ADAPTING 4MAT
SYSTEM FOR DEVELOPING LESSON PLAN IN 2013 CURRICULUM
Eka Sugeng Ariadi
Graduate Program, The State University of Surabaya
Abstract: Learning styles are formed up by at least the interaction of three
aspects; age, educational experience, and cultural background. On the other
hand, researchers argue that academic success is influenced by emotional,
biological, psychological, and cultural factors. In order to facilitate this
success, educators are insisted to provide learning experiences that are in
line with all students’ learning preferences. The practical way is applying
learning model called the 4MAT system (Bernice
McCarthy, 1987). The
designed lesson plan is believed giving all students opportunities to learn
through their most favoured way and through all four learning styles
(innovative learner, analytic learner, common sense learner, and dynamic
learner). The lesson plan in the present study was presented for Junior High
School students using 2013 curriculum. Every lesson plan consists of
motivation, information and practice which is being taught and suggested
application for each quadrant. It is hoped that designed-lesson plans with
the 4MAT system will guide teachers to serve different instructional strategies
for different student in experiencing new knowledge. Hence, each type of
learner may interactively adapt other learning styles and acquires alternate
ways to gain new information.
Keywords: 4MAT system, lesson plan, 2013 curriculum
I.
INTRODUCTION
Awaring of self-favoured learning preferences is one of an urgent aspect
in the process of teaching and learning. Teacher/educator, as an educational
practitioner, needs to know more about his/her unique students’ preferences in
perceiving information/getting some experiences in classroom. As well as the
students, as learners, they must be promptly recognized about their own
preferences inside the characters, in order to be aware of the existence and
the role of individually learning styles to succeed in studying. Traditionally,
Chislett & Chapman (2005) suggests that most people can be divided into one
of three preferred styles of learning (visual, auditory and kinaesthetic
learning styles). In vein with them, Howard Gardner pointed out that each human
being is capable of seven relatively independent forms of information
processing, with individuals differing from one another in the specific profile
of intelligences that they exhibit (Gardner & Hatch, 1989). The conclusion
is remarkably noted that the most successful learners who are able to maximize
one or two learning styles which will distinguish one learner from another
(Brown, 2000; Gilakjani, 2012a).
Further, after determining students’ learning styles,
teachers have to embed that information into practical classroom instructions, priory
in a form of lesson plan. Hainer, et al (1990) in their program, Limited
English Proficient (LEP), have done researches to provide learning experiences that
are accessible to all students with all learning preferences in order to enhance
students' opportunities to learn and facilitate their academic success. In modern
age, they have explored the use of the experiential model by employing 4MAT
system in classrooms with LEP students. Particularly, by adapting 4MAT system
(Bernice McCarthy’s theory) to teachers’ lesson plan. LEP program has produced
teachers’ practical version of the experiential learning model called the 4MAT
model, with its classroom applicability as well as its sound conceptual basis,
to be an excellent means for achieving both goals.
In Indonesian context recently, as the government has
obligated the use of 2013 curriculum for all level education, teachers are
demanded to be more creative and pay attention on students’ characteristics
individually. They are also insisted to apply a scientific approach in each teaching
and learning process, especially in constructing the lesson plan. Scientific
approach is a learning cycle which consists of five steps; observing,
questioning, associating, experimenting and networking (Kemdikbud, 2013a). This
approach is urged in accommodating all students learning styles (preferences) holistically;
especially in field of cognitive, affective and psychomotor. In addition, the
process of scientific learning is closely related to the concept of conducting
the Creswell’s research (Makrufah et al, 2015).
The goal competences and learning procedure in 2013
curriculum is basically conveying the same notion with 4MAT system. Those are
to giving more opportunities and facilitate holistically the students’ learning
styles. Yet, an effort to integrate both approaches are not much done,
particularly in Indonesia. Hence, it is opened up large opportunities for any
scholars to try out these approaches in classroom activities.
Accordingly, this present study reveals the result of
teacher’s experience in adapting 4MAT system teaching and learning process into
2013 curriculum approach, especially to its scientific steps. A brief
explanation about the essential of 4MAT system and student’s learning style, findings
from the latest research on 4MAT system, the 2013 curriculum and its scientific
approach, and the adapted model of lesson plan for 2013 curriculum,
particularly for English subject, is comprehensively figured out in this study.
II.
