Using 4MAT Instructional Model

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Using 4MAT Instructional Model
PCC Community
Education Center
Faculty Development Workshop
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4MAT Origins

• 4MAT is based on research from
• Education
• Psychology
• Neurology
• Management

Faculty Development Workshop
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4MAT Origins

• The purpose 4MAT is a simple and potent
  instructional model for designing and
  facilitating adult learning in schools.
• The 4MAT method is
  especially effective for
  increasing learner
  motivation, retention,
  application, and
  extension of learning.

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4MAT Origins

• The purpose of 4MAT is for
• More dialogue, less monologue
• More interactive exchange of
  information than just giving
  information
• Greater appreciation for diversity as a positive
  outcome to enhance learning
• A deeper sense of responsibility for student
  motivation
• A new urgency for creating curiosity and interest

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4MAT Origins

• Inherent in the 4MAT system are two premises
• People have major learning
  styles and hemispheric
  (right-mode/left-mode)
  processing
  preferences
• Using multiple instructional strategies to teach
  these preferences can improve teaching and
  learning

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4MAT Origins

• Differences in our learning styles depend on many
  things
• Who we are
• Where we are
• How we see ourselves
• What we pay attention to
• What people expect and ask of us

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4MAT Origins

• David Kolb (1976, 1984, 1985) described two major
  differences in how people learn
• How they perceive
• How they process

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4MAT Origins

• How people perceive
• Some people respond by sensing and feeling their
  way
• Others think things through

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4MAT Origins

• Those that respond by sensing and feeling
• Project themselves into the reality of now
• They attend to the actual experience itself
• They immerse themselves directly
• They perceive through their senses
• They intuit

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4MAT Origins

• Those that think things through
• Attend to more abstract dimensions of reality
• They analyze what is happening
• Their intellect makes the first appraisal
• They reason
• They approach things logically

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4MAT Origins

• Those that respond by sensing and feeling
• Those that think things through
• Every person needs both for the fullest possible
  understanding of experiences
• Perception alone does not equal learning
• You also learn by processing information

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4MAT Origins

• How people process
• Some people are watchers first
• Some people are doers first

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4MAT Origins

• Watchers
• Reflect on new things
• Filter them through their own
  experiences to create meaning in a
  slow, deliberate way
• Doers
• Act on new information immediately
• They reflect on it only after they have
  acted on it
• They need to do it in order to make it theirs

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4MAT Origins
Sensing/Feeling
Dynamic Learners
Imaginative Learners
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1
Doing
Watching
3
2
Common Sense Learners
Analytical Learners
Thinking
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4MAT Origins
Left Brain Analytical Rational Verbal
Right Brain Global Visual Holistic
Common Sense Learners
Dynamic Learners
Analytical Learners
Imaginative Learners
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4MAT Origins
Comfort Zones Stretch Zones
Left Brain Analytical Rational Verbal
Right Brain Global Visual Holistic
Common Sense Learners
Dynamic Learners
Analytical Learners
Imaginative Learners
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4MAT Origins

• Imaginatively Learners
• Perceive information concretely
• Process information reflectively
• Believe in their own experiences
• Work for harmony
• Need to be personally involved
• Seek commitment form others
• Are interested in people and culture
• Because they see all sides, often have difficulty
  making decisions
• They school to fragmented and disconnected from
  personal issues
• Struggle to connect the content of school with
  their need to grow and understand the world

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4MAT Origins

• Analytic Learners
• Perceive information abstractly
• Process information reflectively
• Devise theories by integrating their observations
  into what
  they know
• They learn by thinking things through
• They need to know what the experts think
• They use sequential thinking
• They need details, and are thorough and
  industrious
• They enjoy traditional classrooms and find ideas
  fascinating
• Sometimes they enjoy ideas more than people
• They are highly skilled verbally and are avid
  readers

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4MAT Origins

• Common Sense Learners
• Perceive information abstractly
• Process information actively
• Integrate theory and practice into common sense
• They believe if something works, then use it
• Down to earth problems solvers
• They resent being given answers
• They value strategic thinking
• They like to experiment and tinker because they
  need to know how things work
• They edit reality and cut right to the heart of
  things
• They find school frustrating because they want to
  work on real problems

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4MAT Origins

• Dynamic Learners
• Perceive information concretely
• Process information actively
• They learn by trial and error
• Enthusiastic about new things and like change
• Excel when flexibility is needed
• Reach accurate conclusions in the absence of
  logical justification
• Are risk takers and at ease with people
• Often seen as pushy and manipulative
• Like to influence
• School to them is often tedious and overly
  sequential

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4MAT Origins

• Imaginatively Learners
• Emphasis is on PERSONAL MEANING (Why?)
• Analytic Learners
• Emphasis is on CONTENT (What?)
• Common Sense Learners
• Emphasis is on USEFULNESS (How?)
• Dynamic Learners
• Emphasis is on CREATIVITY (If!)
• These four create a complete development cycle
  for teaching and learning

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8 Steps to 4MAT

• Progressive Steps for Learning
• Step 1 Create an Experience Link the concept to
  the individuals in a personal and meaningful way.
  Include sharing personal reflections and
  autobiographical information, brainstorming,
  listening, speaking, mind mapping, drawing,
  interacting, idea generating, and role play.
• Step 2 Reflect on the Experience Ask learners
  to think about the experience and share it with
  others. Create and reinforce the meaning that
  brings real understanding and the reason to
  learn.
• Step 3 Integrate the Observations into Concepts
  Synthesize the reflections from the previous
  personal experience into a visual or poetic image
  or feeling that links the personal experience to
  the concept under study. Include seeing
  relationships and connections patterning
  creating analogs, metaphors, and non-verbal or
  spatial representations discussing.

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8 Steps to 4MAT

• Progressive Steps for Learning
• Step 4 Developing Theories and Concepts Give
  learners conceptual and factual information from
  experts. Present information in an organized,
  sequential fashion, moving from parts to the
  whole. This is the traditional instructional
  presentation format of public schools.
• Step 5 Using Information Practically Learners
  practice using the information to see "how it
  works" in the real world. Include exploring,
  manipulating, applying the facts and concepts,
  field and lab work, adapting knowledge to
  personal use, demonstrations, worksheets,
  puzzles, diagrams, computer experiments,
  conversations with peers and instructors.

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8 Steps to 4MAT

• Progressive Steps for Learning
• Step 6 Integrating Material with Self The
  learners add something of themselves by extending
  what is learned through their own project choices
  and individualizing their own experimentation.
  Learners begin integrating the information with
  themselves to evolve a personal synthesis. The
  learner can choose to work cooperatively on a
  team or alone and share resulting products later.
  
• Step 7 Analyzing for Usefulness or Application
  The learner moves beyond simple practice and
  reinforcement and uses the information in a
  creative way. This includes editing (revising,
  refining) assessing quality of evidence
  synthesizing original performances analyzing
  what they have planned as their "proof" of
  learning based on relevance to content,
  originality, and excellence preparing and
  presenting exhibitions and publications, taking a
  position, coming to closure.

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8 Steps to 4MAT

• Progressive Steps for Learning
• Step 8 Integrating Application and Experience
  The learners present or perform the original
  example of their learning, sharing it with others
  in a meaningful way. This is also the time to
  celebrate the learners' accomplishments.

Faculty Development Workshop