4MAT-in-Action

4MAT in Action 4th Edition Susan Morris Bernice McCarthy CONNECT ATTEND REFINE PERFORM INFORM IMAGIN E E XTEND PRACTICE 4MAT in Action CONNECT ATTEND IMAGE INFORM PRACTICE EXTEND REFINE PERFORM

The purpose of th is book is to help people apprec i ate the dive r se appl ications of 4 M AT. It was wri tten by t ea chers and trainers fort ea chers and tra i n e r s.Th e i n s tructional plans incl uded are the wor k o f exe m pla ry p ro fess ion a l s.Th eywe re ch osen forth e i r dive r s i ty o f con t e n t, cla ri ty o f conce pt, ge n e ra l i za ble appea l , c reative meth ods ofi n s truction ,b ra i n - frie ndl y s trat egies and incorporation of 4 M AT p ri nc i ples. M os ti m porta n tl y,the auth ors re port ed th atth ese plans had a pos i tive impa ct on tea ching and lea rn i n g.The task o f ch oosing th ese plans for th is 4th edi tion was a mos t pleas u ra ble on e; i tis grati fying to see how m uch we h ave all lea rn ed since the previous edi tions of 4 M AT in Action we re publ ish ed in 19 8 3, 199 0, a nd 199 5. We are indebt ed to the tea chers and trainers who con tri b u t ed to th is collection . We are humbled by the ma ny p ro fess ionals who con ti n ue to fi nd va l ue in our wor k. We grat efu ll y dedicate th is book to all ofth e m . Be rn ice McCarthy Sp ri n g, 1999 i DEDICATION

1 •Hu man be i n gs lea rn in a natu ral cycle. •The cycle oflea rning begins wi th pe r sonal con n ection , lea ding to reflection ,to conce ptua l i zation ,t o t es ting and ada pti n g,then to c reativi ty a nd integration . •Hu man be i n gs have individual p refe re nces for h owth eym os t com forta bl y fu nction on the cycle o f lea rn i n g. 2 •Hu man be i n gs pe rce ive expe rie nce a nd information in di ffe re n t ways. •Hu man be i n gs process expe rie nce a nd information in di ffe re n t ways. •The com b i n ations form ed by o u r pe rce iving and processing tech n iq ues form our u n iq ue lea rning sty les. 3 •Th e re are fo u r maj oride n ti fi a ble lea rning sty les. •Th ey a re all eq ua ll y va l ua ble. •Lea rners need to be com forta ble abo u t th e i r own uniq ue lea rning sty les. 4 •Type One Lea rners are pri ma ri l y i n t e res t ed in pe r sonal mea n i n g. Tea chers need to create a reason . • Type Two Lea rners are pri ma ri l y i n t e res t ed in knowled ge as itlea ds to conce ptual unde r s ta ndi n g. Tea ch e r s n eed to give them sign i fica n t knowled ge th at dee pens u nde r s ta ndi n g. •Type Th ree Lea rners are pri ma ri l y i n t e res t ed in how th i n gs wor k. Tea chers need to letthem try i t. •Type Fo u r Lea rners are pri ma ri l y i n t e res t ed in self - discove ry a nd a da ptation . Tea chers need to letth e m a da ptw h atth ey lea rn in th e i r own c reative ways. 5 •A ll lea rners need to be ta u ghtin all fo u r ways, in orde rto be com forta ble and s uccess ful pa rto fthe timew h i le be i n g s tret ch edto develop in oth e rways. •A ll lea rners wi ll “sh i n e” at di ffe re n t pla ces in the lea rning cycle,so th ey wi ll lea rn from ea ch oth e r. 6 •The 4MAT System moves th ro u gh th e lea rning cycle in seq ue nce,t ea ching in a ll fo u r m odes and incorporating th e fo u r com b i n ations of ch a ra ct e ris tics. •The seq ue nce is a natu ral lea rning p rogress ion . 7 •Ea ch ofthe fo u rlea rning modes needs to be ta u ght wi th both right- and left - m ode processing tech n iq ues. •Lea rners who favorthe right m ode n eed to stret ch into the left m ode. •Lea rners who favorthe left m ode n eed to stret ch into the right m ode. 8 •The develop m e n t a nd integration of a ll fo u r m odes of lea rning and the develop m e n t a nd integration of both right- and left - m ode processing ski ll s sh o u ld be a maj or goal of a ll tea ch i n g a nd lea rn i n g. 9 •Lea rners wi ll come to acce ptth e i r s tre n gths and lea rn to ca p i ta l i zeon th e m , w h i ledeveloping a hea l thy res pectforthe uniq ue n ess of oth e r s a nd fu rth e ring th e i r a b i l i tyto lea rn in altern ative modes wi th o u tthe p ress u re of"being wron g. " 1 0 •The more com forta ble we are abo u t who we are,the more freel y we lea rn from oth e r s. 4MAT IN ACTION: INTROD UCTION THE 4MAT SYSTEM: A CYCLE OF LEARNING MAJOR PREMISES OF 4MAT ii 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

•Lea rning is fu nda m e n ta ll y soc i a l . •People need to lea rn abo u t w h atmatters to th e m . •Lea rning needs a supportive envi ron m e n t. •Lea rning is conce ptual in natu re and vis ual ima ges enhance conce ptua l i zation . •Lea rning is fu nction a l . •Lea rning by doing is more powe rful than memori z i n g, a nd coa ching is the key. •Lea rning needs to prom ote a mindsetth at e ndu res beyond the tea ch i n g. •Self - di rect ed lea rning is the core. •C ra cking the whip sti fles lea rn i n g. •Fa i l u re to lea rn is often the fa u l t o fthe sys t e m . •Som eti m es the bes tlea rning is unlea rn i n g. •Real lea rning leaves us ch a n ged . Re m e m be r, ea ch ofthe fo u rlea rning sty le types has a qua dra n t, or pla ce in th e cycle,w h e re s/he is mos t com forta ble,w h e resuccess com es natu ra ll y. The Ima gi n ati ve Lea rn e r s, th ose who favor Q ua dra n t O n e, p refe rto lea rn th ro u gh a com b i n ation ofse n s i n g / feeling and reflecti n g. The A n a l ytic Lea rn e r s, th ose who favor Q ua dra n t Two, p refe rto lea rn th ro u gh a com b i n ation ofth i n king th ro u gh conce pts and reflecti n g. The Com m on Sense Lea rn e r s, th ose who favor Q ua dra n t Th ree, p refe rto lea rn by th i n king th ro u gh conce pts and trying th i n gs outfor th e m sel ves by doi n g. The Dyn a m ic Lea rn e r s, th ose who favor Q ua dra n t Fo u r, p refe rto lea rn by se n s i n g / feeling and doi n g. THE TWELVE PRINCIPLES OF LEARNING TEACHING TO ALL FOUR LEARNING STYLES USING RIGHT- AND LEFTMODE TECHNIQUES iii

The 4MAT System is des ign ed so all lea rners are com forta ble some ofthe ti m e a nd ch a lle n ged some ofthe ti m e,so th at ea ch develops the gra ce to lea rn in m u l ti ple ways. We con ti n ue to unde r s ta nd the 4MAT cycle in dee pe r ways. Wh at follows is the res u l t o f o u r expe rie nces since the fi r s t edi tion of 4 M AT in Action . We con ti n ue to ma kediscove ries abo u t 4 M AT. The mos ti m porta n t on going a ffi rmation is th at 4 M AT is more di ffic u l tthan itlooks and the second is th at some steps are more di ffic u l t than oth e r s. 4 M AT req u i res maj or atti tudinal sh i fts in the way we th i n k a bo u tt ea ch i n g. Th ese atti tudinal sh i fts are necessa ry in orde rto produce lea rning envi ron m e n ts : •w h e re all lea rners have an eq ual ch a nce to lea rn ; •w h e re motivation is con s ide red the pri ma ry task o fthe tea ch e r; •w h e re sign i fica n t conce pts form a sol id instructional base; •where the skills that are taught are related to concepts and have immediate usefulness; •w h e re lea rners are enco u ra ged to spea k in th e i r own voices w h i le att e nding to a nd honoring the voices of oth e r s ; •w h e re lea rners are led to the del ight o fself - discove ry; •w h e re ale rtn ess is fos t e red by t ea ching to all fo u rlea rning sty les using right- and left - m ode tech n iq ues ; •w h e re lea rners are assessed wi thmulti ple tech n iq ues, i ncl uding non - ve rbal on es. •th at not on l y h onor b u t a l soceleb rate the dive r s i ty o f lea rn e r s. M ore on the Cycle. Quadrant One: Connecting the Concept with the Self A process from Sensing/Feeling to Reflecting. A ll lea rners go th ro u gh all ofthe qua dra n ts and all lea rning begins in Qua dra n t O n e,the Ima gi n ative Lea rn e r’s mos t com forta ble pla ce.The favorite q ues tion ofthe Ima gi n ative Lea rn e ris “Why?” Th e t ea ch e r n eeds to create an expe rie nce th ro u gh w h ich lea rners discove r h ow th e i r p revious expe rie nces con n ectthem to the conce pt at h a nd . TEAC H E R’S ROL E – MOTI VATOR/ WI TN ESS ME THOD – SI M U LATION, DIS C U SS ION 4MAT IN ACTION: INTROD UCTION THE 4MAT SYSTEM: A CYCLE OF LEARNING iv 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. QUADRANT ONE: CONNECTING THE CONCEPT WITH THE SELF

