1. Differentiation through 4MAT
Created by: Dominique De Armond
for School District of Philadelphia
at University City High School on May 17, 2011

2. Agenda Agenda and Norms (5 minutes)
Do Now + Introductions (10 minutes)
Overview of Planning with 4MAT (20 minutes)
Super Stations (30 minutes)
4Mat Lesson Planning Practice (35 minutes)
Reflection and Closing (5 minutes)
10:35-10:37

3. Norms and Expectations
Actively engage throughout.
Ask questions! Share experiences! Join in!
Be open.
Be respectful.
Cell phones on silent.
Anything I’ve forgotten?

4. Objectives
Teachers will be able to briefly outline the 4Mat model for differentiation.
Teachers will be able to apply the 4Mat Cycle to create a lesson geared towards multiple intelligences.
Teachers will be able to share ideas.
Teachers will be able to access resources to learn more about the 4Mat method.
10:40-10:41

5. My Information
Dominique De Armond 9th Grade Physical Science Teacher at University City High School Promise Academy

6. Introductions Name School/Subject/Grade
What do you hope to get out of this session?
10:30-10:35

7. Do Now- “Four Corners” My favorite question is “What?”
My favorite question is “Why?”
I learn best when I can connect a topic to my personal experiences or understand why it is important to me and others. I learn well in groups.
My favorite question is “What?”
I learn best by reading, seeing, and listening to expert lectures about a topic. I excel in formal learning environments.
My favorite question is “How does this work?”
I learn by touching, taking apart, tinkering with or doing something. I prefer to test things out and see how they actually work.
My favorite question is “What if?”
I learn best by connecting my knowledge and experiences about various topics to the rest of the world and what I know about it.
10:41-10:45

8. What is 4MAT?
The 4MAT Cycle is a model that takes into account multiple intelligences in the process of learning.
According to the 4MAT model, our style of learning is a combination of how we perceive and process information.
To become lifelong learners and critical thinkers, we must exercise all means of perception and processing… including those areas in which we may currently be weak.
In addition, all manners of perception and processing must be addressed in a classroom in order to reach every type of learner.

9. Some people perceive best via direct experience.
Some people process information best by acting.
Some people process information best by reflecting.
Some people perceive best via abstract concepts.

10. Perception 4 1
Processing 3 2
Our style of learning is a combination of how we perceive and process information.

12. Type 1 Learner: Meaning 12:00-3:00 on the Cycle.
Direct observation and reflective processing.
Teachers should create an environment of:
Storytelling to correlate meaning.
Creating high interest
Experiencing the sense of shared experiences and diverse understandings around this topic.
Focus on present and past understanding.
Students should answer the questions:
Why do I need to know this?
Why is this material valuable to my life?
Is there a larger context?

13. This part of the lesson can also be referred to as the “hook”, opening or connection to prior and/or personal knowledge.

14. Type 2 Learner: Concepts
3:00-6:00 on the Cycle.
Abstract perception to reflective processing.
Teachers should create an environment of:
Receiving expert knowledge.
Blending personal experiences to expert knowing.
Connecting fascination to facts.
Creating knowledge as a reference point that will provide a basis for further understanding.
Students wants to know the what:
Demonstrations
Videos
Lectures
Written works
Other expert sources

15. This part of the lesson can also be referred to as the “I do”, introduction to new material, or delivery.

16. Type 3 Learner: Skills 6:00-9:00 on the Cycle.
Abstract perception to active processing.
Teachers should create an environment of:
Establishing the link between theory and application.
Allowing students to begin to become experts themselves.
Practicing in centers, teams, pairs, or (when necessary) individually.
Students should:
Experiment
Use expert knowledge to do
Compare results
Question

17. This part of the lesson can also be referred to as the “we do”, “y’all do”, or guided practice. This should be guided or facilitated by teachers, but usually not heavily controlled by them.

18. Type 4 Learner: Adaptations
9:00-12:00 on the Cycle.
Direct observation to active processing.
Teachers should create an environment of:
Celebrating learning
Sharing knowledge and performing knowledge and skills
Measurable results
Growth
New and better questions to take back to Quadrant 1.
Students should:
Summarize
Create new questions
Exhibit/publish/present
Take a position
Synthesize

19. This part of the lesson can also be referred to as the “you do”, independent practice, assessment, or extended practice.

20. Planning for a Gradual Release of Responsibility
I do, we do, y’all do, you do…
I do- teacher talk
We do- teacher guidance
Ya’ll do- teacher and peer guidance
You do- students work without assistance
Think of learning to ride a bike!

21. Backwards Planning…
“It is difficult to know which road to take if you don’t know where you are going…”

22. Backwards Planning Quadrant IV- Adapt Quadrant III: Skills
Quadrant II: Concepts
Quadrant I: Meaning
IV: Extension Assessment Independent Work
III: Lab Skills Inquiry Guided Practice
II: Lectures Readings Notes
I: Do Now Introduction

23. Backwards Planning Quadrant IV- Adapt Quadrant III: Skills
Quadrant II: Concepts
Quadrant I: Meaning
IV: Extension Assessment Independent Work
III: Lab Skills Inquiry Guided Practice
II: Lectures Readings Notes
I: Do Now Introduction

24. Quadrant IV
First determine the outcome you wish your students to reach. 1. Write the test, quiz or alternate assessment. 2. Design the project and rubric. 3. Determine the important key points.

25. Quadrant III
Determine what types of skills your students need before they can successfully achieve the ultimate outcome.
Determine what practice will best prepare your students for the assessment task you have in mind for them.

26. Quadrant II
Determine what knowledge your students will need before they can successfully achieve the ultimate outcome.
Provide your students with notes, videos, readings, and plenty of other expert sources regarding the topic.
Connect this topic to other subject areas that your students may already know about.

27. Quadrant I Determine how your students will connect to this material.
Allow your students to explore their previous notions of the topic or material.
Allow students to discuss with the class and one another why the topic might be important to them and the rest of the world.

28. Super Stations!

29. Your turn!

30. The mind is not a vessel waiting to be filled… …it is a FIRE waiting to be ignited!

31. Credit is due to…
1. Teaching Around the 4MAT Cycle by Bernice McCarthy and Dennis McCarthy 2. aboutlearning.com 3. Pam Gallagher, instructor at the University of Pennsylvania Science Methods Course

32. Want to learn more? http://www.aboutlearning.com/ Books
Training courses
Assessments
Curriculum materials
Online materials
Software
Author blog
…and more!

33. Questions?