LEARNING STYLE CONCEPTS AND 4MAT SYSTEM
Uyangor (2012) informed that since the 1940s, various models of learning
styles have been defined, for example: some of those are the domain-dependent
domain-independent styles, Gregorc model of learning style, Dunn model of
learning style, Kolb model of learning style, and 4MAT. Further, Brown (2000)
defines learning styles as when cognitive styles are specifically related to an
educational context, where affective and physiological factors are
intermingled. Each of these models of learning style emphasizes one of several
different dimensions, namely, cognitive, affective, and physiological (Cornet,
1983, as cited in Uyangor, 2012). In addition, Gardner has given certain
warning that rarely of educators paid to the existence of differences in
learning styles and their impacts on teaching and learning, with few attempts
being made to systematically incorporate learning styles into teaching
(Gardner, 1983).
One of the most popular inventor of stylistic
terminology, beside Carl Jung, Jerome Kagan, Tony Gregoric and many others is Bernice
McCarthy. Since 1972, McCarthy has started in developing 4MAT system, and
offered a way to accommodate, as well as challenge, all types of learners by
appealing to their accustomed learning styles while stretching them to function
in less comfortable modes (McCarthy, 1990). McCarthy (1987) explained that the
4MAT model is a conceptual framework of teaching and learning that is grounded
in the works of John Dewey (experiential learning), Carl Jung (theory of
individualization), and, most directly, David Kolb (experiential learning
theory). It should be remembered that each person's learning style is a
combination of perceiving and processing information as McCarthy then describes
into four major styles as follows (McCarthy, 1980):
Table 1. Four kinds of learner styles and their characteristics
|
Leaners Styles
|
They Don’t
Do Well With
|
They
Appreciate
|
|
Innovative Learners start
with what they see and generalize. They are interested in personal meaning
and need reasons for learning.
|
•
Debates
•
timed activities
•
quiet listening without
opportunity to interact
•
perceived superficiality or
simplistic answers
•
common-sense style teaching
|
•
listening and sharing ideas
•
small groups /cooperative
learning
•
mime and role play
•
brainstorming
•
team games
•
observing and describing
situations
|
|
Analytic Learners are
watchers and listeners, who think systematically. They interested in
acquiring facts in order to deepen understanding.
|
•
role play
•
vague parameters
•
open discussion
•
getting “off-task”
•
anything that seems
illogical
•
dynamic-learner style teaching
|
•
instruction/lecture
•
being given, and reciting,
facts
•
sequencing stories
•
competition
•
demonstrations
•
independent research
|
|
Common Sense Learners are
interested in how things work. They are eager to try things out and need to
see how what they have learned plays out in real life.
|
•
memorization
•
emphasis on reading
•
group work
•
responding in writing
•
innovative-learner style
teaching
|
•
flexibility and relaxed
structures
•
problem solving
•
debates
•
independent work
•
experiments and hands-on
activities
•
practical experiences
|
|
Dynamic Learners start
with what they can see, hear, touch, and feel. They are interested in
self-directed discovery and eager to teach themselves and others.
|
•
sitting still
•
authoritarian teaching
methods
•
high pressure/haste
•
assignments without options
•
inflexible routines
•
analytic-learner style
teaching
|
•
independent study
•
case studies
•
guided imagery
•
drama
•
creative projects and
exploring possibilities
•
assignments that encourage
originality
|
In addition, the 4MAT system is not only concerning on
teaching and learning process, but also incorporating elements of brain hemisphere
study—in particular, the different ways that the right and left hemispheres of
the cerebral cortex process information (McCarthy, 1997). As she explained that
The Left Mode is analytical and knows those things we
can describe with precision. It examines cause and effect, breaks things down
into parts and categorizes them, seeks and uses language and symbols, abstracts
experience for comprehension, generates theory, and creates models. It is
sequential and works in time. The Right Mode knows more than it can tell,
filling in gaps and imagining. It is intuitive. It senses feelings; forms
images and mental combinations; and seeks and uses patterns, relationships, and
connections. It manipulates form, distance, and space. Excellence and
higher-order thinking demand that we honour both sides of the brain, teaching
interactively with hands-on, real-life, messy problem solving. Learners speak
in words, signs, symbols, movement, and through music. The more voices students
master, the newer learning they will do. Unfortunately, however, teachers
persist in lecturing and using logical, sequential problem solving most of the
time. (McCarthy, 1997)
The descriptions of 4 styles of learners and
left-right brain functions above, then figure out in a form of learning wheel or
a learning cycle as the stem to develop holistically lesson plan. Hainer et al
(1990) viewed this wheel/cycle will lead students from concrete experience to
reflective observation to abstract conceptualization and finally to active
experimentation (from Kolb's model). The 4MAT wheel/cycle (shown in Figure 1)
is divided into 4 sections which represent four different types of learners:
innovative, analytical, common sense and dynamic (Hainer et al, 1990).