STEP ONE: CONNECT Create a reason TEAC H E R’S ROL E – MOTI VATOR ME THOD – DIS C U SS ION QU ESTION TO B E A NSWE R E D – WH Y? In Qua dra n tOne we create a reason .We answe rthe ques tion “Why?” We begin by C reating an Expe rie nce. The Right M ode,Q ua dra n tOne step. The objective is to allow the lea rners to enterinto the expe rie nce,to enga ge th e m , a nd to integrate the expe rie nce wi th pe r sonal mea n i n g. Re m e m be r,th e right m ode jumps rightinto the expe rie nce, a nd the left m ode sta nds ba cka nd a n a l y zes w h ath a p pe n ed . I m b uethe expe rie nce wi th meaning so lea rners are able to see con n ections from th e i r own expe rie nce. Rich a rd Gi bbon ey o fthe Un ive r s i ty o f Pe n n sy l vania Sch ool o f E ducation com m e n ts on objectives and mea n i n g: “Objectives must be va l ua ble now, in th e i r own immedi ate havi n g. ” The tea chers and trainers we have wor ked wi th have fo u nd th is step to be ve ry di ffic u l t.Th ey som eti m es stru ggle to create a di rect expe rie nce,som ething th at can be appre h e nded or pe rce ived on an immedi ate level by the lea rn e r s, som ething th at con n ects to the lea rn e r s’ own lives and is th e refore va l ua ble to th e m . When we enco u n t e rt ea chers who have th is di ffic u l ty,we begin by asking them to clea r l y ide n ti fyWH AT th ey a re tea ch i n g.In oth e rwords,we go immedi at el y to th e Second Qua dra n t a nd th e i r con t e n t to help them det e rmine the conce ptth atwi ll ma ke the con t e n tth ey a re tea ching the mos treleva n tto th e i rs tude n ts. Th ey a n swe r,for exa m ple, “C a p i tal Lett e r s. ”We then ask, “Wh atis the conce pt o f ca p i tal lett e r s ?”A nd to our a ma ze m e n t we are usua ll y m et by s i le nce, a nda mos t u ncom forta ble sile nce. If ca p i tal letters di ffe re n ti ate between ge n e ra l i ties and spec i fics,then one can eas i l y con s truct expe rie nce based on th is conce pt.The stude n tsknow,for exa m ple, th atth eyl i ke to be ca lled by th e i r n a m es, Joh n , Ja n e, et c . ,rath e rthan“ the girl in th e red sweat e r”or“ the boy in the grey sh i rt. ”Th ey u nde r s ta nd the conce pto f ge n e ra l i ties versusspec i fics when you poi n t o u tto them how th eyl i ke to be ca lled by th e i r n a m es,h ow th eyl i ke to be spec i fied .You can then tea ch them th e re is a m eth od fors pec i fying inwri tten form , a nd itis ca p i tal lett e r s. In addi tion , you can give the stude n ts the expe rie nce of a wor ld w h e re ca p i tal letters are not u sed , a nd have them disc u ss and ,wi th luck discove r,the reason for ca p i tal lett e r s, a reason th at con n ects to th e i r own expe rie nce. B u tthe more se rious ques tion re ma i n s :h owcan the tea ch e r h elp lea rners ma ke the con n ection to mea n i n g,the purpose and usefu l n ess ofthe unde r l ying conce pt,the gl ue th at h olds itt ogeth e r,the reason th at ma kes se n se, i fth e t ea ch e r does not h ave a grasp ofthe conce pt? THE QUADRANT ONE STEPS v

In orde rto CON N ECT, you must u nde r s ta nd the conce pt. Je rome Bru n e rs pea ks to th is : "When we try to get a ch i ld to unde r s ta nda conce pt … the fi r s t a nd mos t i m porta n t condi tion , obvio u sl y, is th atthe expos i t ors th e m sel ves unde r s ta nd it. I ma ke no apology forth is necessa ry poi n t. To unde r s ta nd som ething well is to se n sew h e rein itis simple,w h e rein itis an insta nce of a simple r ge n e ral case … t o u nde r s ta nd som ething is to se n se the simple rs tructu re th at u nde r l ies a ra n geof i n s ta nces, a nd th is is nota bl y true in math e matics. " We tea ch ski lls in boxes. Som e h owth ese ski lls have become ends in th e m sel ves, isolat ed enti ties, a nd have become se pa rat ed from th e i r m ea n i n g. Wi th o u t m ea n i n g,th e re is no unde r s ta ndi n g.Itis like memorizing wordsin a fore ign la n gua ge wi th o u t knowing w h atth eym ea n , a fru s trating and fool ish task. To create an expe rie nce th at h as mea n i n g, you must know the conce pt.The p roblem gra ph ica ll y i ll u s trat ed is th is : Ou rsystem has ta u ght us to brea k th i n gs down ,to look atthe pa rts.We must retu rn to the w h ole pictu re. Tea chers need to motivate th e i rlea rners to wa n tt o lea rn w h atth ey a re abo u tto tea ch . We fel tthe di ffic u l ty we wo u ld enco u n t e ri n Q ua dra n t One was th atsome tea chers wo u ld not a gree th at m otivation was th e i r p ri ma ry task. In some cases th ath as been true.The following conve r sation took pla ce du ri n g the fi r s t b rea k in one of o u r wor ksh op s.The spea ke rwas a high sch oolsc ie nce t ea ch e r on a fa c u l tyin a Midwes t e rn city. He moved in quickl y a nd wi th great i n t e n s i ty. “ M otivating stude n ts is not my j ob.Th at’s an outra geous notion . ” I re pl ied , “Th e n w h ose j ob is it?”He answe red , “It’s th e i rj ob,the stude n ts, I mea n . It’s th e i r res pon s i b i l i ty to be motivat ed when th ey come to my class. A nd it’s th e i r pa re n ts’ j obto ma ke sure th ey s tay th at way. ” I asked , “Then w h atis yo u rres pon s i b i l i ty?”He answe red , “To give them information . ” I re pl ied , "Then th ey don’t n eed yo u .A good text, a good com p u t e r p rogram co u lddo th atj u s t as well . " 4MAT IN ACTION: INTROD UCTION THE 4MAT SYSTEM: A CYCLE OF LEARNING vi 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

So we con ti n ue to meett ea chers who ope rate unde rthe ass u m ption th atth ey a re on l y req u i red to tea ch motivat ed lea rn e r s, lea rners who enterth e i r class room s exc i t ed and curious abo u tthe con t e n tto be ta u ght. Th ese tea chers do not a cce pt the idea th atthe art o ft ea ching is arousing curios i ty, c reating exc i t e m e n t, a n swe ring the ques tion “Why?” M otivation is the purpose of the CON N ECT,th e Right M ode Step of Q ua dra n t O n e. B u t, in orde rto des ign the expe rie nce th at wi ll create a pe r sonal con n ection for a ll o fthe lea rn e r s, a tea ch e r n eeds to know the conce ptto be ta u ght. Wi th o u tth e p rope r grasp ofthe conce pt, one ca n not c reate a mea n i n gful pe r sonal con n ection . It req u i res grasping the idea ofsom ething in a way th at con n ects to mea n i n g.Itisth e core idea form edby m e n ta ll y combining allthe ch a ra ct e ris tics and pa rtic u lars into a useful con s truct. We are convi nced th isprocess is w h ole - b ra i n ed ,s i m pl y beca u se we must a n a l y zethe pa rts w h i le seeing thew h ole. The Calculus lesson prese n t ed in th is book ( see pa ge 112-113) is a pe rfect exa m ple of c reating a core idea expe rie nce. The Qua dra n t O n e, Right M ode expe rie nce creat ed by the auth ors con s ti tu t es the esse nce ofthe conce pt o f maxi ma l / m i n i mal opti m i zation ,the objective ofthe lesson . The stude n ts are given wrapping pa pe r a nd gi ft boxes to be wra p ped . Th e i rtask is to wrap a maximum numbe r o f pa cka ges using a minimal amount o f pa per—a relativel y com m on , eve ryday task th attaps the hea rt o fthe conce pt o f opti m i zation . Itis the simpl ic i ty i n h e re n tin the meaning th at con n ects the conce ptto u nde r s ta ndi n g. Note th atthe Bru n e r q uote ends wi th the stat e m e n t, “to u nde r s ta nd som ething is to se n se the simple rs tructu re th at u nde r l ies a ra n ge o f i n s ta nces, a nd th is is nota bl y true in math e matics. ” When the tea ch e rtru l y u nde r s ta nds the conce pt,the creation ofthe con n ecti n g expe rie nce simpl y becom es a matt e r o ftra n slating the conce ptinto the la n gua ge o fthe stude n ts,the la n gua ge the stude n ts wo u ld use ifth ey we re att e m pting to explain the same th i n g. In Literatu re, i tis pa rtic u la r l y i m porta n tforthe tea ch e rto ide n ti fy the conce pt th atis exe m pl i fied by the litera ry wor k being studied . In oth e r words,the tea ch e ris notj u s tt ea ching the litera ry wor k w h ich the lea rners wi llrea d , b u trath e r a s ign i fica n t conce ptis ide n ti fied w h ich all of the lea rners can relate to th e i r own l ives. Lynn Diet e r u ses the conce pto f"Ch oices"to enga ge hers tude n ts in the stud y o f A Man for All Seasons( see pa ge 98-99 ) . She begins by i nvol ving them wi th Sc ru ples® ques tionsth at de ma nd individual moral j ud ge m e n ts, c reating an i m m edi ate con n ection between hers tude n ts’ l i fe expe rie nces and the theme of the litera rywor k th ey wi ll read and stud y in th is unit The con n ecting activi tym u s t e m bod y the esse nce ofthe conce pt at a simple rlevel , in orde rto pre pa re the stude n ts forthe com plexi ties th atl ieahead as th ey m ove a ro u nd the circle. He rein lies the right - m ode as pect,the conce pt ges ta l t co u pled wi th the pe r sonal expe rie nce,the expe rie nce th at con n ects to the self. vii

