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Teaching and Learning Principles forDeveloping 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. Thesepreferences 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 Learnersare 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 Learnersare primarily interested in acquiring facts

in order to deepen their understanding of concepts and processes. They

are capable of learning effectively from lectures, and enjoyindependent research, analysis of data, and hearing what the e$perts

have to say.

Type 3: Common Sense Learnersare 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 Learnersare 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.

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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%

http://volcano.und.nodak.edu/vwdocs/msh/llc/is/4mat.htmlhttp://volcano.und.nodak.edu/vwdocs/msh/llc/is/4mat.html

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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! Astract 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#sthe st"dents to thin# ao"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!