

[Audio] 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 they 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." 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. 

Scene 13

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 they 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.

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." 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.

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

[Audio] 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. Source: Christy Oglesby, CNNfyi Senior Writer, December 5, 2000 from http://edition.cnn.com/fyi/interactive/news/brain/structure.function.html Processing Questions
Instruction: Now that you have already knowledge about how our minds work, let us appreciate our lesson by answering the following questions below. Questions: 1. How does brain control our body?
_________________________________________________________________________________ _________________________________________________________________________________
________________________________________________________________________________. 3. What are the major parts of the brain and its functions?
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________.
3. What happens to our brain when we take drugs?
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________.. 

Scene 14

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.

Source: Christy Oglesby, CNNfyi Senior Writer, December 5, 2000 from 
http://edition.cnn.com/fyi/interactive/news/brain/structure.function.html

Instruction: Now that you have already knowledge about how our minds work, let 
us appreciate our lesson by answering the following questions below.

_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________.

3. What are the major parts of the brain and its functions?

3. What happens to our brain when we take drugs?

[Audio] Activity 3. Brain Dominance
Instruction: Write "yes" on the line provided if it applies to you and "no" if it doesn't.
Which of these apply to you?
___ I am very organized.
___ I remember faces more than names.
___ I think things through before making a decision.
___ If someone's mad at me, I can tell even without the person saying a word.
___ I work best in a quiet space.
___ I daydream a lot.
___ I hate taking risks.
___ I tend to get emotional.
___ I make a to-do -list. __
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.. 

Scene 15

Instruction: Write “yes” on the line provided if it applies to you and “no” if it doesn’t.

___ I think things through before making a 
decision.

___ If someone’s mad at me, I can tell even 
without the person saying a word.

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.

[Audio] 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.
What's More
THE DOMINANT SIDE OF THE BRAIN
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. 

Scene 16

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.

Careful planning 
To visualize the outcome

To consider alternative 
To go with the first idea

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

[Audio] 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. 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 averageability 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 byproduct 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/interhemisph Instruction. Please answer the following questions below: 1. How do you understand brain dominance? _______________________________________________________________________________
_______________________________________________________________________________. 2. What does it mean if your right brain is dominant? _______________________________________________________________________________
_____________________________________________________________________________.. 

Scene 17

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. 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/interhemisph 
 
Instruction. Please answer the following questions below:

1. How do you understand brain dominance? 
_______________________________________________________________________________
_______________________________________________________________________________. 
2. What does it mean if your right brain is dominant? 
_______________________________________________________________________________
_____________________________________________________________________________.

[Audio] 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: Processing Questions: 1. What is a mind mapping?
_________________________________________________________________________________ _________________________________________________________________________________
________________________________________________________________________________. 2. Why is mind mapping useful? Does mind mapping really work?
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________.
What I Have Learned. 

Scene 18

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:

2. Why is mind mapping useful? Does mind mapping really work?

[Audio] Activity 5. Mind Mapping
Instruction: Choose a subject or activity that you do well (for example, math, basketball, playing the guitar, painting, cooking, or computer games). Make a mind map of the chosen topic, following the procedure described earlier. Explain your mind map and how you worked on it. Write it on a separate sheet of paper/ bond paper. Mind mapping can be used in all curriculum areas and can help children to think about their learning.
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
Please refer to this rubric. RUBRIC FOR INDIVIDUAL WORK ( REFLECTION PAPERS)
Exemplary 4 Sufficient 3 Minimal 2 Beginning 1 Selfdisclosure / Depth of reflection Student demonstrates an in-depth reflection on, and personalization of the theories, concepts, and/or strategies
Student demonstrates a general reflection on, and personalization of, the theories, concepts,
Student demonstrates a minimal reflection on, and personalization of, the theories, concepts,
Student demonstrates a lack of reflection on, or personalization of, the theories, concepts,
What I Can Do. 

Scene 19

Instruction: Choose a subject or activity that you do well (for example, math, basketball, playing 
the guitar, painting, cooking, or computer games). Make a mind map of the chosen topic, following 
the procedure described earlier.  Explain your mind map and how you worked on it.  Write it on a 
separate sheet of paper/bond paper.

Mind mapping can be used in all curriculum areas and can help children to think about their 
learning.