The right m ode enga ges the se n seofrelation sh i p. It e m bodies a natu ra l , i n tu i tive way o fth i n ki n g. We need to enco u ra ge intu i tive ways of th i n ki n g, as “o u rleft b rains have become too sti ff wi th tech n iq ue,fa rfrom the scanning eye. ” ( B r u n e r ) One ofthe bigges ts tu m bling blocks in des igning the Qua dra n tO n e,Right M ode Step is the inability to tra n slate the conce ptinto a simple structu re, into la n gua ge lea rners can unde r s ta nd and relate to, a nd in a ma n n e rth at con n ects to th e i r pe r sonal lives. STEP TWO: ATTEND Reflect on Experience TEAC H E R’S ROL E – WI TN ESS ME THOD – DIS C U SS ION QU ESTION TO B E A NSWE R E D – WH Y? The left - m ode as pect o freflecting on expe rie nce lies in the qua l i ty o f a n a l ys is.Now the lea rners att e nd the expe rie nce. The meth od is disc u ss ion , b u tth e focus has ch a n ged . Lea rners are asked to step o u ts ide the expe rie nce and look ati ts pa rts. Tea chers do notseem to enco u n t e r m uch di ffic u l ty wi thth is step, a l th o u gh th e re a re two th i n gs to gua rd aga i n s t: on e, getting too tech n ical in the analys is, a nd two, att e m pting to introduce new mat e ri a l .When tea chers con s truct a mea n i n gfu l con n ecting expe rie nce,th eyh ave no di ffic u l ty h elping lea rners to reflect on th at expe rie nce.The expe rie nce itself flows into mea n i n gfulreflection and di a log. Notice th is natu ral flow when you read the lesson units incl uded in th is book. Tea chers have ma de creative use of coope rative lea rning strat egies, m i nd - ma p p i n g, class i fication ch a rts, a nd tea ch e r - led disc u ss ion to enable th e i rlea rn e r s to reflect on th e i r pe r sonal feel i n gs, pe rce ptions and com m on expe rie nces. The goals th at a re emph as i zed th ro u gh o u tthe fi r s t q ua dra n t a re focusing and ge n e rating ski ll s, ma king mea n i n g, ob se rvi n g, vis ua l i z i n g, i ma gi n i n g, i n fe rri n g, con n ecti n g, dive rgi n g, l is t e n i n g, i n t e ra cti n g, h onoring subjectivi ty, a nd reflecti n g. In Qua dra n t O n e,s tude n ts may be enga ged in activi ties such as sh a ring pe r son a l reflections and autob iogra ph ic episodes,relational th i n ki n g, j o u rnal entries, b ra i n s t orm i n g, m i nd - ma p p i n g, drawi n gs, group disc u ss ion s,s i m u lation s,s tud y t ea m s, exi tslips and self - assess m e n t.Tea chers may assess stude n t pe rforma nce th ro u gh ob se rvation ofs tude n ti n t e res t a nd enga ge m e n t, level ofs tude n t exc i t e m e n t,s tude n ts’ a b i l i ties to own th e i r own messa ge, a cce pta nce of ea ch oth e r’s ideas, i ndividual auth e n tic i ty a nd wi ll i n gn ess to prese n tideas th ey a re not yets u re of,the freq ue ncy o fs tude n t - i n i ti at ed ideas, a n a l ys is of p roducts res u l ti n g from stude n t disc u ss ion orthe qua l i ty o fj o u rnal entries. 4MAT IN ACTION: INTROD UCTION THE 4MAT SYSTEM: A CYCLE OF LEARNING viii 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

Quadrant Two: Concept Formulation A process from Reflecting to Developing Concepts. A ll ofthe stude n ts go th ro u gh th is process,b u t Q ua dra n tTwo appeals mos tto theA n a l ytic Lea rn e r s. The favorite ques tion oftheA n a l ytic Lea rn e ris "Wh at?"The tea ch e rn eedsto provide expe rt knowled gew h i le helping them to see the conce ptua l w h ole asitisrelat ed to the spec i fic pa rts. TEAC H E R’S ROL E– CONC E PTUA L I Z E R/ ”TEAC H E R” ME THOD – IMAG I NG, DI R EC T INSTRUC TION The fi r s t q ua dra n tis“c reate a reason” a nd the second is “ t ea ch itto th e m . ” The second qua dra n t, a ndth ose th atfollow, a re divided into right- and left - m ode t ech n iq ues, as well . The develop m e n t o f both right- and left - m ode fu nction i n g con ti n ues th ro u gh o u tthe lea rning cycle. Q ua dra n tTwo has been disc u ssed above in the con t ext o fthe relation ship between the con n ecti n g expe rie nce and the conce ptto be ta u ght,b u twe need to att e nd conce ptform u lation more ca refu ll y, asitis the esse nce ofQ ua dra n tTwo, as well asthe core ofth e e n ti re unit pla n . Itlea ds di rectl y to pra ctice and pe r son a l i zation in Qua dra n tTh ree, a nd on to Self - D iscove ryin Qua dra n t Fo u r.The degree tow h ich th e “Why?” o fthe fi r s t q ua dra n tis answe red affects th e u nde r s ta nding ofthe“Wh at?” o fthe second qua dra n t; so also the“Wh at?” o fthe second qua dra n t h as an i m pa ct on the success ofthe th i rd and fo u rth q ua dra n ts. As we move into Qua dra n t Two,we are lea ding stude n ts from the spec i fic , s ubjective, pe r sonal rea l i tyto the th eoretical conce ption ofthe con t e n t at h a nd . We nown eed to dee pen stude n t u nde r s ta ndi n gs of h ow the conce pt can be att e nded to in the abstra ct, atthe th eoretical level .We are integrating the CON N ECT ( Right - M ode,Q ua dra n t One) and the ATTEND (Left - M ode,Q ua dra n t O n e ) into a dee pe r u nde r s ta nding ofthe conce pt. If CON N ECT a nd ATTEND in Qua dra n t One have embodied the esse nce ofthe conce pt,then the stude n ts are rea d y to move to Qua dra n tTwo. You begin wi th IMAG I N E,the Right - M ode step, poss i bl y the mos t c ri tical step in the lea rning process. QUADRANT TWO: CONCEPT FORMULATION ix

STEP THREE: IMAGINE Integrate Observations into Concepts TEAC H E R’S ROL E – CONC E PTUA L I Z E R ME THOD – IMAG I NG QU ESTION TO B E A NSWE R E D – WH AT? The right - m ode step ofQ ua dra n tTwo att e m ptsto dee pen reflection ; i tis an integrating step.We have come to see th is step asthe key to the lea rn e r s’ i n t e rn a l i zation ofth e i r n eed forfu rth e r u nde r s ta nding ofthe conce ptat h a nd .Itis the pla ce w h e re th eyl i n k th e i r pe r son a l ,s ubjective expe rie nce wi th the objective, a n a l ytic wor ld ofthe con t e n t at h a nd . The poetry plan by Diane Ri z zetto on Robe rtFros t’s “The Mending Wa ll ”h as an excelle n t exa m ple ofthe IMAGINE process of Step Th ree, a dee pening ofthe conce ptual unde r s ta ndi n g.To ach ieve th is,she has hers tude n ts create pe r son a l vis ual analogs portraying “wa lled in” or“wa lled out. ” ( see pa ge 76 -77 ) . John Wolf, on the oth e r h a nd , begins hisDemoc ra cy u n i t wi th a “game wi thno ru les. ” In his I M AGINE step, h is stude n tsare asked to create vis uals w h ich de p ictw h ata “pla ce wi th no ru les” lookslike. Both th ese Step Th ree activi ties enable the lea rners to ta p into and dee pen the rich n ess ofw h atth eya l rea d y know a bo u tthe conce pts be i n g s tudied . When you des ign the IMAGINE strat egy, look for a noth e r m edi u m , a noth e rway o f looking atthe conce ptth ate n ga ges the se n ses w h i le simulta n eo u sl y a ffording th e op portu n i tyfor m ore reflection .Re m e m be r you are moving the lea rnersfrom th e conc rete to the abstra ct, you are ble nding th e i rwor ld ofs ubjective expe rie nce wi th the abstra ctth eory in the con t e n tto com e.The IMAGINE activi tyse rves as a le n s th ro u ghw h ich the lea rners wi ll view not on l y the pa rts ofthe con t e n t, b u t a l so h ow the pa rts con tribute to the conce ptualw h ole.You must c reate an activi tyth at ca u ses them to mull ove rthe expe rie nce and reflection j u s t com plet ed inQua dra n t O n e,w h i le dee pening th e i r u nde r s ta nding ofthe conce pt,the purpose ofQ ua dra n t Two. The use of m eta ph oris pa rtic u la r l y powe rful in th is step. Some resea rchers have cla i m ed th at“m eta ph ors create the leaps th at m ove lea rners from the known to the unknown , a nd as such are crucial tech n iq ues for h igh level conce ptua l i z i n g. ” ( P r a w a t ) 4MAT IN ACTION: INTROD UCTION THE 4MAT SYSTEM: A CYCLE OF LEARNING THE QUADRANT TWO STEPS x 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

