Text Box: 4MAT Lesson Plan on Vayeshev for Elementary School
Chaim Kosofsky

 

 

 

 

To learn more about the 4MAT Method of Instruction, click here.

 

 

A Right- Let students handle bundles of wheat (can use popsicle sticks or skewers tied with a rubber band). Ask them to make the wheat lie down, stand up and bow.

A Left- Discuss symbolism of the items. What do bundles of wheat bring to mind? What is bowing for?

B Right-  Teacher acts out Joseph’s dream using the bundles. Then, the teacher guides the students in working the bundles to act out the dream.

B Left- Teacher reads the passage (Vayeshev 37: 5-7) in Hebrew, using the bundles to demonstrate meaning. May also explain in English.

C Right- The class reads the passage together several times, using the bundles to act out meaning.

C Left- Students pair up to read passage to each other. Students record on paper items and events of dream from passage.

D Left- Students brainstorm for possible meanings of the dream, based on symbols, and write them down.

D Right-  Students share suggested meanings of the dream with the rest of the class.  

 

What is the 4MAT® System? (taken from www.aboutlearning.com)

The 4MAT System provides a basis for understanding the core elements of learning, and provides guidance in how to use these elements to improve learning effectiveness.

The 4MAT model explains learning in terms of the ways people perceive and process information.

Perceiving

Human perception-the ways people take in new information-occurs in an infinite variety of ways, all of which range between experience and conceptualization.

Experience- Perception by personal engagement-sensations, emotions, physical memories; the immediate; the self. Being in it.

Conceptualization- The translation of experience in conceptual forms-ideas, language, hierarchies, naming systems. An abstract approach to learning. Being apart from it. The interplay between the "feeling" of experience and the "thinking" of conceptualization is crucial to the learning process. It connects the personal values and perceptions of students to those of expert learners.

Processing

Human processing-what people do with new information-occurs in an infinite variety of ways, all of which range between reflection and action.

Reflection-Transforming knowledge by structuring, ordering, intellectualizing.

Action- Applying ideas to the external world; testing, doing, manipulating. The interplay between the "watching" of reflection and the "doing" of action is crucial as it provides the impetus for acting on internal ideas. It encourages the learner to test ideas in the real world and adapt what they learn to multiple and ambiguous situations.

Together, perceiving and processing describe the whole range of the learning experience. While all learners engage in all types of learning, most seem to favor one particular type...

Type One—Imaginative Learning—feeling and watching, seeking personal associations, meaning, involvement. Making connections. Key Question: Why?

Type Two—Analytic Learning—Listening to and thinking about information; seeking facts, thinking through ideas; learning what the experts think. Formulating ideas. Key Question: What?

Type Three—Common Sense Learning—Thinking and doing, experimenting, building, creating usability, tinkering, applying ideas.  Key Question: How?

Type Four—Dynamic Learning—Doing and feeling, seeking hidden possibilities, exploring, learning by trial and error, self-discovery. Creating original adaptations. Key Question: If?

About Learning shows teachers how to train students to develop all four of these learning capacities.

Right and Left Mode Processing

Learning entails interaction between the right and left brain.

Left- Operates best through structure, sequence. Prefers language, is sequential, examines the elements, has number sense. Works to analyze or break down information.

Right- Operates out of being, comprehends images, seeks patterns, creates metaphors, is simultaneous. Strives to synthesize, consolidate information.

The interplay between right and left is crucial to higher learning and thinking. It provides a greater range and depth of understanding and encourages creative expression and problem solving.

The Complete 4MAT® System Model

Our lesson model reflects the importance of these influences.
This is the 4MAT model for lesson development. It entails the use of right and left-brain strategies within four distinct phases of the learning cycle...

·   Experiencing

·   Conceptualizing

·   Applying

·   Creating

As a lesson planning tool, 4MAT gives teachers a systematic way to train all students to think and learn well. As a staff development tool, it offers a clear, sequential path for in-house training programs. As a system design, it provides an integrated system of training for instruction, staff development, curriculum, and assessment.