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

2. 1999 2 “People Learn in Different Ways”

3. 1999 3 The first is how we perceive, the second is how we process

4. 1999 4 In a New Situation: Some of us sense and feel our way; While others think things through

5. 1999 5Process DOERSWATCHERS ActiveReflective Some of usOthers watch jump rightwhat’s happening in and try itand reflect on it

6. Concrete Abstract Sensor/Feelers Thinkers Perceive

7. 1999 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. 1999 8 Public education is geared more for the thinkers and not geared for the feeler/sensor

9. 1999 9 In processing experience and information some of us are watchers, while some of us are doers.

10. 1999 10 Schools ask children to watch and listen and reflect. How lovely for a watcher, how difficult for a doer.

11. Active Experimentation The 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 Abstract Conceptualization Kolb called the thinking dimension Abstract Conceptualization and placed it at the bottom of this line.

12. 1999 12 Active Experimentation Concrete Experience Reflective Observation Abstract Conceptualization 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

13. 1999 13 Active Experimentation Concrete Experience Reflective Observation Abstract Conceptualization Assimilator ASSIMILATOR Abstract Conceptualization and Reflective Observation theoritical model abstracts (not interested in practical use of theories) a goal setting person systematic planner

14. 1999 14 Active Experimentation Concrete Experience Reflective Observation Abstract Conceptualization 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

15. 1999 15 Active Experimentation Concrete Experience Reflective Observation Abstract Conceptualization 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

16. 1999 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. 1999 17 Quadrant One WHY? (Why do I need to learn this?) Method = Simulation & Discussion Teacher’s Role: Motivator/Witness Skills Addressed: brainstorming, listening, speaking & interacting Concrete Experience Reflective Observation 1 “Create an Experience Experience ”

18. 1999 18 Quadrant 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.

19. 1999 19 Quadrant 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 Abstract Concepts Reflective Observation 2 “Complete outline of all content to be taught to be taught ”

20. 1999 20 Quadrant 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

21. 1999 21 Quadrant 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 Abstract Conceptualization 3 Student Activity Quadrant “Practice,Practice, Practice Practice ”

22. 1999 22 Quadrant 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.

23. 1999 23 Quadrant 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 Concrete Experience Active Experimentation 4 “Students teach other students”

24. Active Experimentation (Doing) Concrete Experience (Sensing/Feeling) Reflective Observation (Watching) Abstract Conceptualization (Thinking) Dynamic Learners 41 32 Innovative Learners Analytic Learners Common Sense Learners When someone is teaching us in our most comfortable style,we learn.

25. 1999 25 Learning 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.

26. AECERO AC 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 logical than have practical value 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

27. Try out theories, doing, teaching, others (Doing & teaching) Thinking about the experience; developing theories (Thinking & trying) Expose students to concrete learning experiences (Sensing and feeling) Developing observation skills (Wathing & reflecting)

28. Active Experimentation (Doing) Concrete Experience (Sensing/Feeling) Reflective Observation (Watching) Abstract Conceptualization (Thinking) Dynamic Learners 41 32 Innovative Learners Analytic Learners Common Sense Learners When someone is teaching us in our most comfortable style,we learn.

29. 1999 29 Major Points of 4MAT

30. 1999 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. 1999 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. 1999 32 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.

33. 1999 33 Point 3 (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.

34. 1999 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. 1999 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. 1999 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. 1999 37 Point 7:  The more comfortable they are about who they are, the more freely they learn from others.

38. LeftWholeRight 1964

39. 1999 39 Dr. Roger Ditzenberger and Jeff Allen 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

40. 1999 40 Web Links Excel Inc.: www.excelcorp.com Curriculum Presentation Download: www.coe.unt.edu/Allen (available until 7/1/99.