STEP FOUR: INFORM Develop Theories and Concepts TEAC H E R ROL E – “TEAC H E R” ME THOD – DI R EC T INSTRUC TION QU ESTION TO B E A NSWE R E D – WH AT? The left - m ode step of Q ua dra n t Two ta kes lea rn e r s to the hea rt o f conce ptual information . Be sure th e s ubject matt e r does notswamp the lea rn e r wi th i n formation eas i l y ava i la ble el sew h e re, b u trath e r i n formation is given selectivel y to ass is tin lea rn e r i nq u i ry. We are noti n t e res t ed in rote memory,th e a n ti th es is ofth i n ki n g.We are stressing information th atrelat esto the core ofthe conce pt. M a ny o fthe unit plans in th is book de m on s trate INFORM activi ties in w h ich creative tea chers have gone beyond tra di tional lectu re accom pa n ied by the textto tea ch con t e n tto th e i rlea rn e r s. In Don Webe r’s social studies unit on Local His t ory ( see pa ge 70 -71 ) ,the tea ch e r i nvi t es local se n ior c i ti zens into the class room to be interviewed by the stude n ts, a nd a gues ts pea ke rfrom the his t orical soc iety p rese n tsthe mini-lectu re.A second good exa m ple ofi n t e ra ctive instruction is Ka ren Dietrich’s Biology u n i tt ea ch i n g the structu re of DNA (pa ge 114 - 1 15 ) . In addi tion to the tra di tional lectu re wi th ove r h ea ds, ch a lk boa rd , a nd text, h e rs tude n ts expe ri m e n twi th alcoh ol and egg w h i t es as well as use pop bea ds to more fu ll y de m on s trate the structu re of n atu re’s building blocks. The Fo u rth Step is to “ t ea ch itto th e m . ” The ch oices of con t e n t m u s t be relat ed to the conce pt a nd enge nde rfu rth e rlea rn e ri nq u i ry. The goalsth ata re emph as i zed in Qua dra n tTwo are reflecti n g,seeing relation sh i p s, developing idea coh e re nce, conce ptua l i z i n g, defi n i n g,patt e rn i n g, class i fyi n g, com pa ri n g, con tras ti n g,being objective, disc ri m i n ati n g,pla n n i n g, con s tructing th eoretical model s, a nd acq u i ring knowled ge. In the second qua dra n t,s tude n ts may be enga ged in activi tiessuch as non - ve rbal re p rese n tations of con n ection s, essays, s patial non - re p rese n tation s ; c reating analogs,m eta ph or s, a nd cl u s t e r s ; o u tl i n i n g;using fish ,Venn and tree di a gra m s ; disc u ss ion s ; oral exams and resea rch ; con s tructing th eoretical model s ; objective tes ts, exi tsl i p s, a nd self - assess m e n t. Tea chers may assess stude n t p rogress by ch ecking for conce ptcon grue nce (oral or wri tt e n ) , q ua l i tyo f conce ptmapssh owing linka ges between ideas, desc ri ptions of reason i n g; q ua l i tyo f planning steps; ide n ti fication of c ri t e ri a ; a b i l i ty to brea k i n t o pa rts ; evide nce ofth eoretical unde r s ta ndi n g; a nd essays sh owing unde r s ta nding of knowled ge prese n t ed . xi

Quadrant Three: Practice and Personalization A process from Developing Concepts to Active Experimenting A ll ofthe stude n ts con ti n ueon th ro u gh th is process, b u t Q ua dra n t Th ree appeals mos tto the Com m on Se n seLea rn e r s.The favorite ques tion ofth e Com m on Se n seLea rn e ris “How?” You must not on l y p rovide activi ties forsol idgu ided pra ctice, b u t a l so op portu n i ties forlea rners to ti n ke r wi th th e i r n ew knowled ge,to explore multi ple ways for ma n i fes ti n g th e i r n ew u nde r s ta nding in the real wor ld . TEAC H E R’S ROL E – COAC H/ RES OU RC E ME THOD – GU I DE D PRAC TIC E/ EXP LORATION Com m on Se n seLea rners rel y h eavi l y on ki n es th etic i nvol ve m e n tto lea rn ,using bod y se n ses as a focusfor u nde r s ta ndi n g.Th eyn eed to try i t.Th ey a re conce rn edwi thunde r s ta ndi n g,“How doesth is wor k ?”Th ey a re anxious to try i tth e m sel ves.Th eyedi trea l i ty.Th e t ea ch e r’s role is to provide the mat e rials and the enco u ra ge m e n t n ecessa ry for a “ trying th i n gsout” e nvi ron m e n t. Ab raham Maslow s pea ks of growth as ta king pla ce subjectivel y “ from wi thin o u twa rd . ” He com m e n ts on the hea l thy ch i ld as follows : “…(s)he tends to try o u t h is (her) powe r s,to rea ch out,to be absorbed , fasc i n at ed , i n t e res t ed ,to pla n ,to wonde r,to ma n i p u late the wor ld . Explori n g, ma n i p u lati n g, expe rie nc i n g, being interes t ed , ch oos i n g … ( Th is) lead(s)to Becoming th ro u gh a se re ndipitous way,fortu i t o u sl y, u n pla n n ed , u n a n tic i pat ed . Spon ta n eo u s, c reative expe rie nce can and does happen wi th o u t expectation s, pla n s, fores ight, p u rpose or goa l . ” In com m e n ting on the relation ship between sa fety a nd growth , M aslow goes on to say: “A p pa re n tl y growth forwa rd customa ri l y ta kes pla ce in little steps, a nd ea ch step forwa rd is ma de poss i ble by the feeling of being sa fe, o f ope rating outinto th e u n known from a sa fe home port o f da ring beca u se retreatis poss i ble … Now, h ow can we knowwhen the ch i ld feels sa fe eno u ghto da re to ch oose the new s t e p a h ea d ? Ul ti mat el y,the on l yway in w h ich we can know is by h is ch oice w h ich is to say on l y he can eve rrea ll y knowthe right m om e n t when the beckoning forces a h ead ove r - ba la nce the beckoning forces be h i nd , a nd co u ra ge outwe ighs fea r. Ul ti mat el y the pe r son , even the ch i ld , m u s t ch oose for h i m self.Nobod y can ch oose for him too oft e n ,forth is itself e n feebles him, c u tting hisself - tru s t, a nd con fu s i n g h is ability to pe rce ive his own internal del ightin the expe rie nce, h is own impulses, j ud gm e n ts, a nd feel i n gs, a ndto di ffe re n ti ate them from the interiori zed s ta nda rds of oth e r s. ” 4MAT IN ACTION: INTROD UCTION THE 4MAT SYSTEM: A CYCLE OF LEARNING QUADRANT THREE: PRACTICE AND PERSONALIZATION xii 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

