1 2002 1 Curriculum Module Curriculum Module • This ppt presentation is the second in a three-part series. Please review each in order: 1. Curriculum Development 2. Curriculum Delivery * 3. Curriculum Design 2002 2 2. Curriculum 2. Curriculum Delivery Delivery Using 4MAT to present curriculum 2002 3 4MAT Curriculum 4MAT Curriculum Presentation Presentation Presented by Dr. Roger Ditzenberger and Jeff Allen Adapted for ATTD 4100 by Holly Hutchins
Transcript
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Curriculum ModuleCurriculum Module
• This ppt presentation is the second in a three-part series. Please review each in order:
Presented by Dr. Roger Ditzenberger and Jeff Allen
Adapted for ATTD 4100 by Holly Hutchins
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“People Learn in “People Learn in Different Ways”Different Ways”
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The first is how we The first is how we perceiveperceive, the second is , the second is
how we how we processprocess
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In a New Situation:In a New Situation:
• Some of us sense and feel our way;
• While others think things through
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ProcessProcess
DOERS WATCHERS
Active Reflective
Some of us Others watchjump right what’s happeningin and try it and reflect on it
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Concrete Abstract
Sens
or/F
eele
rs
Thin
kers
PerceivePerceive
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And so Kolb found…And so Kolb found…
That it is the combination of how we perceive and how we processthat forms the uniqueness of our learning style, our most comfortable way to learn.
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Public education is Public education is geared more for the geared more for the
thinkersthinkers and not and not geared for the geared for the feeler/sensorfeeler/sensor
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In processing In processing experience and experience and
information some of us information some of us are are watcherswatchers, while , while
some of us are some of us are doersdoers..
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Schools ask children to Schools ask children to watch and listen and watch and listen and
reflect.reflect.
How lovely for a watcher, how difficult for a doer.
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Active ExperimentationThe doing dimension became Active Experimentation and was placed at the end of this line.
Concrete Experience
Kolb called thesensing/feeling dimensionConcrete Experienceand placed it at the top of this line.
ReflectiveObservation
The watching dimensionbecame Reflective Observationand was places at the end of this line
AbstractConceptualizationKolb called the thinkingdimension Abstract Conceptualizationand placed it at the bottom of this line.
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Active Experimentation
Concrete Experience
ReflectiveObservation
AbstractConceptualization
DIVERGER
DIVERGER
Concrete Experience and Reflective Observations
Imaginative Ability
gestalt (looking at the whole rather than the parts)
a people person
emotional
humanities and liberal arts
influenced by peers
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Active Experimentation
Concrete Experience
ReflectiveObservation
AbstractConceptualization
Assimilator
ASSIMILATOR
Abstract Conceptualization and Reflective Observation
theoretical model
abstracts
(not interested in practical use of theories)
a goal setting person
systematic planner
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Active Experimentation
Concrete Experience
ReflectiveObservation
AbstractConceptualization
CONVERGER
CONVERGER
Abstract Conceptualization and Active Experimentation
deductive
practical application of ideas
single correct answer
things rather than people
narrow interests
physical science
a goal setting person
a systematic planner
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Active Experimentation
Concrete Experience
ReflectiveObservation
AbstractConceptualization
ACCOMMODATORACCOMODATOR
Concrete Experience and Active Experimentation
adaptive
intuitive, trial and error
relies on other people of information
at ease with people
sometime seen as impatient and pushy
technical and practical fields influenced by peers
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4MAT & Brain Research
• Bernice McCarthy believed that a person’s learning style could be further understood in terms of brain research: left mode vs. right mode processing.
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Left Whole Right
1 964
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4MAT & Brain Reseach
Abstract (Thinker)
Concrete (Sensor/Feeler)
Reflective (Watchers)
Active (Doers)
R
L
R
Diverger
AssimilatorConverger
Accomodators
L
R
LL
R
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4MAT & Brain Research
• Given that some “Divergers” are left brain and some are right brain, McCarthy suggests that teachers design instruction using teaching strategies to appeal to both left- and right-mode processing.
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Right Mode Processing
• The right mode see things with the mind’s eye, visualizing how the parts make up the whole, excelling in spatial skills, seeing pictures and using images to create metaphors that form new ideas.