Figure 1. The 4MAT® System Model
Hainer et al (1990) give a clear explanation about the
presented figure as follow:
We see that the innovative learners (type one) prefer
to perceive new information by sensing and feeling and then reflect on what
they have just experienced. Analytical learners (type two) perceive by watching
and thinking and then develop theories based on what they observed. The common
sense learners (type three) conceptualize and develop theories but then they
must test out their theories to make sure they work. The dynamic learners (type
four) learn best by sensing and feeling and then experimenting with the new
information in different ways. In addition, each quadrant of the wheel is
subdivided into a right and left component to assure a whole brain approach to
comprehending new material. The basis for such subdivision stems from
culmination of research findings on brain functions.
Based on the latest researches, McCarthy (1980)
suggests the two halves of the brain process information differently, for
instance: speech resides primarily in the left hemisphere while spatial
capability resides in the right. Due to the human’s differences in processing
information, the two hemispheres share equal importance in learning. Thus,
utilization of both the left and right mode techniques promotes more meaningful
learning for our students and these techniques are incorporated into each
quadrant of the 4MAT-based lesson plan (Hainer et al, 1990).
It is important to note and to warn that no one of the
learning style is superior to the others and teacher should not teach only
their students’ favourite learning style. Hainer et al (1990) stated that each
learning style is special but at the same time, each learning style has its
strengths and weaknesses, it means that in order to prepare students for future
challenges, we must help them to adjust and function in styles that may not be
their most comfortable. Thus, throughout 4MAT wheel lesson plan, it may provide
teachers to engage learners with all four learning styles.
III. RESEARCH FINDINGS
IN APPLYING 4MAT SYSTEM
There is a mount of research findings in accordance with the implementation
of 4MAT system in teaching and learning process. Some researchers in many
subjects have proved this system is important to be adapted attentively. Claxton
and Murrell (1987) and Garcia-Otero and Teddlie (1992) reported that students’
self-awareness of their learning styles resulted in increased academic success
in college courses. Craven’s (2000) research findings in Canada reported that student
communication and presentation skills using the 4MAT System marked improvement
in students’ participation, involvement, engagement and a highly efficient presentation
tool. Rochford (2004) demonstrated that students’ knowledge of their learning
style preferences improved college students’ rate of retention.
In Indonesia, Legiman (2008) claimed that after using
4MAT system, the students learned more happily and engaged more on students’
learning process. While, in Turkey, Ergin & Atasoy’s (2013) research
findings showed that one of the strengths of 4MAT is being sensitive to learner
needs by presenting various activities like sample cases, concept cartoons,
experiments and worksheets to enrich the learning environment. In United State
of America, Nicoll-Senft’s (2012) findings showed that students benefited
academically from a curriculum that focused on learning styles and related
application of learning strategies in a higher education setting and underline
the importance of the development and implementation of coursework targeted to
teaching learning style instruction.
The most important is McCarthy’s program in running on
Department of Research at About Learning, which is aimed to validate the 4MAT System
in teaching, learning and leadership. It has been done for many years through
many researchers’ effort. By compiling some research findings in a particular
book, named by the 4MAT Research Process Guide, it presents an introduction to
the research process with a focus on the evaluation of 4MAT implementation
projects and the use of the 4MAT Model and instruments as variables in research
designs (McCarthy, et al, 2002). McCarthy archived a collection of 20+ assessments
and surveys for addressing the impact of the 4MAT Model on teachers, students
and parents.
IV. 2013 CURRICULUM
AND ITS SCIENTIFIC APPROACH
Every curriculum which ever been implemented in Indonesia has its own
characteristic that make it differs from the previous curriculum, included 2013
curriculum. The latest curriculum characteristic is to applying a scientific
approach as the solely instructional classroom activities in lesson plan and
practical teaching learning process. This approach consists of five sequential
steps; observing, questioning, associating, experimenting, and networking. The
first is Observing. It is principally
focusing on meaningful learning process. Teacher should provide real facts/events
and the students should listen/see/perceive on those facts in order to raise their
eagerness before starting the lesson. However, at the same time, the provided
facts ought to have strong connection with ongoing lesson which going to be learnt.
The second is Questioning. It is presenting
students’ curiosity after passing the observing section. Even though, it is
little bit difficult, the role of teachers’ creativity is needed here to inspiring
their students raising some questions. After the two steps, the third is Associating which is meant logically and
systematically a thinking process scheme as a respond of the provided events/facts
to gain new information. The fourth is Experimenting
which is defined as doing proper experiment based on each subjects’
characteristic to get real and authentically assessment after getting involved
in the learning process. And the last is Networking
which is meant learning collaboratively with others to share the result of the
experimental projects. Regarded to the last step, Kemendikbud (2013b) exactly adopted
Vygotsky’s theory about Zone of Proximal Development (ZPD) in designing
networking project work among the students.