M aslow s pea ks eloq ue n tl y o f ch oices enco u ra ged by a sa fe envi ron m e n t.We e m ph atica ll y a gree. We do not bel ieve lea rning can ta ke pla ce wi th o u t a llowi n g lea rners to ma ke ch oices,to explore,to ma n i p u lat e,to expe rie nce.Th ese activi ties a re often fo u nd in pri ma ry sch ool s, b u t exploration , ma n i p u lation , a nd expe ri m e n tation in the high e r gra des and pos t - seconda ry lea rning envi ron m e n ts is freq ue n tl y l i m i t ed to rea ding anoth e r book or wri ting anoth e r essay, a ctivi ties th at a p peal to on l y a sma ll pe rce n ta ge oflea rn e r s. The fo u r q ua dra n ts in the 4MAT System move from tea ch e r - i n i ti at ed to lea rn e r - i n i ti at ed activi ties. In Qua dra n t One (CON N ECT a nd ATTEN D ) ,the tea ch e ris the i n i ti at or,the pri ma rya ct or. S/he plans and imple m e n ts the expe rie nce as well as the reflective disc u ss ion th atfollows the expe rie nce. In Qua dra n t Two (IMAG I N E a nd INFORM ) ,the tea ch e ris the information give r;fi r s tin Step Th ree by l i n ki n g the expe rie nce and the reflection into the conce pts to be ta u ght, a nd second ( Step Four) by t ea ching the mat e rial and ski ll s. Th is ch a n ges as we move into Qua dra n tTh ree. The th i rd qua dra n tis w h e re th e lea rners become active, m ore self - i n i ti ati n g. Lea rners become the pri ma ry a ct or s even more in Qua dra n t Fo u r. In the fi r s t q ua dra n tthe tea ch e r c reat es a reason . In the second qua dra n tthe tea ch e rt ea ch es itt o th e m . In the th i rd qua dra n tthe tea ch e rlets them try i t th e m sel ves. The tea ch e r’s role in the th i rd qua dra n tis one of Coa ch/ Reso u rce.The crucial tea ching ski llin th is q ua dra n tis orga n i zation a l ,to gath e rthe mat e ri a l s n eeded for ma n i p u lation and to set up an e nco u ra ging envi ron m e n tso th atlea rners can“ try i tth e m sel ves. ” Wi th o u tthe active invol ve m e n t o fthe lea rn e r s,sch ooling at a ll level s is a steri le ove r lay, an ext e rn a ll y a p pl ied act,satis fying the tea ch e r perhaps (aft e r a ll , s / h e’s wor ki n g) , b u t noti nvol ving the stude n ts in any m ea n i n gful way. So,the emph as is in the th i rd qua dra n t ( a nd the fo u rth) is on lea rn e r a ctivi ty. The lea rners ta ke the conce pts and ski lls th ath ave been ta u ght a nd try th e m . The th i rd qua dra n tis also divided into left- and right - m ode tech n iq ues. Note th at Left M ode tech n iq ues come fi r s t in th e th i rd qua dra n t. xiii

Th is is beca u seofthe proxi m i tyto th e Conce ptualizing di m e n s ion .As we move into Q ua dra n t Th ree (PRACTICE) the lea rners rea ctt o the “give n s”p rese n t ed in Qua dra n t Two, b u tin a m ore fi xed , p rea rra n ged way than in Step Six. STEP FIVE: PRACTICE Work on Defined Concepts (Reinforcement and Manipulation) TEAC H E R’S ROL E– COAC H ME THOD – FAC I L I TATION QU ESTION TO B E A NSWE R E D – HOW D OES TH IS WOR K? In Step Five,the stude n ts rea ctto give n s.Th ey do wor ksh eets, u sewor k books,try fi xed lab expe ri m e n ts, e m ploy ma n i p u latives th at p rovide h a nds - on gu ided pra ctice, u se com p u t e r - ass is t ed t ech nology, et c . Th ese activi ties (and th ey may be ma ny a nd va ried) are used to re i n force the conce pts a nd ski lls ta u ghtin Qua dra n t Two.A good wor k book o f p re pa red exe rc ises can be used in Step Five. Th is is a tra di tional step, as is Step Fo u r. Sad to say,the INFORM a nd PRACTICE steps in the 4MAT M odel con s ti tute the bulk o fw h attra n s p i res in ma ny tra di tional lea rning envi ron m e n ts and w h atis recom m e nded in ma ny t ea ch e r’s ma n ua l s. Note th atth ese two steps, I N FORM and PRACTIC E, a re Left - M ode tech n iq ues. I N FORM appeals to theA n a l ytic Left- Mode lea rn e r s, a nd PRACTICE appeals to th e Com m on Se n seLeft - M ode lea rn e r s. One can eas i l y see the va l ue ofth ese two steps for a ll lea rn e r s, b u t excl u s ive tea ching in th is way h a ndicaps all lea rn e r s. We m u s tt ea ch the w h ole cycle if we are to individua l i ze stude n t p roductivi ty a nd pe rforma nce in mea n i n gful ways. Good unit plans have lea rners enga ge in se rious pra ctice. For exa m ple, in th e u n i t on Natu ral Selection/ A n i ma l H iding Pla ces (see pa ge 32-3 3 ) , a ft e r a n swe ring tra di tional ques tions and fi lling in wor ksh eets,the stude n ts m u s tlook o u ts ide sch ool , fi nd and sket ch poss i ble real animal hidi n g pla ces, an immedi ate appl ication and field - t es ting of class room lea rn i n g. L i kewise in the literatu reunit, “Wh e re the Red Fe rn Grows, ”s tude n ts are given seve ral activi ties to help th e m re i n force and fu rth e r explore th e 4MAT IN ACTION: INTROD UCTION THE 4MAT SYSTEM: A CYCLE OF LEARNING THE QUADRANT THREE STEPS xiv 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

as pect o f Se pa ration as a form of ch a n ge.Th ey develop lis ts of a dj u s tm e n ts people ma kewhen dealing wi th se pa ration ;th ey c reate a “T” ch a rtto ide n ti fy h ow Se pa ration as a form of ch a n geappl ied in the story;th ey write ima gi n a ry lett e r s to and from the ce n tral ch a ra ct e rin the story; a nd so forth . The left - m ode ch a ra ct e ris tic of Step Five lies in the rea ction to give n s.The lea rn e r s h ave been ta u ght a ski ll or a conce pt, a nd now th eya re asked to ma n i p u late i n formation andmat e rials based on th ose ski ll s / conce pts.Th ey a re sti ll ada pti n g to expe rts ;th eya re sti ll wor king on presc ri bed mat e ri a l s. Th eyh ave begu n . B u tth e c reative stepping out,the adding som ething ofth e i r own ,the appl ying th e i rown u n iq ue n ess to the mat e ri a l , com es in EXTEN D, Step Six,the rightm ode step of Q ua dra n t Th ree. STEP SIX: EXTEND Add Something of Themselves TEAC H E R’S ROL E – RES OU RC E ME THOD – FAC I L I TATION QU ESTION TO B E A NSWE R E D – HOW D OES TH IS WOR K? Real integration begins wi th Step Six. The lea rners are “a dding som ething of th e m sel ves, ” “m essing aro u nd , ” a nd ma king the mat e rial th e i r s. The right m ode ch a ra ct e ris tic of Step Six, EXTEN D, is in the integration of the mat e rial and the self,the pe r sonal syn th es is, as well as in the op portu n i ty for lea rners to approa ch the con t e n t in th e i r own mos t com forta ble way. The right m ode Com m on Se n seLea rners are mos t com forta ble in Step Six. To retu rn to Maslow: “Ifthe ch i ld can ch oose the expe rie nces w h ich are va l idat ed by the expe rie nce of del ight,then he can retu rn to the expe rie nce,re peati t,savori tto the poi n t o f re pletion ,sati ation or boredom .Atth is poi n t he sh ows the tende ncy to go on to m ore com plex,rich e r expe rie nces and accom pl ish m e n ts. S uch expe rie nces not on l y m ean moving on , b u t h ave a feedba ck effect on the Self, in the feeling of ce rta i n ty, o f ca pa b i l i ty, mas t e ry,self - tru s t,self - es t ee m . ” The ski lls mat e rials given in Step Five sh o u ld afford lea rners the op portu n i ty t o p ra ctice w h atth ey h ave lea rn ed ,to try i tth e m sel ves. Wor k book pa ges can neve r be sub s ti tu t edfor conce ptual lea rn i n g;rath e rth ey com ple m e n t a nd re i n force th e conce pts. We are conce rn ed abo u tthe amount o fwor k book pa ges being used in the sch ools we vis i t. It a p pears th at ma ny ti m es th ey a re used to tea ch the fa cts, rath e rthan to re i n force conce pts. Ifth isis true, i ti ndicat es th att ea chers are bypassing Qua dra n t Two and going di rectl y to ski lls and dri lls wi th o u tthe conce ptual unde rp i n n i n gs so necessa ry for u nde r s ta ndi n g. We ask the rea de rto ponde r class room lea rning situations w h e re lea rners are req u i red to com plete wor k book pa ges as the maj or e m ph as is ofthe class.Ou r xv

