Teaching and Learning Principles for Developing Common Units
Learning Styles and the 4MAT System: A Cycle of Learning
Common Units should provide, wherever possible, learning activities and an instructional sequence, or cycle of learning, that accommodate four major learning styles identified in the literature. The sequence used is modeled after the 4MAT System which is a comprehensive guide that encompasses current research and approaches to effective teaching and learning. 4MAT is developed by Bernice McCarthy, author of 4MAT in Action: Creative Lesson Plans for Teaching to Learning Styles with Right/Left Mode Techniques.
This cycle of learning is based on a number of premises. First, different individuals perceive and process experience in different preferred ways. These preferences comprise our unique learning styles. Essential to quality learning is an awareness in the learner of his/her own preferred mode, becoming comfortable with his/her own best ways of learning, and being helped to develop a learning repertoire, through experience with alternative modes.
The fact that a student may have a preferred, most-comfortable mode does not mean she/he cannot function effectively in others. In fact, the student who has the flexibility to move easily from one mode to another to fit the requirements of the situation is at a definite advantage over those who limit themselves to only one style of thinking and learning. The four learning styles identified by McCarthy are:
· Type 1: Innovative Learners are primarily interested in personal meaning. They need to have reasons for learning--ideally, reasons that connect new information with personal experience and establish that information's usefulness in daily life. Some of the many instructional modes effective with this learner type are cooperative learning, brainstorming, and integration of content areas (e.g., science with social studies, writing with the arts, etc.).
· Type 2: Analytic Learners are primarily interested in acquiring facts in order to deepen their understanding of concepts and processes. They are capable of learning effectively from lectures, and enjoy independent research, analysis of data, and hearing what "the experts" have to say.
· Type 3: Common Sense Learners are primarily interested in how things work; they want to "get in and try it." Concrete, experiential learning activities work best for them--using manipulatives, hands-on tasks, kinesthetic experience, etc.
· Type 4: Dynamic Learners are primarily interested in self-directed discovery. They rely heavily on their own intuition, and seek to teach both themselves and others. Any type of independent study is effective for these learners. They also enjoy simulations, role play, and games.
Common Unit curriculum should be designed so that all styles are addressed, in order that more than one type of student may be permitted to both succeed and be challenged. That is, each lesson contains "something for everybody," so each student not only finds the mode of greatest comfort for him/her, but is challenged to adapt to other, less comfortable but equally valuable modes.
The instructional sequence suggested by Bernice McCarthy teaches to the four styles using both right- and left-brain processing techniques. This integration of styles and processing modes ensures that we are educating the "whole brain."
The diagram below illustrates the 4MAT cycle of learning. It represents graphically the teacher behaviors appropriate to each stage and style, and provides a framework for planning any lesson or unit, for any age level or content area.
The complete 4MAT System Model
(adapted from http://volcano.und.nodak.edu/vwdocs/msh/llc/is/4mat.html)
Applying the 4MAT Learning Approach
The following guide will be useful when developing online or face-to-face teaching materials or lesson plans for face to face teaching. It defines each of the four stages/ types of learning experience and suggests activities which will insuring students experience each stage.
1. Concrete Experience
Integrating the experience with the Self – connect the concepts to be learned with students frame of reference/schema by:
a. Creating a connecting experience
b. Asking them to reflect and analyse experience
Activitie/s: Introduce concept by stimulating a personal connection with an opening question, image, phrase, sound bite and ask them to reflect on what it means to them.
2. Reflective Observation
Concept Formulation – present concepts to be learned and check understanding by:
a. Presenting concepts in an accessible form.
b. Integrating effective activity for analysis of concepts. (e.g through questions)
Activitie/s: provide information (i.e lecture or text/readings) and pose questions related to text
3. Abstract Conceptualisation
Practice and Presentation –allow students to integrate and show understanding by practising concepts by:
a. Practicing defined givens
b. Practice in applying concepts and adding something of oneself
Activity: Interpret image/music/scenario in relation to information presented in the readings and introduction/post on discussion board
4. Active Experimentation
Integrating application of knowledge and experience – apply knowledge gained to a new setting by:
a. Analysing application of knowledge for relevance
b. Doing it and applying it to new more complex experience
Activity: Assignment that asks the students to think about how this issue connects with: the next topic/ the general issues the units is concerned with/ their future careers.