1999 1 4MAT Curriculum Development Dr. Roger Ditzenberger and Jeff Allen University of North Texas.

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4MAT Curriculum 4MAT Curriculum DevelopmentDevelopment

Dr. Roger Ditzenberger and Jeff Allen

University of North Texas

1999

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““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

Con

cret

e

Abs

trac

t

Sen

sor/

Fee

lers

Thi

nker

s

Per

ceiv

eP

erce

ive

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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 ask children to Schools ask children to watch and listen and watch and listen and

reflect.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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n

Concrete Experience



Assimilator

ASSIMILATOR

Abstract Conceptualization and Reflective Observation

theoritical model

abstracts

(not interested in practical use of theories)

a goal setting person

systematic planner

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n

Concrete Experience



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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n

Concrete Experience



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• Teacher’s Role: Motivator/Witness• Skills Addressed: brainstorming, listening,

speaking & interacting

ConcreteExperience


1

““Create an Create an

ExperienceExperience”

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Quadrant TwoQuadrant Two

• Students what to know the facts• They want to know the “what?”• Giving information• The teacher is the primary actor• Discussion of the student’s reaction to

that experience• What the students 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• Teacher’s Role: “Teacher”• Skills Addressed: observing, analyzing,

classifying, drawing conclusions

AbstractConcepts


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.• Students answer the question:

• How does this work? They to worksheets, use work books, etc.

• Teacher’s role:• provide material and establish “encouraging

environment”. Teach small group work rules

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Quadrant ThreeQuadrant Three

• HOW?• (They need to try it?)• Method = Facilitation• Teacher’s Role: Provide and encourage• Skills Addressed: student makes choices,

experiments, explores, and manipulates

Active Experimentation


3Student Activity

Student Activity

Quadrant

Quadrant

““Practice, Practice, Practice, Practice,

PracticePractice”

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Quadrant FourQuadrant Four

• Performing and Doing• Student need to learn on their own.• Students can show what they have

learned.• Students can teach other students the

skill.• Teacher’s role: Reinforce and guide.

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Quadrant FourQuadrant Four

• DOING!• (Let students teach it to themselves.)• Method = Self Discovery• Teacher’s Role: Evaluator/Remediator• Skills Addressed: Applying, testing with reality

and carrying through

ConcreteExperience

ActiveExperimentation

4

““Students teach Students teach other students”other students”


(Doing)

Concrete Experience

(Sensing/Feeling)

ReflectiveObservation(Watching)


(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 teacher:• gave them a reason

• In the Second Quadrant the teacher:• taught it to them

• In the Third Quadrant the teacher:• let them try it themselves

• In the Fourth Quadrant the teacher:• 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

stud

ents

to

conc

rete

lear

ning

ex

peri

ence

s(S

ensi

ng a

nd f

eelin

g)

Dev

elop

ing

obse

rvat

ion

skill

s(W

athi

ng &

ref

lect

ing)


(Doing)

Concrete Experience

(Sensing/Feeling)

ReflectiveObservation(Watching)


(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. Teachers need to Create a Reason.

Type Two Learners are primarily interested in the facts as they lead to conceptual understanding. Teachers 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. Teachers need to Let Them Try It.

Type Four Learners are primarily interested in self discovery. Teachers 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.

Left Whole Right

1 964

1999

39Dr. Roger Ditzenberger andJeff 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

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Web LinksWeb Links

• Excel Inc.: www.excelcorp.com

• Curriculum Presentation Download: www.coe.unt.edu/Allen (available until 7/1/99.

1999 1 4MAT Curriculum Development Dr. Roger Ditzenberger and Jeff Allen University of North Texas.

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