resea rch indicat es th atth is is the case in a great ma ny class room s. To retu rn to Gi bbon ey a ga i n : “ … ski lls and dri lls must be relat ed to th o u ght. I n formation is neve rseve red from th o u ghtful doi n g. A ndth i n king and doing are inse pa ra ble. ” C reative tea chers provide th e i rlea rners wi th the op portu n i ty to ext e nd w h at th ey h ave lea rn ed th ro u gh ma king project ch oices and individualizing th e i r own expe ri m e n tation .The tea ch e r may keep individual lea rning sty le ch a ra ct e ris tics in mind when planning activi ties forthe lea rners to select. Good tea chers also req u i re th e i rlea rners to ma i n tain own e r ship ofthe qua l i ty o fthe wor k th ey ch oose. Step Six o f a 4MAT u n i tis the ideal pla ce forthe tea ch e r a nd stude n ts to a gree abo u tthe rub rics th atwi ll be used to assess the final product c reat ed by the lea rn e r s. L i kewise, lea rners may a p p rec i ate the op portu n i ty to ch oose eith e r to wor k coope rativel y in a team orto wor k a lone on a project to be sh a red lat e r wi th the gro u p. Th e re are a numbe r o f excelle n t exa m ples of c reative EXTEND optionsin the units in th is vol u m e.Fori n s ta nce, in the math uniti n troducing Fra ctions wri tten by th e t ea ching team at Gra ce m orEle m e n ta rySch ool in Ka n sas Ci ty,( see pa ge 54 - 55 ) , a ll of the stude n ts appl y,re i n force, a nd ext e nd w h atth ey h ave lea rn edby c reating a color - coded class mural of a “ fra ction town . ”The Our Town l i t e ratu re unit con tri b u t edby Lori Ba rn ett( see pa ge 102 - 103) helps stude n ts pe r son a ll y ext e nd w h atth ey h ave lea rn edabo u tthe individual and the collective pe r s pective in th e i r own lives.Th ey c reate pe r sonaltime ca p s u les, as well as a class time ca p s u le, ea ch con taining pe rti n e n t a rti fa cts,to re p rese n tth e m sel vesindividua ll y a nd collectivel y to pe r sons in a fu tu re time pe riod . Step Six m oves the stude n ts into Self -D iscove ry. M aslow s pea ks of del ight, “expe rie nces w h ich are va l idat ed by … del ight. ” The word desc ri bes Self -D iscove ry bea u ti fu ll y. Act or - di rect or Rich a rd Be nj a m i n ,s pea king of h is expe rie nce at La Gua rdi a Pe rforming A rts Sch ool , desc ri bes the del ight o f lea rning in th is mode: “It was … the luckies tthing th at eve r h a p pe n ed to me. It was a lon ge r( sch ool) day, b u tth ey co u ldn’t getthe kids out o fth e re. ” Th is is active th i n ki n g.Th is is lea rning by doi n g,a ndits esse nce is problem sol vi n g. “We sol ve a problem or ma ke a discove rywhen we impose a puz z le form on a di ffic u l tyto conve rti tinto a problem th at can be sol ved in such a way th ati t gets usw h e re we wa n tto be.Th atis to say,we recas tthe di ffic u l tyinto a form th atwe know h ow to wor kwi th -then we wor k i t. Much ofw h atwe spea k o f as discove ry con s is ts of knowing how to com pose a wor ka ble ki nd ofform on va rious ki nds of di ffic u l ties.A s ma ll but c rucial pa rt o f discove ryo fthe high es t orde risto inve n t a nd develop effective models or p uz z le form s. Itis in th is area th atthe tru l ypowe rfu l m i nd sh i n es.B u ti tis surp rising tow h atdegree pe rfectl y ordi n a rypeople ca n , give n the be n efi t o fi n s truction , con s truct quite interes ting and w h at, a ce n tu rya go, wo u ld have been con s ide red greatl y original model s. 4MAT IN ACTION: INTROD UCTION THE 4MAT SYSTEM: A CYCLE OF LEARNING xvi 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

I have neve rseen anybod y i m p rove in the art a nd tech n iq ue ofi nq u i ryby a ny m eans oth e rthan enga ging in inq u i ry. We ca n notlead ourlea rnersto inq u i ryby using wor k book pa ges as the maj or th ru s t o f o u rlesson s.We mustm otivate them by a n swe ring the ques tion “Why?” ;we m u s tt ea ch itto them by a n swe ring the ques tion “Wh at?” ;we mustlead them from the abstra ctto the real by a n swe ring the ques tion “How doesth is wor k ?” ; a nd we m u s t a llow them the del ight o fself - discove ryby b u i lding in the ques tion “If?” “ Much ofw h atwe spea k o f as discove ry con s is ts of knowing how to impose a wor ka ble ki nd ofform on va rious ki nds of di ffic u l ties. ” ( M a s l o w ) The goals th at a re emph as i zed th ro u gh o u t Q ua dra n t Th ree incl ude resol ving contra diction s, ma n a ging ambigu i ty, com p u ti n g, collecting data , i nq u i ri n g, p redicti n g,recordi n g, hypoth es i z i n g,ti n ke ri n g, m eas u ri n g, expe ri m e n ti n g, p roble m - sol vi n g, a nd ma king dec is ion s. Stude n ts may be enga ged in activi ties s uch as field wor k a ndlab wor k, a da pting new knowled ge for pe r sonal u sefu l n ess, conve r sations wi th tea ch e r a nd pee r s, de m on s tration s,wor ksh eets, ch a pt e r q ues tion s, a nd essays ; p uz z les, di a gra m s, com p u t e r expe ri m e n ts, i n t e rviews and self - assess m e n t.Tea chers may assess stude n t p rogress by looki n g for evide nce oflea rn e r a u th e n tic i ty,s tude n t a b i l i ty to integrate knowled ge into l i fe (usefu l n ess ) ,flexi b i l i ty o f th o u ght, con ti n ge ncy logic and reason i n g, ma n a gea b i l i tya nd ti m el i n es for p rojects, p roject ch oice pa ra m et e r s,reflective not es abo u t con t e n t, essays or p roblems req u i ring multi ple meth ods ofsol u tion a nd by a cc u ra cy a nd th oro u gh n ess ofs tude n t wor k. Q uad ra n t Fo u r: I n t e grating A p pl ication and Experie n ce A process from Active Experimenting to Sensing/Feeling A ll ofthe lea rners go th ro u gh th is process, b u t Q ua dra n t Fo u r a p peals mos tto the Dyn a m ic Lea rn e r s.The favorite ques tion forthe Dyn a m ic Lea rners is“Wh atIf?” You must give them the op portu n i ty to integrate w h atth eyh ave lea rn ed ,t o s pea k in th e i r own voice,to re p rese n t w h atth ey now know in th e i r own bes t way, a nd to sh a re the del ight o f lea rn i n g. TEAC H E R’S ROL E – EVA LUATOR/ RE M E DI ATOR/ CO-CE L E B RATOR ME THOD – EVA LUATION, SE L F-DIS COV E RY Now we move into Qua dra n t Fo u r,w h e re lea rn e r s dee pen the initi ative th eybegan in Step Six. He re th ey refine the uniq uel y pe r sonal th i n gs th ey h ave don e. If we have done ourj ob well ,the impetu s to explore,to ma n i p u lat e,to ch oose now com es from th e m . Th ey h ave been freed to go beyond the objectives th e m sel ves. The lea rners in con s u l tation wi th th e t ea ch e r can now eva l uate and re m edi at e.Atth is poi n tin the cycle,the lea rn e r s xvii QUA DRA NT FOU R: I NTEG RATI NG A P P L ICATION A N D EXP E R I E NC E

can eva l uate th e m sel ves,th e i rlea rn i n g, a nd refine and edi tth e i r own wor k. Th e s tude n ts are tru l y lea rning from ea ch oth e r. STEP SEVEN: REFINE Evaluate the Extension TEAC H E R’S ROL E – EVA LUATOR/ RE M E DI ATOR ME THOD – EVA LUATION QU ESTION TO B E A NSWE R E D – WH AT IF? R EFINE is the step w h e re the lea rners are asked to a n a l y ze w h atth ey h ave pla n n edas th e i r“p roo f” o f lea rn i n g.The left - m ode ch a ra ct e ris tic of Step Seve n l ies in the analys is of the pla n n i n g.Th is analys is sh o u ld be based on : 1. Releva nce to the con t e n t / ski ll s 2 .O rigi n a l i ty 3. Excelle nce 4. Agreed - u pon rub rics from Step Six Step Seven req u i res the lea rners to appl y a ndrefine in some pe r son a l , m ea n i n gful way w h atth ey h ave lea rn ed .As you wi ll see in the lesson plan sa m ples in th is book,th e re are ma ny di ffe re n t ways to ach ieve th is step.The stude n ts (as well as peers and the tea cher) wi ll be invol ved in edi ting and refining the wor k th ath as been done so fa r, analyzing fors tre n gths and wea kn esses,ta king a pos i tion , a nd e n ga ging in productive self - assess m e n t. M a ny ki nds of ch oices are poss i ble. Tea chers sh o u ldmove th e i rs tude n ts to immedi ate usefu l n ess. Stude n ts are now ca pa ble of going beyond the objectives th e m sel ves to pe r sonal interes t based on the com b i n ed expe rie nce in Qua dra n t O n e,the knowled ge in Qua dra n t Two, a nd the pra ctice lea ding to pe r son a l i zation in Qua dra n t Th ree.The lea rning is be i n g ext e nded outwa rd into th e i rl ives. STEP EIGHT: PERFORM Adapting It Themselves and Sharing What They Create With Others TEAC H E R’S ROL E – CO-CE L E B RATOR ME THOD – SE L F-DIS COV E RY QU ESTION TO B E A NSWE R E D – WH AT IF? In the las tstep ofthe 4MAT u n i t, P ER FORM,th e lea rners sh a re w h atth eyh ave lea rn edand creat ed wi th ea ch oth e r, a nd perhaps wi th the wide r com m u n i tyatla rge.Th is is the pla cew h e re stude n ts a re asked to sta nd and spea k in th e i r own voices as th ey sh a re in th e i r own bes t way w h ati tis th eyh ave lea rn edfrom the cycle th eyexpe rie nced . So we 4MAT IN ACTION: INTROD UCTION THE 4MAT SYSTEM: A CYCLE OF LEARNING THE QUADRANT FOUR STEPS xviii 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