Basically, those five scientific steps are likely in line
with 4MAT system steps (motivation, concept development, practice and
application). Both a scientific approach and 4MAT model are meant to employing
various strategies related to students’ previous experiences with the present
facts and then try to make certain concept and practice it. This approach is
commonly named by inquiry method. In short, based on the Kemendikbud (2013b) document,
the main goal along this process is primary on achieving students’ success
productively, creatively, innovatively and affectively through reinforcement
process on knowledge, attitude and action.
V.
DEVELOPING THE ADAPTED LESSON PLANS
The following lesson plan (in Appendix), rooted from English material in
2013 curriculum, was prepared by the researcher for his Junior High School
students on first grade at MTsN Pohjentrek Pasuruan, in East Java. It was
designed by adapting 4MAT system which has been modified by Hainer. This
adapted lesson plan draws a continuity of learning activities and unfragmented
strategies in teaching learning process. Hainer, et al (1990) suggests that since
each quadrant on the wheel represents a learning style, each quadrant has been
renamed so that the wheel follows the parameters of organizing a lesson;
motivation, concept development, practice and application. The current lesson
plan used the following parameter as described clearly by Hainer, et al (1990).
A. Motivation; the first quadrant addresses the needs of those
students who must become actively and personally involved in the lesson. These
students need to see why the material they will be learning is relevant to
them, and also how it can be related to information that they have already
experienced. (in 2013 curriculum it is equal with two steps; Observing & Questioning)
B. Concept
Development; the second quadrant is designed for those students who
are interested in gaining new knowledge and who want the information as it is
presented in texts and by researchers. This is an integral part for the
presentation of the new material in the lesson. (in 2013 curriculum it is equal
with Associating step)
C. Practice; the third quadrant is imperative that the students
practice and understand what was presented in the information stage. Students
need various types of exercises and activities to try out what they have
learned in order to make it more understandable. (in 2013 curriculum it is
equal with Experimenting step)
D. Application; in this quadrant, the students are free to see how the
new material can be used in other situations, even other disciplines. The
students in this stage have left the practicing and "messing around"
with the new concept and have now branched out on their own to see other
possibilities for using what they have acquired. This is a vital part of the
4MAT plan since it is here where the students show that they have internalized
the new material and have definitely made it part of themselves, so they are
now ready to explore new areas with what they have learned. The model is shown by
the wheel below. (in 2013 curriculum it is equal with Networking step)
Figure 2. The 4MAT® System Model
VI.
CONCLUSION
Inserting students’ learning styles/preferences and considering the
equal role of left- and right hemisphere to teacher’s lesson plan is needed
nowadays. Gilakjani’s findings (2012b) reported that the best ways for both
students to learn effectively and teachers to teach efficiently is considering learning
styles in preparing the learning process. Therefore, as Indonesian government
have already committed in applying 2013 curriculum, included the scientific teaching
and learning steps in every teacher’s lesson plan, adapting and integrating the
concept of 4MAT system to scientific steps is a novelty thing and worthy. This
design will assist teacher to teach creatively in better ways, serving every students
preferences and naturally providing the need information for both brain
hemispheres. In the side of the students, it may ease their learning process
and maximizing their physical and non-physical potential intelligence tools. Uyangör
(2012) believed the 4MAT teaching model provides the students with an
opportunity to perceive knowledge and experience in a field starting from
concrete experiences to abstract conceptualization. Further, each type of
learner is offered an opportunity to learn using this model (Hainer, et al.,
1990).
It is clear that both scientific approach and 4MAT
system have similar goaled to encourage better professional job to meet each
student’s learning styles and their brain capacities. Consequently, applying this
integrative system insists teachers’ creativities and innovative in serving different
instructional strategies for everyone, no exceptional students. Thus, every
student will get his/her own preference(s) and possibly acquires other
different learning styles which could be occurred directly or indirectly. Unconsciously,
this milieu will challenge and possess them with another way in perceiving new knowledge
and information. And, the attached-lesson plan is one of the example in adapting
4MAT model to scientific steps.
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(1987). Learning styles: Implications for
improving educational
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and
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Inggris. Jakarta; Badan Pengembangan Sumberdaya Manusia
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Appendix
INTEGRATIVE LESSON PLAN
Institution : MTsN Pohjentrek Kab.
