New large class pedagogy: Developing students’ whole brain thinking skills

In an attempt to involve all students in a large first year class an array of activities were administered. A whole-brain thinking model was used as a framework to analyse how students perceive their current thinking preferences. The rational of using different thinking preferences is explained, discussing the whole brain model as well as the activities associated with each preference. Typical learning activities for each preference are also explored. A mixed methodology was used. The results report patterns between approaches and thinking preferences through factor analysis and a Duncan Critical range test.