retu rn to syn e rgy,w h e re we bega n . B u tth e re is a di ffe re nce, a great di ffe re nce. If we have done ourj ob,we have given ourlea rners the ski lls to discove rfor th e m sel ves w h eth e r or notw h atwe have ta u ghtis worth knowi n g. “We may well ask o f a ny item ofi n formation th atis ta u ght orth atwe lead a ch i ld to discove rfor(her) himself w h eth e ri tis worth knowi n g. I can th i n k o f on l y two good cri t e ria and one middling one for dec iding such an iss ue:w h eth e rth e knowled ge gives a se n seof del ight a nd w h eth e ri t bes t ows the gi ft o f i n t ellectua l travel beyond the information give n , in the se n seof con taining wi thin itthe bas is o f ge n e ra l i zation . The middling cri t e rion is w h eth e rthe knowled ge is usefu l . It tu rns out, on the w h ole,th at u seful knowled ge looks aft e ri tself. So I wo u ld urge th at we as educat ors leti t do so and conce n trate on the fi r s ttwo cri t e ri a .D el ight a nd travel ,th e n … . The impl ications of th is concl u s ion are th atwe optfor de pth a nd con ti n u i ty in ourt ea ch i n g,rath e rthan cove ra ge, a nd th at we re - att e nd a fresh w h ati tis th at gives a se n seofi n t ellectual del ightto a pe r son who is lea rn i n g. ” ( M a s l o w ) The goalsth ata re emph as i zed in Qua dra n t Fo u r a re creati n g, ide n ti fying con s tra i n ts,revis i n g,c reating model s, coming to clos u re, edi ti n g,s u m ma ri z i n g, ve ri fyi n g,syn th es i z i n g,re - p rese n ti n g,reflecting anew,re - foc u s i n g,a nd eva l uati n g. Stude n ts are activel y e n ga ged in edi ting processes(revis i n g,refi n i n g) ; e rror a n a l y z i n g;concl udi n g;ta king a pos i tion ; assessing the qua l i tyo fth e i r evide nce; c reati n g, colla borati n g,ve ri fyi n g,a nd summa ri z i n g;syn th esizing origi n a l pe rforma nces ; p re pa ring and prese n ting ex h i b i tions and / or p ubl ication s ; exi tsl i p s, a nd self - assess m e n ts.Tea chers may be assessing stude n ts by reviewing portfol io selection s,s tude n t p roducts,field not es, ex h i b i ts,fi r s t a nd second dra fts,th e i r u se of "bes t" expe rts,the qua l i tyo f ora l / vis ual prese n tations(approp ri at e n ess, se n s i tivi ty to feedba ck, origi n a l i ty,releva nce to a la rge r a udie nce ) , q ua l i tyo f n ew i n s ights and ques tion s,wi ll i n gn essto push limits, a nd ability to ext e nd conce pts a nd askn ew q ues tion s. A nd so … we move ours tude n ts from the usefu l n ess o f Q ua dra n t Th ree, to the del ight o f Q ua dra n t Fo u r. We lead them to Self -D iscove ry; we ta ke th e m ba ck a ro u nd the circle in eve r - i nc reasing com plexi ty. The cycle begins again wi th energy ge n e rat ed by the cycle j u s t com plet ed . xix

Itseems to me th at good tea chers do fo u rth i n gs well : Th ey i n s ti ll a love oflea rn i n g, th ey ma ke the di ffic u l t easy, th ey h elp us bel ieve in oursel ves — th atthe imposs i ble is poss i ble,th at we can hel p ch a n geour wor ld . a nd th ey give us an awa re n ess ofthe need to honor ea ch oth e r. So go forth and tea ch . A nd mos t o f a ll ,t ea ch yo u rs tude n ts to celeb rate dive r s i ty. For o u r c u l tu rehas a way o f giving us la dders when we need trees, reason when we need myth , a nd se pa rat e n ess when we need unity. In the music ofthe unive r se,th e re is harm ony. For when you tea ch yo u rs tude n ts to celeb rate dive r s i ty, you wi ll give the gi ft o f gra ce. The gra ce to ble nd allth atis,was, a nd sh a ll be. CITES: Atwat e r, C a rol . “Special Sch ool s, ” U SAToday, Wedn esday,A p ril 13, 19 8 3. Section 3D. B ru n e r, Je rome S. On Knowing: Essays for the Left Hand. Belknap Press of Ha rva rd Un ive r s i ty Press, C a m b rid ge, M A. Second Pri n ti n g, 19 8 0. Gi bbon ey, Rich a rd A. Toward Intellectual Excellence: Some Things to Look for in Classrooms and Schools (TIE), Gra duate Sch ool of E ducation , Un ive r s i ty o f Pe n n sy l va n i a , 3 700 Wa l n u t Street, Ph i la del ph i a , PA 19 104 -3 688. 19 82 . M aslow, Ab raham H. Toward a Psychology of Being. Second Edi tion .NY: Von Nos tra ndRe i n h old Com pa ny. 1968. M c C a rthy, Be rn ice. The 4MAT System: Teaching to Learning Styles with Right/Left Mode Techniques. Wa uconda , I L:Abo u t Lea rn i n g, I nc . , 19 8 0, 19 8 7. M c C a rthy, Be rn ice. About Learning. Wa uconda , I L:Abo u t Lea rn i n g, I nc . , 1996. M c C a rthy, Be rn ice. About Teaching: 4MAT in the Classroom. Wa uconda , I L: Abo u t Lea rn i n g, I nc . , 2 0 0 0. Prawat, Rich a rd S. “D ewey, Pie rce and the Lea rning Pa ra dox, ”A m e rica n E ducational Resea rch Jo u rn a l . Vol . 3 6, No. 1, Sp ring 1999. 4MAT IN ACTION: INTROD UCTION THE 4MAT SYSTEM: A CYCLE OF LEARNING xx 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

4 MAT in Ac tion 4 th Edition Susan Morris Bernice McCarthy About Learning, Incorporated Wauconda, Il www.aboutlearning.com www.lessonbank.com

2 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed CONTENTS PRIMARY FINE ARTS/VISUAL ARTS: Kachina Dolls. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-5 FINE ARTS/MUSIC/SOCIAL STUDIES: Wants vs. Needs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-7 FINE ARTS/LANGUAGE ARTS: Shadow and Mystery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-9 LANGUAGE ARTS/PHYSICAL EDUCATION: Action Verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10-11 LANGUAGE ARTS: Adjectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12-13 LANGUAGE ARTS: “Alexander and the Terrible, Horrible, No Good,Very Bad Day” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14-15 LANGUAGE ARTS: Working Together. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16-17 LANGUAGE ARTS: “Make Way for Ducklings” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18-19 LANGUAGE ARTS: “Owl Moon”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20-21 MATHEMATICS: Attributes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22-23 MATHEMATICS: Introduction to Geometry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24-25 MATHEMATICS/SCIENCE: Size. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26-27 MATHEMATICS: Numbers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28-29 SCIENCE/LANGUAGE ARTS: Eggs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30-31 SCIENCE: Natural Selection. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32-33 SCIENCE: Plants in the Neighborhood Habitat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34-35 SCIENCE: Ecology/Our Environment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36-37 SOCIAL STUDIES: Friends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38-39 SOCIAL STUDIES: The Flag. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40-41 INTERDISCIPLINARY SCIENCE AND SOCIAL STUDIES/GEOGRAPHY:Environment and Survival–Wheel One . . . . . . . . . . . . . . 42-43 INTERDISCIPLINARY SCIENCE AND SOCIAL STUDIES/GEOGRAPHY:Environment and Survival–Wheel Two . . . . . . . . . . . . . 44-45 INTERMEDIATE FINE ARTS/MUSIC: Beethoven Style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46-47 LANGUAGE ARTS: English Alphabet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48-49 LANGUAGE ARTS/STUDY SKILLS: Homework Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50-51 LANGUAGE ARTS: Parts of Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52-53 MATHEMATICS: Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54-55 MATHEMATICS: Measurement(1 of 3) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56-57 MATHEMATICS: Measurement(2 of 3). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58-59 MATHEMATICS: Measurement(3 of 3) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60-61 MATHEMATICS: Fibonacci Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62-63 SCIENCE: Birds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64-65 SCIENCE: Waste Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66-67 SOCIAL STUDIES: United States Government . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68-69 SOCIAL STUDIES: Local History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70-71 SOCIAL STUDIES: State Counties. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72-73