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If you are right-brained, you prefer
• Global thinking• Synthesis• Metaphors and imagery• Stories• Inductive Reasoning• Visuals/Images• Sounds• Body Movements
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Left Mode Processing
• People who approach learning with a left-mode preference are systematic. They solve problems first by looking at the parts. They are analytic planners, logical, and sequential.
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If you are left brained, you prefer
• Sequential analysis
• Classification
• Deductive Reasoning
• Written words
• Spoken words
• Numerals
• Equations
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The Best of Both?
• To combine the best of right- and left-mode thinking is to bridge the complexity of percept and concept, understandings of both the heart and the head, analysis and synthesis, and to integrate being and knowing.
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4MAT & Brain Research
Educators need to develop teaching methodologies which will effectively
teach to both modes. Traditionally educators have taught to the left brain. How sad for students who are right-
brain dominant.
Bernice McCarthy (1980)
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Developing Curriculum with
4MAT
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Quadrant OneQuadrant One
• Creating an Experience• “People do not learn because
someone else wants them to.”
• “They learn because they want to.”• Give them a reason.
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Quadrant OneQuadrant One
• WHY? Why do I need to learn this?• Objectives: Connect & Examine• Method = Simulation & Discussion• Teacher’s Role: (R) Motivator, (L)Witness• Skills Addressed: brainstorming, listening,
speaking & interacting
ConcreteExperience
ReflectiveObservation
1“Create an “Create an
ExperienceExperience”
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Quadrant 1 GoalsQuadrant 1 Goals
• Connect: Engage in experience • Goal: for learners to make a personal
connection with the learning concept with a situation they will recognize; non-trivial dialogue (right-mode)
• Examine: Reflect and analyze experience• Goal: for learners to examine and reflect on
“connecting” experience; encourage learners to share perceptions; clarify the reason for learning (left mode)
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Quadrant TwoQuadrant Two
• Students what to know the facts• They want to know the “what?”• Giving information• The teacher is the primary actor• Discussion of the student’s reaction
to that experience• What the students need to know to
of all content of all content to be taughtto be taught”
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Quadrant 2 GoalsQuadrant 2 Goals
• Imagine: Imagine concept• Goal: Provide overview of concept; deepen
connection between learner’s life and concept; relate what is already known with what the experts have found (right-mode)
• Inform: Learn theories and concepts• Goal: provide expert theories, ideas, concepts
in an organized manner, use a variety of teaching methods to convey important points(left-mode)
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Quadrant ThreeQuadrant Three
• Creating a climate of trying out• The method is to TRY IT.• Students answer the question:
• How does this work? They to worksheets, use work books, etc.
• Teacher’s role:• provide material and establish “encouraging
environment”. Teach small group work rules
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Quadrant ThreeQuadrant Three
• HOW? Try It• Objectives: Practice & Extend• Method = Facilitation• Teacher’s Role: Provide and encourage (R & L)• Skills Addressed: student makes choices,
experiments, explores, and manipulates
Active Experimentation
AbstractConceptualization
3Student Activity
Student Activity
Quadrant
Quadrant
“Practice” “Practice” “Create”“Create”
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Quadrant 3 GoalsQuadrant 3 Goals• Practice: Experiment with known concepts
• Goal: provide a variety of hands-on activities for practice and mastery of concept; check for understanding and if re-teaching is needed (left-mode)
• Extend: Explore new applications• Goal: encourage exploring new applications,
setup situations where learners have to location information not readily available, require learners to synthesize learning in a personal way (right mode)
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Quadrant FourQuadrant Four
• Refine and Perform• Student need to learn on their own.• Students can show what they have
“Students teach “Students teach other students”other students”
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Quadrant 4 GoalsQuadrant 4 Goals
• Refine:analyze applications of relevance• Goal: give guidance and feedback; suggest
refinements; help learners analyze use of learning for meaning and relevance; summarize by reviewing learning experience (left mode)
• Perform: share and celebrate learning• Goal: make learners creations available to
larger community; encourage learners to explore more “what ifs?” (right-mode)
Active Experimentation
(Doing)
Concrete Experience
(Sensing/Feeling)
ReflectiveObservation(Watching)
AbstractConceptualization
(Thinking)
RR RR
RR RR Imagine
When someone is
When someone is
teaching us in our
teaching us in our
most comfortable
most comfortable
style,we learn.
style,we learn.Connect
ExamineL
L
Inform
L
Practice
Extend
LRefine
Perform
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Learning ActivitiesLearning Activities
• In the First Quadrant the teacher:• gave them a reason
• In the Second Quadrant the teacher:• taught it to them
• In the Third Quadrant the teacher:• let them try it themselves
• In the Fourth Quadrant the teacher:• Let them teach it to themselves/others.
