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4MAT Curriculum Development

4MAT Curriculum Development. Presented by Dr. Roger Ditzenberger and Jeff Allen. “People Learn in Different Ways”. The first is how we perceive , the second is how we process. In a New Situation:. Some of us sense and feel our way; While others think things through. Process.

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4MAT Curriculum Development

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  1. 4MAT Curriculum Development Presented by Dr. Roger Ditzenberger and Jeff Allen

  2. “People Learn in Different Ways”

  3. The first is how we perceive, the second is how we process

  4. In a New Situation: • Some of us sense and feel our way; • While others think things through

  5. Process DOERS WATCHERS Active Reflective Some of us Others watch jump right what’s happening in and try it and reflect on it

  6. Perceive Sensor/Feelers Thinkers Abstract Concrete

  7. And so Kolb found… That it is the combination of how we perceive and how we process that forms the uniqueness of our learning style, our most comfortable way to learn.

  8. Public education is geared more for the thinkers and not geared for the feeler/sensor

  9. In processing experience and information some of us are watchers, while some of us are doers.

  10. Schools typically ask learners to watch, listen and reflect. How lovely for a watcher, how difficult for a doer.

  11. Concrete Experience Kolb called the sensing/feeling dimension Concrete Experience and placed it at the top of this line. Reflective Observation The watching dimension became Reflective Observation and was places at the end of this line Active Experimentation The doing dimension became Active Experimentation and was placed at the end of this line. Abstract Conceptualization Kolb called the thinking dimension Abstract Conceptualization and placed it at the bottom of this line.

  12. Concrete Experience 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 DIVERGER Reflective Observation Active Experimentation Abstract Conceptualization

  13. Concrete Experience ASSIMILATOR Abstract Conceptualization and Reflective Observation theoretical model abstracts (not interested in practical use of theories) a goal setting person systematic planner Reflective Observation Active Experimentation Assimilator Abstract Conceptualization

  14. Concrete Experience 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 Active Experimentation Reflective Observation CONVERGER Abstract Conceptualization

  15. Concrete Experience ACCOMODATOR 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 ACCOMMODATOR Reflective Observation Active Experimentation Abstract Conceptualization

  16. Quadrant One • Creating an Experience • “People do not learn because someone else wants them to.” • “They learn because they want to.” • Give them a reason.

  17. Quadrant One 1 Concrete Experience “Create an Experience” • WHY? • (Why do I need to learn this?) • Method = Simulation & Discussion • Instructor’s Role: Motivator/Witness • Skills Addressed: brainstorming, listening, speaking & interacting Reflective Observation

  18. Quadrant Two • Learners what to know the facts • They want to know the “what?” • Giving information • The instructor is the primary actor • Discussion of the learner’s reaction to that experience • What the learners need to know to understand .

  19. Quadrant Two 2 Reflective Observation • WHAT! • (They need to know the facts) • Method = Teach it to them, informational • Instructor’s Role: “Instructor” • Skills Addressed: observing, analyzing, classifying, drawing conclusions Abstract Concepts “Complete outline of all content to be taught”

  20. Quadrant Three • Creating a climate of trying out • The method is to TRY IT. • Learners answer the question: • How does this work? They complete worksheets, use work books, etc. • Instructor’s role: • provide material and establish “encouraging environment”

  21. Quadrant Three Active Experimentation • HOW? • (They need to try it?) • Method = Facilitation • Instructor’s Role: Provide and encourage • Skills Addressed: learner makes choices, experiments, explores, and manipulates Learner Activity Quadrant 3 “Practice, Practice, Practice” Abstract Conceptualization

  22. Quadrant Four • Performing and Doing • Learners need to learn on their own. • Learners can show what they have learned. • Learners can teach other students the skill. • Instructor’s role: Reinforce and guide.

  23. Quadrant Four Concrete Experience “Learners teach other Learners” • DOING! • (Let learners “teach” it to themselves.) • Method = Self Discovery • Instructor’s Role: Evaluator/Remediator • Skills Addressed: Applying, testing with reality and carrying through 4 Active Experimentation

  24. Concrete Experience (Sensing/Feeling) When someone is teaching us in our most comfortable style,we learn. Innovative Learners Dynamic Learners 4 1 Reflective Observation (Watching) Active Experimentation (Doing) 3 2 Common Sense Learners Analytic Learners Abstract Conceptualization (Thinking)

  25. Learning Activities • In the First Quadrant the instructor: • Gave them a reason • In the Second Quadrant the instructor: • Taught it to them • In the Third Quadrant the instructor: • Let them try it themselves • In the Fourth Quadrant the instructor: • Let them teach it to themselves/others.

  26. CE • 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 AE RO • Stage 3: Learning by thinking • Using logic & ideas rather than • feelings • Rely on theories & ideas to solve • problems • Rather deal with technical task/ • problems than with interpersonal • Setting goal • Making decisions objectively • 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 logical • than have practical value AC

  27. Expose learners to concrete learning experiences (Sensing & Feeling) Developing observation skills (Watching & reflecting) Move Around the Circle Thinking about the experience; developing theories (Thinking & trying) Try out theories, doing, teaching, others (Doing & teaching)

  28. Concrete Experience (Sensing/Feeling) When someone is teaching us in our most comfortable style,we learn. Innovative Learners Dynamic Learners 4 1 Reflective Observation (Watching) Active Experimentation (Doing) 3 2 Common Sense Learners Analytic Learners Abstract Conceptualization (Thinking)

  29. Major Points of 4MAT

  30. 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.

  31. Point 2: • There are four major identifiable learning styles. • They are all equally valuable. • Learners need to be comfortable about their own unique learning styles.

  32. Point 3: • Type One Learners are primarily interested in personal meaning. Instructors need to Create a Reason. • Type Two Learners are primarily interested in the facts as they lead to conceptual understanding. Instructors need to Give Them Facts that deepen understanding.

  33. Point 3 (cont.): • Type Three Learners are primarily interested in how things work. Instructors need to Let Them Try It. • Type Four Learners are primarily interested in self discovery. Instructors need to Let Them Teach It to Themselves and Others.

  34. 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.

  35. 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.

  36. 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."

  37. Point 7: • The more comfortable they are about who they are, the more freely they learn from others.

  38. Left Whole Right 1 4 6 9

  39. University of North Texas Department of Technology and Cognition P.O. Box 311337 Denton, Texas 76203-1337 Email: Ditz@tac.coe.unt.edu Jallen@unt.edu Phone: (940)565-2093 Dr. Roger Ditzenberger & Jeff Allen

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