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    4MAT System

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    This document discusses the 4MAT system for developing common learning units that accommodate different learning styles. The 4MAT system is a cycle of learning based on research that identifies four main learning styles: innovative learners who seek personal meaning, analytic learners who want facts to deepen understanding, common sense learners who learn best through hands-on experiences, and dynamic learners who enjoy self-directed discovery. The 4MAT cycle teaches to these four styles using right- and left-brain processing techniques to ensure whole-brain education. It represents teacher behaviors and provides a framework for planning lessons across content areas.

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    4MAT System

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    This document discusses the 4MAT system for developing common learning units that accommodate different learning styles. The 4MAT system is a cycle of learning based on research that identifies four main learning styles: innovative learners who seek personal meaning, analytic learners who want facts to deepen understanding, common sense learners who learn best through hands-on experiences, and dynamic learners who enjoy self-directed discovery. The 4MAT cycle teaches to these four styles using right- and left-brain processing techniques to ensure whole-brain education. It represents teacher behaviors and provides a framework for planning lessons across content areas.

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    This document discusses the 4MAT system for developing common learning units that accommodate different learning styles. The 4MAT system is a cycle of learning based on research that identifies four main learning styles: innovative learners who seek personal meaning, analytic learners who want facts to deepen understanding, common sense learners who learn best through hands-on experiences, and dynamic learners who enjoy self-directed discovery. The 4MAT cycle teaches to these four styles using right- and left-brain processing techniques to ensure whole-brain education. It represents teacher behaviors and provides a framework for planning lessons across content areas.

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    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    382 views3 pages

    4MAT System

    Uploaded by

    emo_trans
    This document discusses the 4MAT system for developing common learning units that accommodate different learning styles. The 4MAT system is a cycle of learning based on research that identifies four main learning styles: innovative learners who seek personal meaning, analytic learners who want facts to deepen understanding, common sense learners who learn best through hands-on experiences, and dynamic learners who enjoy self-directed discovery. The 4MAT cycle teaches to these four styles using right- and left-brain processing techniques to ensure whole-brain education. It represents teacher behaviors and provides a framework for planning lessons across content areas.

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    At a glance
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    The key takeaways are that different individuals have different learning styles and an effective lesson should incorporate activities that engage different learning styles. The text also introduces the 4MAT learning cycle as a framework to address different learning styles.

    The four learning styles identified are: 1) Innovative Learners, 2) Analytic Learners, 3) Common Sense Learners, and 4) Dynamic Learners.

    The four stages of the 4MAT learning cycle are: 1) Concrete Experience, 2) Reflective Observation, 3) Abstract Conceptualization, and 4) Active Experimentation.

    Teaching and Learning Principles for

    Developing Common Units


    Learning Styles and the 4MAT System: A Cycle of Learning
    Common Units should provide, wherever possible, learning activities and an
    instructional sequence, or cycle of learning, that accommodate four major
    learning styles identified in the literature. The sequence used is modeled after
    the 4MT !ystem which is a comprehensive guide that encompasses current
    research and approaches to effective teaching and learning. 4MT is
    developed by "ernice McCarthy, author of 4MAT in Action: Creative Lesson
    Plans for Teaching to Learning Styles with Right/Left Mode Techniques.
    This cycle of learning is based on a number of premises. #irst, different
    individuals perceive and process e$perience in different preferred ways. These
    preferences comprise our unique learning styles. %ssential to quality learning
    is an awareness in the learner of his&her own preferred mode, becoming
    comfortable with his&her own best ways of learning, and being helped to
    develop a learning repertoire, through e$perience with alternative modes.
    The fact that a student may have a preferred, most'comfortable mode does not
    mean she&he cannot function effectively in others. (n fact, the student who has
    the fle$ibility to move easily from one mode to another to fit the requirements
    of the situation is at a definite advantage over those who limit themselves to
    only one style of thin)ing and learning. The four learning styles identified by
    McCarthy are*
    Type 1: Innovative Learners are primarily interested in personal
    meaning. They need to have reasons for learning''ideally, reasons that
    connect new information with personal e$perience and establish that
    information+s usefulness in daily life. !ome of the many instructional
    modes effective with this learner type are cooperative learning,
    brainstorming, and integration of content areas ,e.g., science with
    social studies, writing with the arts, etc.-.
    Type 2: Analytic Learners are primarily interested in acquiring facts
    in order to deepen their understanding of concepts and processes. They
    are capable of learning effectively from lectures, and enjoy
    independent research, analysis of data, and hearing what .the e$perts.
    have to say.
    Type 3: Common Sense Learners are primarily interested in how
    things wor)/ they want to .get in and try it.. Concrete, e$periential
    learning activities wor) best for them''using manipulatives, hands'on
    tas)s, )inesthetic e$perience, etc.
    Type 4: Dynamic Learners are primarily interested in self'directed
    discovery. They rely heavily on their own intuition, and see) to teach
    both themselves and others. ny type of independent study is effective
    for these learners. They also enjoy simulations, role play, and games.
    Common Unit curriculum should be designed so that all styles are addressed,
    in order that more than one type of student may be permitted to both succeed
    and be challenged. That is, each lesson contains .something for everybody,. so
    each student not only finds the mode of greatest comfort for him&her, but is
    challenged to adapt to other, less comfortable but equally valuable modes.
    The instructional sequence suggested by "ernice McCarthy teaches to the four
    styles using both right' and left'brain processing techniques. This integration
    of styles and processing modes ensures that we are educating the .whole
    brain..
    The diagram below illustrates the 4MT cycle of learning. (t represents
    graphically the teacher behaviors appropriate to each stage and style, and
    provides a framewor) for planning any lesson or unit, for any age level or
    content area.

    The complete 4MAT System Model
    (adapted from http:volcano!"nd!noda#!ed"v$docsmshllcis4mat!html%
    Applying the 4MAT Learning Approach
    The following guide will be useful when developing online or face'to'face teaching
    materials or lesson plans for face to face teaching. (t defines each of the four stages&
    types of learning e$perience and suggests activities which will insuring students
    e$perience each stage.
    1! Concrete &'perience
    (ntegrating the e$perience with the !elf 0 connect the concepts to be learned
    with students frame of reference&schema by*
    a. Creating a connecting e$perience
    b. s)ing them to reflect and analyse e$perience
    Activities: Introd"ce concept (y stim"latin) a personal connection $ith an
    openin) *"estion+ ima)e+ phrase+ so"nd (ite and as# them to reflect on $hat it
    means to them!
    2! ,eflective -(servation
    Concept #ormulation 0 present concepts to be learned and chec)
    understanding by*
    a. 1resenting concepts in an accessible form.
    b. (ntegrating effective activity for analysis of concepts. ,e.g through
    questions-
    Activities: provide information (i!e lect"re or te'treadin)s% and pose *"estions
    related to te't
    3! A(stract Concept"alisation
    1ractice and 1resentation 0allow students to integrate and show
    understanding by practising concepts by*
    a. 1racticing defined givens
    b. 1ractice in applying concepts and adding something of oneself
    Activity: Interpret ima)em"sicscenario in relation to information presented in
    the readin)s and introd"ctionpost on disc"ssion (oard
    4! Active &'perimentation
    (ntegrating application of )nowledge and e$perience 0 apply
    )nowledge gained to a new setting by*
    a. nalysing application of )nowledge for relevance
    b. 2oing it and applying it to new more comple$ e$perience
    Activity: Assi)nment that as#s the st"dents to thin# a(o"t ho$ this iss"e
    connects $ith: the ne't topic the )eneral iss"es the "nits is concerned $ith their
    f"t"re careers!

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