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

RUBRIC FOR INDIVIDUAL WORK (REFLECTION PAPERS)

Exemplary 4 
Sufficient 3 
Minimal 2 
Beginning 1

Student 
demonstrates 
an in-depth 
reflection on, 
and 
personalization 
of the theories, 
concepts, 
and/or 
strategies

Student 
demonstrates 
a general 
reflection on, 
and 
personalization 
of, the 
theories, 
concepts,

Student 
demonstrates 
a lack of 
reflection on, 
or 
personalization 
of, the 
theories, 
concepts,

[Audio] presented in the course materials. Viewpoints and interpretations are insightful and well supported. Clear, detailed examples from personal experiences are provided, as applicable. and/or strategies presented in the course materials. Viewpoints and interpretations are supported. Appropriate examples are provided from personal experiences, as applicable. and/or strategies presented in the course materials. Viewpoints and interpretations are unsupported or supported with flawed arguments. Examples are not provided or irrelevant to the assignment. and/or strategies presented in the course materials. Viewpoints and interpretations are missing, inappropriate, and/or unsupported. Examples are not provided. Connection to outside experience
Student makes in-depth synthesis of thoughtfully selected aspects of experiences related to the topic and makes clear connections between what is learned from outside experiences and the topic. Student goes into some detail explaining some specific ideas or issues from outside experiences related to the topic and makes general connections between what is learned from outside experiences and the topic
Student goes into little detail explaining some specific ideas or issues from outside experiences related to the topic and very few connections between what is learned from outside experiences and the topic. Student
Student merely identifies some general ideas or issues from outside experiences related to the topic.
Connection to readings
Student makes in-depth synthesis of thoughtfully selected aspects of readings related to the topic and
Student goes into more detail explaining some specific ideas or issues from readings related to the topic and
Student goes into little detail explaining some specific ideas or issues from readings related to the topic and makes general
Student identifies some general ideas or issues from readings related to the topic. Readings are only those. 

Scene 20

presented in 
the course 
materials. 
Viewpoints 
and 
interpretations 
are insightful 
and well 
supported. 
Clear, detailed 
examples from 
personal 
experiences 
are provided, 
as applicable.

and/or 
strategies 
presented in 
the course 
materials. 
Viewpoints 
and 
interpretations 
are supported.  
Appropriate 
examples are 
provided from 
personal 
experiences, as 
applicable.

materials. 
Viewpoints 
and 
interpretations 
are 
unsupported 
or 
supported

and/or 
strategies 
presented in 
the course 
materials. 
Viewpoints 
and 
interpretations 
are missing, 
inappropriate, 
and/or 
unsupported. 
Examples are 
not provided.

connections 
between what 
is learned from 
outside 
experiences 
and the topic.

makes general 
connections 
between what 
is learned from 
outside 
experiences 
and the topic

experiences 
related to the 
topic and very 
few 
connections 
between what 
is learned from 
outside 
experiences 
and the topic. 
Student

Student 
merely 
identifies some 
general 
ideas

or issues from 
outside 
experiences 
related to the 
topic.

ideas or issues 
from readings 
related to the 
topic 
and

into little detail 
explaining 
some 
specific

or issues from 
readings 
related to the 
topic. 
Readings 
are

[Audio] makes clear connections between what is learned from readings and the topic.
Includes reference to at least two readings other than those assigned for class. makes general connections between what is learned from readings and the topic.
Includes reference to at least one reading other than those assigned for class connections between what is learned from readings and the topic. assigned for the topic. Connection to class discussions & unit objectives Student synthesizes, analyses, and evaluates thoughtfully selected aspects of ideas or issues from the class discussion as they relate to this topic.
Student synthesizes clearly some directly appropriate ideas or issues from the class discussion as they relate to this topic. Student attempts to synthesize some directly appropriate ideas or issues from the class discussion as they relate to this topic.
Student has difficulty restating some general ideas or issues from the class discussion as they relate to this topic.. 

Scene 21

connections 
between what 
is learned from 
readings 
and

makes general 
connections 
between what 
is learned from 
readings 
and

Student 
synthesizes, 
analyses, and 
evaluates 
thoughtfully 
selected 
aspects 
of

ideas or issues 
from the class 
discussion 
as

directly 
appropriate 
ideas or issues 
from the class 
discussion 
as

appropriate 
ideas or issues 
from the class 
discussion 
as

Module-5-The-Powers-of-the-MInd