1 4MAT Curriculum Development Presented by Dr. Roger Ditzenberger and Jeff Allen.
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Transcript of 1 4MAT Curriculum Development Presented by Dr. Roger Ditzenberger and Jeff Allen.
1
4MAT Curriculum 4MAT Curriculum DevelopmentDevelopment
Presented by
Dr. Roger Ditzenberger and Jeff Allen
2
““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
Sen
sor/
Fee
lers
Thi
nker
s
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 process that 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 typically ask Schools typically ask learners to watch, learners to watch, listen and reflect.listen and reflect.
How lovely for a watcher, how difficult for a doer.
Active ExperimentationThe doing dimension became Active Experimentation and was placed at the end of this line.
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
AbstractConceptualizationKolb called the thinkingdimension Abstract Conceptualizationand placed it at the bottom of this line.
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Active Experimentatio
n
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 Experimentatio
n
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 Experimentatio
n
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 Experimentatio
n
Concrete Experience
ReflectiveObservation
AbstractConceptualization
ACCOMMODATOR
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
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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?)• Method = Simulation & Discussion• Instructor’s Role: Motivator/Witness• Skills Addressed: brainstorming, listening,
speaking & interacting
ConcreteExperience
ReflectiveObservation
1
““Create an Create an
ExperienceExperience”
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Quadrant TwoQuadrant 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 .
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Quadrant TwoQuadrant Two
• WHAT!• (They need to know the facts)• Method = Teach it to them, informational• Instructor’s Role: “Instructor”• Skills Addressed: observing, analyzing,
classifying, drawing conclusions
AbstractConcepts
ReflectiveObservation
2
““Complete outline Complete outline of all content of all content
to be taughtto be taught”
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Quadrant ThreeQuadrant 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”
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Quadrant ThreeQuadrant Three
• HOW?• (They need to try it?)• Method = Facilitation• Instructor’s Role: Provide and encourage• Skills Addressed: learner makes choices,
experiments, explores, and manipulates
Active Experimentation
AbstractConceptualization
3Learner Activity
Learner Activity
Quadrant
Quadrant
““Practice, Practice, Practice, Practice,
PracticePractice”
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Quadrant FourQuadrant 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.
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Quadrant FourQuadrant Four
• DOING!• (Let learners “teach” it to themselves.)• Method = Self Discovery• Instructor’s Role: Evaluator/Remediator• Skills Addressed: Applying, testing with reality
and carrying through
ConcreteExperience
ActiveExperimentation
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““Learners teach Learners teach other Learners”other Learners”
Active Experimentation
(Doing)
Concrete Experience
(Sensing/Feeling)
ReflectiveObservation(Watching)
AbstractConceptualization
(Thinking)
DynamicLearners
44 11
33 22
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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Learning ActivitiesLearning 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.
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
theo
ries
, do
ing,
teac
hing
,ot
hers
(Doi
ng &
teac
hing
)
Thi
nkin
g ab
out
the
expe
rien
ce;
deve
lopi
ng th
eori
es(T
hink
ing
& tr
ying
)
Exp
ose
lear
ners
to
conc
rete
lear
ning
ex
peri
ence
s(S
ensi
ng &
Fee
ling)
Dev
elop
ing
obse
rvat
ion
skill
s(W
atch
ing
& r
efle
ctin
g)
Active Experimentation
(Doing)
Concrete Experience
(Sensing/Feeling)
ReflectiveObservation(Watching)
AbstractConceptualization
(Thinking)
DynamicLearners
44 11
33 22
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. They are all equally valuable. Learners need to be comfortable about their own
unique learning styles.
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Point 3: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.
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Point 3 Point 3 (cont.):(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.
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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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Left Whole Right
1 964
39Dr. Roger Ditzenberger & Jeff Allen
University of North TexasUniversity of North Texas
Department of Technologyand Cognition
P.O. Box 311337Denton, Texas 76203-1337
Email: [email protected] [email protected]
Phone: (940)565-2093