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AEAE
CECE
RORO
ACAC
Stage 4: Learning by doing
•Learn through “hands-on”•Rely on gut-level feelings•Rely more on people for information•Like to influence & lead others•Personally involved•Takes risk
Stage 1: Learning from feeling
•Being sensitive to people’s feelings•Being sensitive to values•Listening with an open mind•Gathering information•Integrating the experience with self
Stage 2: Learning by watching
• Organize information and facts• Putting info. in concise, logical form• Less focus on people and more interest abstract ideas and concepts
• More important that a theory be logicalthan have practical value
Stage 3: Learning by thinking
• Using logic & ideas rather than feelings
• Rely on theories & ideas to solveproblems
• Rather deal with technical task/problems than with interpersonal
• Setting goal• Making decisions objectively
Try
out t
heor
ies,
do
ing,
teac
hing
,ot
hers
(Doi
ng &
teac
hing
)
Thin
king
abo
utth
e ex
perie
nce;
de
velo
ping
theo
ries
(Thi
nkin
g &
tryi
ng)
Expo
se s
tude
nts
to
conc
rete
lear
ning
ex
peri
ence
s(S
ensi
ng a
nd fe
elin
g)
Dev
elop
ing
obse
rvat
ion
skill
s(W
atch
ing
&
refle
ctin
g)
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Through the progression of the four major ingredients—experience,
reflection, conceptualization, and experimentation—all students can
“shine” 25% of the time.
Bernice McCarthy (1980)
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Active Experimentation
(Doing)
Concrete Experience
(Sensing/Feeling)
ReflectiveObservation(Watching)
AbstractConceptualization
(Thinking)
DynamicLearners
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InnovativeLearners
AnalyticLearners
CommonSenseLearners
When someone is
When someone is
teaching us in our
teaching us in our
most comfortable
most comfortable
style,we learn.
style,we learn.
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Major Points Major Points of 4MATof 4MAT
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Point 1:Point 1:
? Human beings perceive experience and information in different ways.
? Human beings process experience and information in different ways.
? The combinations formed by our own perceiving and processing techniques form our unique learning styles.
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Point 2:Point 2:
? There are four major identifiable learning styles.
? Each style can be further divided based on left-and right-mode processing. (* see curriculum packet for sample 4MAT lesson plan)
? Each learning preference is equally valuable.
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Point 3:Point 3:
? Learners need to be comfortable about their own unique learning styles.
? Type One Learners are primarily interested in personal meaning. Teachers need to Create a Reason.
? Type Two Learners are primarily interested in the facts as they lead to conceptual understanding. Teachers need to Give Them Facts that deepen understanding.
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Point 3 Point 3 (cont.):(cont.):
? Type Three Learners are primarily interested in how things work. Teachers need to Let Them Try It.
? Type Four Learners are primarily interested in self discovery. Teachers need to Let Them Teach It to Themselves and Others.
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Point 4:Point 4:
? All learners need to be taught in all four ways, in order to be comfortable and successful part of the time while being stretched to develop other learning abilities.
? All learners will "shine" at different places in the learning cycle, so they will learn from each other.
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Point 5:Point 5:
? The 4MAT System moves through the learning cycle in sequence, teaching in all four modes and incorporating the four combinations of characteristics.
? The sequence is a natural learning progression.
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Point 6:Point 6:
? Learners will come to accept their strengths and learn to capitalize on them, while developing a healthy respect for the uniqueness of others, and furthering their ability to learn in alternative modes without the pressure of "being wrong."
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Point 7:Point 7:
? The more comfortable they are about who they
are, the more freely they learn from others.
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4MAT Sources4MAT Sources
• About Learning website. www.aboutlearning.com
• 4MAT Lesson Planning Kit, About Learning, Inc.
• McCarthy, B. (2000). About Teaching: 4MAT in the Classroom. Wauconda, IL: About Learning, Inc.
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4MAT Sources4MAT Sources
• Kolb, David A. Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall, l983.
• Kolb, D. Learning Style Inventory. Located at trgmcber.haygroup.com.
