Teaching Around the 4MAT (R) Cycle

Teaching Around the 4MAT (R) Cycle : Designing Instruction for Diverse Learners with Diverse Learning Styles

3.91 (22 ratings by Goodreads)
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'4MAT has transformed my teachers from adequate to outstanding' - Robin Kvalo, Principal, Rusch Elementary School, Portage, WI

'Principals and teachers have continually requested 4MAT training as the 'basic core' of knowledge for teachers in our 80,000-student district. We have trained literally hundreds of teachers over the past ten years to 'teach around the 4MAT wheel' and meet the learning needs of all their students' - Patricia Shelton, Director of Certification and Professional Development, Brevard County Schools, FL

'All children have intelligence. We have asked the wrong question. We ask 'How much?' We must ask 'What kind?' - Mary Meeker, Former Member, Board of Directors, National Association for Gifted Children

Learning styles are linked to preferences in the ways people perceive and process experience. Bernice McCarthy's unique 4MAT (R) cycle is a brain-based teaching method that emphasizes diverse learning styles, honors learner individuality, teaches concepts as well as facts, and improves student thinking and performance on traditional as well as high-stakes assessments.

With 25+ years of field testing and field use supporting its effectiveness, the 4MAT (R) method uses a 4-quadrant cycle of learning that begins by engaging learners through direct experience, moving them toward:

* Reflective observation

* Abstract conceptualizing

* Active experimentation and problem-solving

* Integration of new knowledge and skills
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Product details

  • Paperback | 120 pages
  • 215 x 279 x 8.13mm | 340g
  • Thousand Oaks, United States
  • English
  • New
  • 1412925304
  • 9781412925303
  • 329,461

Table of contents

Foreword by Gordon Cawelti
About the Authors
Chapter 1: Learning Styles
A Cycle of Learning
How Perceiving Defines Us as Learners
How Processing Defines Us as Learners
The Processing Dimension and John Dewey
Perceiving and Processing Style
Type One Learners: Why?
Type Two Learners: What?
Type Three Learners: How Does This Work?
Type Four Learners: What If?
Putting It All Together
Chapter 2: A Cycle of Learning
First We Experience
Then We Reflect
Then We Conceptualize
Then We Act
Finally We Integrate
The Cycle Begins and Ends with the Individual
Any Successfully Completed Cycle Will Flow to Reflection on Itself
The Cycle Is a Consummate Design for Curriculum
The Cycle Encompasses Important Assessment Benchmarks
The Cycle is a Showplace for Different Styles at Different Places
Think About Yourself
Other Ways to Look at the Quadrants
Chapter 3: Teaching Around the Cycle
Quadrant One: Answering the "Why?" Question
Quadrant Two: Answering the "What?" Question
Quadrant Three: Answering the "How?" Question
Quadrant Four: Answering the "If?" Question
Plot Your Quadrant Teaching Score
Chapter 4: The Brain-Mind Learning System
Left- and Right-Mode Processing
The Brain Research
Left and Right: The Two Hemisphere Continuum
Student Learning Strategy Preferences
Teaching Strategies That Favor the Right Mode
A Bushel Basket of Right Mode Activities
Graphic Organizers
Chapter 5: Overlaying Right- and Left-Mode to Complete the 4MAT Cycle
All Real Learning Leaves Us Changed
Chapter 6: Teaching From Concepts
Working With Concepts
Different Teachers, Different Concepts
Concepts and Standards
4MAT in Action
Chapter 7: The 4MAT Design Overlay (Lesson Planning)
The Information Delivery
The Skills Practice
The Intended Outcomes
The Connection
Sharing the Connection
The Learning Used
Critiquing the Work
The Image That Connects
Adding the Assessments
Your 4MAT Plan: A Final Look
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Review quote

"Through 4MAT, teachers are able to meet the needs of individual learners, address hemisphericity, and successfully engage students in the learning process." -- J. Kay Giles "The 4MAT system has had a positive impact in several schools througout Illinois ranging from rural to urban, impoverished to affluent. It is a proven model for improving instruction, and the leadership component has enabled formal and informal leaders to create a culture of success." -- Max McGee "I have worked with teachers using 4MAT while serving as a high school principal and I have personally utilized the planning tools as a staff developer and superintendent...teachers are energized by the training and find it to be an invaluable tool for planning instruction as well as a powerful way to think about learning." -- Fred Morton "Principals and teachers have continually requested 4MAT training as the 'basic core' of knowledge for teacher in our 80,000-student district. We have trained literally hundreds of teachers over the past ten years to 'teach around the 4MAT wheel' and meet the learning needs of all their students." -- Patricia Shelton "4MAT has transformed my teachers from adequate to outstanding and made them different educators...knowledge of the 4MATmodel keeps my teachers searching for a variety of lesson approaches around a concept that will enable all our students to learn and achieve." -- Robin Kvalo "As a parent and a teacher, I would truly love to see all teachers teach with the depth and intention that fully understanding the 4MAT Cycle instills...this book is different because it is not a "theory" book. It is more of a "how to" book...A holistic, step-by-step framework for addressing the diversity of learners is presented rather than a few helpful strategies to try." -- Julia Koble
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About Bernice McCarthy

Bernice McCarthy is the creator of the 4MAT (R) method of instruction and the founder of About Learning, a training, publishing, and consulting firm that specializes in instructional design and development. Dr. McCarthy's 4MAT approach identifies the diversity of learners and connects them, no matter their level, to any type of material, emphasizing real-world applications as an essential component of in-depth understanding. This concept-based approach to curriculum and instructional planning promotes high-quality teaching and learning. Most educators consider Bernice McCarthy's work to be a key contribution to the development of the learning styles movement and the differentiated classroom. She has presented numerous workshops and keynote sessions on effective learning at hundreds of renowned organizations worldwide, including the U.S. Pentagon, Chicago Public Schools system, Cornell University, the Education Department of the Government of Venezuela, and the Association for Supervision and Curriculum Development.
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Rating details

22 ratings
3.91 out of 5 stars
5 36% (8)
4 36% (8)
3 14% (3)
2 9% (2)
1 5% (1)
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