Pasuruan
Subject : English
Grade/semester : VII/1
Topic : I Love Things around Me
Core Competence : 3 & 4 (syllabus code in K-13)
Basic Competence : 3.5 & 4.5 (syllabus code in K-13)
Time Allocation : 3 meetings (6 lesson hours/240
minutes)
Suggested by : Eka Sugeng Ariadi
I. MOTIVATION (Observing & Questioning)
R. Create the Experience (Right Mode Strategies) +
30 minutes
Teacher asks the students to walk around the school. The teacher has
determined some things/buildings/school facilities (e.g.: school library,
canteen, garden, green house, so forth) that the students should attentively observe.
The teacher guides the students' observations (individually or in group) by preparing
students’ worksheet, as stated below.
Students’ Worksheet
|
No.
|
Things
|
Characteristics
|
|||
|
Size
|
Colours
|
Shape
|
Numbers
|
||
|
1
|
Classrooms
|
8 x 12
|
Green & Brown
|
Square
|
12 classrooms
|
|
Etc.
|
|
|
|
|
|
L. Reflect on the Experience (Left Mode Strategies) +
30 minutes
After going around then go back to the classroom, the teacher engages the
students in reflection and discussion session (question-answer) about the observation
findings. The teacher provides students’ work records in a form of a chart/table/poster
which could be displayed on the wall. Teacher might provide the students with
sufficient vocabulary need. The displays will be useful material for future
reference.
Students’ Observation Record
|
No
|
Group
|
Things
|
Characteristic
|
|
1
|
Dani, Ryan & Rio
|
Classrooms
|
My school has many classrooms. There are 12 classrooms. The colours are
green and brown, etc.
|
|
|
|
|
|
New Vocabularies
|
No
|
Words
|
Meaning
|
|
1
|
A classroom
|
One classroom
|
|
|
Classrooms
|
Many (more than one) classrooms
|
|
Etc
|
|
|
II. CONCEPT DEVELOPMENT (Associating)
R. Integrate Reflections into Concepts (Right Mode
Strategies) + 30 minutes
In this session, the teacher provides another students’ experiences from
another sources/schools as a comparison. The teacher then shows videos, slides,
or photographs of others works. Students are directed to have little notes
while watching the shows as their worthy input for their own works later.
L. Present and Develop Theories and Concepts (Left
Mode Strategies) + 30 minutes
After enjoying another better works, the teacher stimulates them to open
up their mind widely how to create an interesting classroom view/beautiful
school garden/attractive library, etc., in their own school. Additional
vocabulary also should be provided to assist the students' understanding
through written/spoken questioning.
Students’ Concept
of Making Beautiful Classroom/School Environment/…
|
No
|
Group
|
The Existing Thing
|
The New Concept
|
|
1
|
Dani, Ryan & Rio
|
12 classrooms with green & brown colours
|
More colourful classrooms in spite of 2 colours only
|
|
Etc
|
|
|
|
III. PRACTICE (Experimenting)
L. Practice and Reinforce New Information (Left Mode
Strategies) + 30 minutes
In this session, the teacher guides the students to accomplish tasks in
regard with the lesson of the unit. It is T-time (teacher’s time) to measure students’
cognitive development (knowledge aspect) in responding the tasks. Further, the
students have a chance to practice the concepts which have been discussed, in
spoken or written.
R. Personalize the Information (Right Mode Strategies)
+ 30 minutes
For those students who needs special ‘attention’, they may leave the
tasks yet teacher will guide all their activities in order to facilitate in
gaining new experiences directly, such as; directly applying their concepts to
make the school/classroom environment decoration better.
IV. APPLICATION (Networking)
L. Develop a Plan for Applying New Concepts (Left Mode
Strategies) + 30 minutes
In this stage, it is S-time (students’-time), they have to write all the
activities which have been done in a particular book/paper/poster. The writing
stuff are, of course, their own learning experiences and the most important
part is stating some lesson-learned that they have been achieved. In the
process of composing the writing, the students maximize all the vocabularies which
they have mastered before and in order to produce an interesting story, adding
some illustration is highly recommended. The content of the book/paper/poster will
be the same for all the students, yet it is different in designs/creativity.
This activity needs additional a sufficient time till it is ready to be
presented to others students.
R. Do It and Share It with Others (Right Mode
Strategies) + 30 minutes
The last stage is the turn to share and present (peer presentation) the
final works to others. It is the most crucial stage to get closer on the recent
topic. By displaying and reading aloud their book/paper/poster to their
classmates or peers, the students develop a pride in their knowledge and the
ability to share it (Hainer, et al., 1990).
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