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 4MT !ystem which is a comprehensive guide that encompasses current
research and approaches to effective teaching and learning. 4MT is
developed by "ernice 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. #irst, different
individuals perceive and process e$perience in different preferred ways. These
preferences comprise our unique learning styles. %ssential to quality learning
is an awareness in the learner of his&her own preferred mode, becoming
comfortable with his&her own best ways of learning, and being helped to
develop a learning repertoire, through e$perience 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. (n fact, the student who has
the fle$ibility to move easily from one mode to another to fit the requirements
of the situation is at a definite advantage over those who limit themselves to
only one style of thin)ing and learning. The four learning styles identified by
McCarthy are*
Type 1: Innovative Learners are primarily interested in personal
meaning. They need to have reasons for learning''ideally, reasons that
connect new information with personal e$perience and establish that
information+s usefulness in daily life. !ome 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 e$perts.
have to say.
Type 3: Common Sense Learners are primarily interested in how
things wor)/ they want to .get in and try it.. Concrete, e$periential
learning activities wor) best for them''using manipulatives, hands'on
tas)s, )inesthetic e$perience, etc.
Type 4: Dynamic Learners are primarily interested in self'directed
discovery. They rely heavily on their own intuition, and see) to teach
both themselves and others. ny 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 "ernice 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 4MT cycle of learning. (t represents
graphically the teacher behaviors appropriate to each stage and style, and
provides a framewor) for planning any lesson or unit, for any age level or
content area.

The complete 4MAT System Model
(adapted from http:volcano!"nd!noda#!ed"v$docsmshllcis4mat!html%
Applying the 4MAT Learning Approach
The following guide will be useful when developing online or face'to'face teaching
materials or lesson plans for face to face teaching. (t defines each of the four stages&
types of learning e$perience and suggests activities which will insuring students
e$perience each stage.
1! Concrete &'perience
(ntegrating the e$perience with the !elf 0 connect the concepts to be learned
with students frame of reference&schema by*
a. Creating a connecting e$perience
b. s)ing them to reflect and analyse e$perience
Activities: Introd"ce concept (y stim"latin) a personal connection $ith an
openin) *"estion+ ima)e+ phrase+ so"nd (ite and as# them to reflect on $hat it
means to them!
2! ,eflective -(servation
Concept #ormulation 0 present concepts to be learned and chec)
understanding by*
a. 1resenting concepts in an accessible form.
b. (ntegrating effective activity for analysis of concepts. ,e.g through
questions-
Activities: provide information (i!e lect"re or te'treadin)s% and pose *"estions
related to te't
3! A(stract Concept"alisation
1ractice and 1resentation 0allow students to integrate and show
understanding by practising concepts by*
a. 1racticing defined givens
b. 1ractice in applying concepts and adding something of oneself
Activity: Interpret ima)em"sicscenario in relation to information presented in
the readin)s and introd"ctionpost on disc"ssion (oard
4! Active &'perimentation
(ntegrating application of )nowledge and e$perience 0 apply
)nowledge gained to a new setting by*
a. nalysing application of )nowledge for relevance
b. 2oing it and applying it to new more comple$ e$perience
Activity: Assi)nment that as#s the st"dents to thin# a(o"t ho$ this iss"e
connects $ith: the ne't topic the )eneral iss"es the "nits is concerned $ith their
f"t"re careers!