Académique Documents
Professionnel Documents
Culture Documents
4MAT Lessons
1) Connect
2) Attend
3) Imagine
4) Inform
5) Practice
6) Extend
7) Refine
8) Perform
Concrete Experience
Brain-Compatible Teaching
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Strategies
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CONNECT
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Abstract Conceptualization
1
What the students do What the Teacher does
WHY?
• Storytelling to create material to come
meaning encouragement to explore diverse meanings
• Establishing resonance
• Engaging in dialogue • Becoming aware of the • Method
• Establishing relationships value of the learning – Discussion of experiences. The students engage in
• Listening and sharing • Experiencing the collaborative learning, each contributing their
similar experiences discrepancies that the individuality.
• Speaking with subjective learning will unravel
voice • Focusing on present and
• Teacher
• Experiencing camaraderie past understandings – Initiates, motivates, and creates experiences that
• Creating a sense of “I know capture the students and strengthens student
• Experiencing the diversity
of how others see things something about this, and I collaboration.
want to know more”
2
Move to Quadrant Two Quadrant Two
from Reflective Observation to Abstract Conceptualization
• Climate
• Connecting fascination to facts • Blending personal experiences
• Comprehending the learning with expert knowing – Receptiveness, taking in, being briefed, a
• Patterning thoughtful, reflective ambiance of attuned an
WHAT?
• Receiving expert knowledge
• Examining pertinent • Clarifying purpose active listening.
information with the most • Bringing out the structure and
salient facts form • Method
• Establishing links between • Theorizing – Information delivery through lecture, readings,
subjective experience and • Engaging in interactive
objective knowing questioning
and demonstrations to examine expert
• Seeing both the big picture • Focusing on current findings. Move from the world of self to the
and the supporting details hypotheses world of experts.
• Organizing • Creating knowledge that will
• Connecting to other similar give a solid ground to further • Teacher
ideas understanding – Create the bridge with a nonverbal task and
• Classifying and comparing
then delivers the content, thus melding
student experience with expert knowledge.
HOW?
experimenting • Questioning
students to tinker, try things out, to begin to
• Using expert knowledge • Comparing results
become experts themselves.
to get something done • Seeing how form
• Testing accuracy operates
• Method
• Doing • Resolving discrepancies – Working in centers, with partners and in
• Establishing the link • Reaching conclusions teams (or alone), experimenting, tinkering,
between theory and practicing.
• Mastering skills
application • Extending the learning • Teacher
• Seeing how things work into usefulness in real life – Coach, facilitating, nurturing experiments,
• Predicting guiding the questioning, providing adequate
practice for mastery.
3
4 MAT Lesson Design 4 MAT Lesson Design
Quadrant 3 Quadrant 3
• Quadrant 3 LEFT: Practice • Quadrant 3 RIGHT: Extend
– Provide hands-on activities for practice and – Encourage tinkering with ideas, relationships,
mastery. Check for understanding of concepts connections, Set up situations where student
and skills by using relevant standard materials have to find information not readily available in
such as worksheets, text problems, workbooks, school texts. Provide opportunity for student to
teacher prepared exercises, etc. Provide design open-ended explorations of the concept.
opportunities for students to practice new learning, Provide multiple options so student can plan a
(learning centers, games fostering skills unique “proof” of learning. Require students to
development, etc.). Use concept of mastery organize, synthesize their learning on some
learning to determine if re-teaching is necessary personal, meaningful way. Require students to
and how it will be carried out. Students may begin the process of planning how their project will
create additional multi- modal practice for each be evaluated, identifying their own criteria for
other. excellence.
IF?
• Verifying usefulness discrepancies measured, with new and better questions,
• Summarizing • Making new connection with growth.
• Creating new questions • Evaluating
• Method
• Breaking boundaries • Exhibiting, publishing
• Re-presenting – Mentoring, creating resources, and enhancing
• Synthesizing
• Performing
self-discovery, assisting learners as they
• Establishing future use
• Celebrating
adapt and create their own usefulness.
• Refocusing
• Editing and refining • Sharing the learning • Teacher
• Confirming conclusions – Cheerleader, facilitating independence,
getting resources, championing, and leading
students to meticulous self-evaluation
4
So how do I use this to plan a lesson?