Teaching Around the 4MAT® Cycle
Purchase
Description
"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
What we need to know about our students is not "How much?" intelligence, but "What kind?"
Learning styles are linked to preferences in the ways people perceive and process experience. Bernice McCarthy's unique 4MAT® 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® 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
Learning happens as we unite our experiences and their meaning with actions that test those meanings in the world. This exciting new resource offers schools a powerful tool to enhance teaching and learning for students with all learning styles, backgrounds, and preferences.
Contents
Foreword by Gordon Cawelti
Foreword by Gordon Cawelti
Prologue
Prologue
About the Authors
About the Authors
Acknowledgments
- 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
- Knowing
- Language
- Emotion
- Memory
- 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
- Connect
- Attend
- Imagine
- Inform
- Practice
- Extend
- Refine
- Perform
- 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
Epilogue
Epilogue
Bibliography
Bibliography
Index
Index
Description
"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
What we need to know about our students is not "How much?" intelligence, but "What kind?"
Learning styles are linked to preferences in the ways people perceive and process experience. Bernice McCarthy's unique 4MAT® 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® 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
Learning happens as we unite our experiences and their meaning with actions that test those meanings in the world. This exciting new resource offers schools a powerful tool to enhance teaching and learning for students with all learning styles, backgrounds, and preferences.
Contents
Foreword by Gordon Cawelti
Foreword by Gordon Cawelti
Prologue
Prologue
About the Authors
About the Authors
Acknowledgments
- 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
- Knowing
- Language
- Emotion
- Memory
- 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
- Connect
- Attend
- Imagine
- Inform
- Practice
- Extend
- Refine
- Perform
- 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
Epilogue
Epilogue
Bibliography
Bibliography
Index
Index
Reviews
Teaching Around the 4MAT® Cycle
Designing Instruction for Diverse Learners with Diverse Learning Styles
November 2005 | 120 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 01/02/2026 | 9781412925303 | $37.95 |
"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
What we need to know about our students is not "How much?" intelligence, but "What kind?"
Learning styles are linked to preferences in the ways people perceive and process experience. Bernice McCarthy's unique 4MAT® 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® 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
Learning happens as we unite our experiences and their meaning with actions that test those meanings in the world. This exciting new resource offers schools a powerful tool to enhance teaching and learning for students with all learning styles, backgrounds, and preferences.
Table Of Contents:
- Foreword by Gordon Cawelti
- Prologue
- About the Authors
- Acknowledgments
- 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
- Knowing
- Language
- Emotion
- Memory
- 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
- Connect
- Attend
- Imagine
- Inform
- Practice
- Extend
- Refine
- Perform
- 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
- Epilogue
- Bibliography
- Index