1 / 17

Educational Psychology

Educational Psychology. Considering Individual Differences. William G. Huitt. Last Revised: July 1999. Considering Individual Differences. In general, there are three different approaches for dealing with individual differences among students:.

bhoward
Download Presentation

Educational Psychology

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Educational Psychology Considering Individual Differences William G. Huitt Last Revised: July 1999

  2. Considering Individual Differences In general, there are three different approaches for dealing with individual differences among students: • Develop events of instruction that take into account individual differences • Provide some sort of grouping in order to reduce or accommodate the variability with respect to student background, achievement, ability or some other characteristic.

  3. Considering Individual Differences In general, there are three different approaches for dealing with individual differences among students: • Modify the conditions within which instruction is taking place.

  4. The 4MAT System The 4MAT system is a strategy for dealing with individual differences is to develop or modify the events of instruction so that they specifically address individual differences. It is a direct instruction approach to teaching that utilizes research on brain lateralization dominance and learning style to identify specific instructional events that will be attractive to a specific type of student.

  5. These styles are based on the work of Gregorc & Butler (1984) and are similar to the temperaments as defined by the Myers-Briggs Type Indicator (MBTI) and the Kiersy Temperament Sorter. Gregorc, A., & Butler, K. (1984, April). Learning is a matter of style. VocEd, 27-29. The 4MAT System According to Bernice McCarthy, developer of the 4MAT system, there are 4 major learning styles, each of which asks different questions and displays different strengths during the learning process.

  6. The 4MAT System Concrete-Random WHY? SP (Sensing/Perceiving) Sanquine

  7. The 4MAT System Abstract-Sequential WHAT? NJ (Intuitive/Judging) Choleric

  8. The 4MAT System Concrete-Sequential HOW? SJ (Sensing/Judging) Melancholy

  9. The 4MAT System Abstract-Random IF? NP (Intuitive/Perceiving) Phlegmatic

  10. The 4MAT System

  11. The 4MAT System Each learning style is associated with both left- and right-brain learners. Right Left Intuitive, emotional, holistic, parallel, and tactile-kinesthetic Logical, rational, sequential, serial, verbal

  12. The 4MAT System The 4MAT system is designed to provide every student with a preferred task during every lesson. There are the 8 instructional events proposed by this system.

  13. The 4MAT System STEP LEFT MODE RIGHT MODE WHY? Create an experience 1 Reflect/Analyze about experience 2

  14. The 4MAT System STEP LEFT MODE RIGHT MODE WHAT? Integrate into concepts 3 Develop concepts and skills 4

  15. The 4MAT System STEP LEFT MODE RIGHT MODE HOW? Practice defined givens 5 Add something of oneself 6

  16. The 4MAT System STEP LEFT MODE RIGHT MODE IF? Analyze application for relevance 7 Add something of oneself 8

  17. The 4MAT System The 4MAT system seems to have considerable face validity, although there is not a widespread research base to support it. However, following the 4MAT system forces the teacher to provide her students with opportunities to engage in higher-order thinking.

More Related