The Dominance Profile theory and Brain Gym®

Dr. Paul Dennison and Gail E. Dennison were the first ones to develop the Dominance Profile theory.

It is based on the fact that the brain is divided into two different hemispheres and each of them carries out different tasks and functions:

- The right or gestalt hemisphere processes information through a global overview: from the whole to pieces. This side works with images, patterns, colours, rhythm in music, emotions … Gestalt people are spontaneous, intuitive, curious and creative. They can deal with lots of information at the same time but they need it to be presented in a context in order to take it in. They learn by doing, touching and moving.

- The left or logic hemisphere processes information through linear analysis: from pieces to the whole. This side of the brain works with words, details, facts, graphs, numbers, musical notes, … Logic people need to go step by step in order to learn new skills. They are planned, time conscious and tend to control their feelings.

The Dominance Profile theory

The fact that one half of the brain is dominant does not mean that the other remains passive. They are both linked in the middle by quite a number of fibres and nerves called the corpus callosum. Integrated thought requires a good communication between the right and the left hemispheres. For example, painters get the creative impulse from their gestalt hemisphere and the knowledge of the techniques from their logic hemisphere. When we read a book the left side of our brain takes care of syntax, semantics and consonants and the right side, of vowels and meaningful comprehension of the text.

We all use both right and left hemispheres when we work, play or relate to others but, in most cases, one side is more active than the other. However, Carla Hannaford, in her book The Dominance Factor points out that it would be incorrect to label everybody as right or left brained because a small percentage of population are "transposed", which means that logical functions are dealt with by the right hemisphere and gestalt functions by the left. This is why she thinks more accurate to use the terms logic and gestalt.

We should promote holistic learning. We should ideally use both sides of our brain. But not only that. It is important to realise that we do not only learn with our brain. The whole body is involved when it comes to acquiring new abilities. We perceive the world through the five senses: sight, hearing, smell, taste and touch. The same happens within the walls of our classroom regardless of the subject we teach.

Research studies prove that we tend to favour one eye, ear, hand and foot over the other. The lateral dominance of eyes, ears, hands and feet in relation to the dominant brain hemisphere is what determines how we learn. Carla Hannaford describes 32 different Dominance Profiles. She insists that no profile is better than any other. We are all unique individuals and this also applies to the way in which we assimilate information.

Dominance Profiles are thought to be innate and even genetic but, and this is the good piece of news, we can exercise the brain to overcome the restrictions imposed by our lateral dominance pattern. There is a wide range of activities and strategies we can use to stimulate our non-dominant hemisphere and make the brain work as a whole. Movement, for example, plays an important role in the learning process.

Brain Gym®

Educators Dr. Paul Dennison and Gail E. Dennison produced Brain Gym® in the 1970´s, an innovative new approach to learning that includes 26 targeted easy physical activities. Originally designed to help "learning disabled" children and adults, today it is used by people of all ages and abilities worldwide.

It is becoming quite popular in more and more educational contexts but some people show a critical point of view abouit it.

The Dennisons based their work on 80 years of previous research that came to prove that physical movement contributed to brain developments in babies and young children. The exercises focus on what Dennison called the Three Dimensions:

- Laterality: the ability to co-ordinate one side of the brain with the other.
- Focus: the ability to co-ordinate the back and the front areas of the brain.
- Centring: the ability to co-ordinate the top and the bottom areas of the brain.

Using different activities included in the Brain Gym® program for 5 to 10 minutes regularly in class will bring about rapid and often dramatic improvements in motor-co-ordination, concentration, listening, reading, writing, organizing and more.

Brain Gym® exercises integrate physical and mental work and help improve learning abilities in all areas: intellectual, creative, athletic and interpersonal.

As Carla Hannaford states in her book Smart Moves, "Brain Gym facilitates each step of the process of waking up the mind/body system, and bringing it to learning readiness… a coordinated series of movements produces a greater number of connections among neurons."

Some conclusions

Dominance Profiles and Brain Gym® can be very useful when dealing with diversity and discipline problems in the classroom. It helps us view "stupid" and "difficult" students as merely different. It will also have consequences in the way learners behave as they will no longer feel inferior or excluded. Once we understand why some students find it hard to do some exercises or digest certain types of information, it is our responsibility, as teachers, to create activities that appeal to their particular learning patterns. Sometimes the solution simply lies in more flexible and varied lessons. For example: logic brain students like grammar rules and clear, specific written information; gestalt brain students, on the contrary, appreciate lots of examples and charts.

Most teaching is traditionally based on a logical-mathematical and linguistic approach. In other words, we are benefiting our left hemisphere students while pushing into the background the right dominant ones. Different investigations carried out in America with drop-outs show that if we take into account the learning styles of our students, we will be on the right path to help them succeed not only in their school performance but also in their personal lives.

That's why we can´t forget some other tools for more effective teaching and learning : visualization, relaxation, mind maps, brainstorming, colours, music, singing, circle dancing, poetry, games, humour, group work, mnemonics, flow charts, stories, art, or something as simple as drinking water (remember: our neurons get connected by electrical impulses and water is a very good electricity conductor!!).

As Mark Fletcher says, brain-friendly™ classrooms are the future. It is in our hands to change obstacles into opportunities and problems into challenges.

For a deeper understanding of it, have a look at this Information in the Wikipedia, read a Dennison's article about Educational Kinesiology or some Maguire´s articles about topics connected with Brain Gym® in different ways. Perhaps you can find useful the information about this issue in About.com or in these links.

Some basic reading:

Dennison, P.E. (1989). Brain Gym (Teachers Edition). California, Edu-Kinesthetics, Inc.

Dennison, P.E. (2006). Brain Gym and Me. Califormnia, Edu-Kinesthetics, Inc.

Hannaford, C. (1995). Smart Moves. Why Learning Is Not All In Your Head. Arlington, Great Oceans.

Smith, A. (1996), Accelerated Learning in the Classroom. Stafford, Network Continuum Education.

Promislow, Sh. (1998). Making the Brain/Body Connection. Vancouver, BC: Kinetic Publishing.

Fletcher, M. (2001). Teaching For Success. The BRAIN-friendly Revolution in Action! Kent, English Experience.

Hannaford, C. (1997). The Dominance Factor: How Knowing Your Dominant, Eye, Ear, Brain, Hand and Foot Can Improve Your Learning. Virginia, Great Ocean Publishers.

Hoffman, E. & Bartkowicz, Z. (2000). The Learning Adventure. Middlewich, Learn to Learn.