MIDDLE SCHOOL ENGLISH: Audience Attributes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74-75 ENGLISH: Poetry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76-77 ENGLISH: Literature/”Where the Red Fern Grows” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78-79 SOCIAL STUDIES/FINE ARTS: Mayan Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80-81 FINE ARTS/VISUAL ARTS: Art Imitates Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82-83 FOREIGN LANGUAGE/FRENCH I: Descriptive Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84-85 GUIDANCE: Planning for High School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86-87 LANGUAGE ARTS/SOCIAL STUDIES/STUDY SKILLS: Learning to Learn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88-89 MATH/PRE-ALGEBRA: Writing and Solving Equations (1 of 2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90-91 MATH/PRE-ALGEBRA: Writing and Solving Equations (2 of 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92-93 SCIENCE: Scientific Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94-95 HISTORY: The Great Depression. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96-97 HIGH SCHOOL ENGLISH: “A Man for All Seasons”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98-99 ENGLISH LITERATURE: Gender Stereotypes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100-101 ENGLISH: “Our Town”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102-103 ENGLISH: Symbols in Poetry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104-105 HISTORY: Revisionist History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106-107 HISTORY/HUMANITIES: Slavery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108-109 MATH/ALGEBRA II: Graphing Sinusoids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110-111 MATH/CALCULUS: Maximum/Minimum Value. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112-113 SCIENCE/BIOLOGY: Enzymes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114-115 SCIENCE/BIOLOGY: Living and Non-living Things. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116-117 POST-SECONDARY ADULT EDUCATION WOMEN’S HEALTHCARE: Breast Self-Exam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118-119 COMMUNITY COLLEGE CUSTOMER SERVICE: Telephone Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120-121 ECONOMICS: Elasticity in Economics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122-123 MATH/BASIC ALGEBRA: Graphing Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124-125 MEDICAL TECHNOLOGY: Medical Terminology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126-127 TECHNICAL WRITING: Memoranda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128-129 LAW LAW: Attorney/Client Confidentiality. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130-131 MANAGEMENT TRAINING INSTRUCTOR STAFF DEVELOPMENT: Sources of Power/Use and Misuse.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132-133 ORGANIZATIONAL THEORY: Instructional Design/Perspectives on Organizations. . . . . . . . . . . . . . . . . . . . . . . . . . 134-135 STAFF DEVELOPMENT CAREER AWARENESS: Connecting School Work and Careers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136-137 AuthorIndex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139-140 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed 3

PRACTICE The teacher reviews paper sculpture techniques useful for making Kachinas. Activity The students practice trying various paper sculpture techniques useful in making Kachina dolls. EXTEND Students represent special qualities by making their own Kachina dolls. Activity Students use toilet paper rolls as a base and appropriate paper sculpture techniques to make a Kachina Doll which represents at least three qualities of their special person. REFINE Students share their work with a partner and with the teacher. Activity Partners and the teacher try to correctly identify the special qualities represented by the Kachina dolls. Students assess the quality of their own work, making changes in technique as necessary. PERFORM Students appreciate their own work and the work of others. Share Kachina Dolls. Activity Students pair up with a new partner to share their Kachina's qualities and the techniques they used. All Kachinas are displayed for the whole class to enjoy. Students each share one new idea they have about the qualities of people because of this unit and their project. SUBJECT Fine Arts/Visual Arts DURATION 2-3 class periods AUTHOR(S) Jean Bailey is an art teacherin HamiltonWenham School District,Hamilton, MA. She is a certified 4MAT Trainer and has served as the Project Leader forthe HamiltonWenham 4MAT Implementation Project. 4 4MAT IN ACTION: PRIMARY KACHINA DOLLS 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Qualities OBJECTIVE Students will learn how artists create works of artto express the qualities they see in others. REQUIRED RESOURCES Example Hopi dolls for students to attend;toilet paperrolls and other materials for paper sculptures CONNECT Students imagine ideal personal qualities. Activity The teacher begins by sharing a personal story of someone s/he knows well who is exemplary, including examples of attributes that make this person special. The students each think of a person who has an ability or quality they admire. IMAGINE Students "feel" what it is like to become a work of art embodying a special quality. Activity Using kinesthetic movement and no words, students mime a person with a particular special quality and then become a "statue" of the person. ATTEND Students share and express thoughts and experiences. Activity Students tell a partner about the qualities of their chosen person and why this person is special. Then, they share with the larger group. The teacher creates a chart summarizing the specific qualities the students identify. INFORM Students learn how Hopi use Kachina Dolls to represent special qualities. Activity The teacher gives a background overview of the Hopi people, including history, values, and other important information. S/he shares some example Kachina Dolls explaining what they are, how and why they are made, and the qualities they represent. 5

PRACTICE The teacher provides activities for practice and checking for understanding. Activity Students name four things they want and four things they need. They rank the four items in order of preference, and discuss why they made their choices. EXTEND Students compose melodies and create movements that express the concepts learned. Activities 1)Give each child a bell set and mallet. Students create melodies representing wants and urgent wants. Pose the question to them: "What would wants and urgent wants each sound like?" 2)Students create movement patterns to express wants and urgent wants. 3)Give masks to students. They are now actors and actresses and may be the character on their mask. Have the students pantomime their characters and explain their character's wants and urgent wants. REFINE Students refine their applications. Activity Children work in pairs to practice their performance. Teacher provides suggestions for enhancing the pantomimes. PERFORM The children celebrate and portray their learning. Activity The children put on a small show for each other including their movements and melodies, in character if they wish. The class sings the parody, "Happy and You Know It", and reviews the "Gimme" chant. SUBJECT Fine Arts/Music/ Social Studies DURATION Several class sessions AUTHOR(S) At the time this unit was first published, Dianne Mendenhall taught elementary music forIndianapolis Public Schools, Indianapolis, IN. She is a certified 4MAT Trainer. Dianne comments on this plan: "I use music to teach basic economic concepts to young children. People have wants and urgent wants. Those wants consist of goods and services. Everyone's wants cannot always be fulfilled due to limited resources. To facilitate getting one's wants, people bartered or traded goods and services. Money was created to make bartering more practical." 6 4MAT IN ACTION: PRIMARY WANTS VS. NEEDS

CONCEPT Urgent Wants OBJECTIVE Students will learn that people wantthings for differentreasons. REQUIRED RESOURCES Empty gift box; drawing paper; crayons;song: "Old Hogan's Goat"; bell sets and mallets; recorders; masks for different characters: nurse, knight, clown, witch, farmer, etc. CONNECT Students will explore the things they want but may not need. Activity The teacher passes a small empty "magic" gift box from student to student, seated in circle formation. Each student imagines what they would want to be in the box because the box is "magical" and can change sizes and shapes, and the students can have whatever they want. Tell children that whenever they hear the word "want" or "wants," they should touch their head and toes as quickly as possible. IMAGINE Children create imagines of wants and urgent wants. Activity Students draw pictures of things they think children want and things children have to have in order to surv i v e . ATTEND The children look at the idea of wants and needs through the example in a song. Activity Sing "Old Hogan's Goat" (an echo song). After singing, ask students the following: Who is the song about? (Old Hogan and his goat); What did the goat do to upset Old Hogan? (Ate 3 red shirts off the line); What happened to the goat? (Hogan tied him to the railroad track); What did the man want from the goat? (His shirts); What did the goat want when he was tied to the track? (His life!) INFORM The children learn the difference between human wants and needs. Activity The teacher explains the difference between "wants" and "urgent wants." S/he makes reference to the goat song. Children learn the "Gimme" chant: "Gimme, gimme, gimme, gimme, gimme, gimme, gimme, gimme, this and gimme that! Gimme, gimme, gimme, gimme, gimme, gimme, gimme, gimme this and gimme that!” 7 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

PRACTICE Students prepare a data retrieval chart to reinforce and review the elements of mystery. Activity In small learning groups, students prepare a data retrieval chart summarizing the key ideas presented in the previous lesson. All charts are shared with whole group. Teacher creates collective chart displaying all student data. EXTEND Students collaborate on a project to express mystery. Activity Students form small learning groups. Each group will collaborate on a plan to express mystery creatively in an art form (drawing, mural, collage, sculpture, diorama) or in a Chinese Shadow Play. REFINE Students implement their project plans. Activity Students gather materials and create their unique mystery expressions. The teacher provides ongoing advice and assistance to each group. PERFORM Students share what they learned and created. Activity The students share their artistic products or Chinese Shadow Play with other classes. As appropriate, "Carnival of the Animals" is again used as background music. SUBJECT Fine Arts/Language Arts DURATION 2-3 weeks AUTHOR(S) At the time this plan was first published, Constance Bronner and Rosemary Coyne were primary grade teachers at Belle View Elementary School, Fairfax County Schools, Alexandria,VA. 8 4MAT IN ACTION: PRIMARY SHADOW AND MYSTERY 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Mystery OBJECTIVE Students will learn the concept of mystery through its portrayal in both Literature and Art. REQUIRED RESOURCES Shadows by Larry Kettlekamp; Shadow by Marcia Brown; music, large print of “A Jungle Sunset” and a cloth to hide itfrom the children CONNECT Students experience how the use of shadow creates mysterious effects. Activity While playing "Carnival of the Animals" by Saint-Saens for background music, the teacher displays a large print of the painting," A Jungle Sunset," by Henri Rousseau, which is hidden by a large piece of fabric. They are engaged in solving a mystery. S/he uncovers the painting in stages, "teasing" the students to describe what they see as piece-by-piece the picture is uncovered. The lower center portion is uncovered last, and students discover the shadow. IMAGINE Students integrate the concept of shadow and mystery in Art and Literature. Activity Students relax and visualize the scenes as the teacher reads the book, Shadow, by Marcia Brown, as a vehicle for an imaginary experience. Students mindmap their feelings that were generated by their imaginations as they experienced the story. ATTEND Students analyze the artist's use of shadows as they reflect on their "mystery" experience. Activity The teacher leads a verbal analysis of the painting, "A Jungle Sunset," focusing on the artist's use of shadow. Repeated patterns, overlapping, mood, color, lines, shape, space, and texture are discussed as they relate to heightening the shadow's effect. INFORM The teacher provides instruction on the elements of mysterious expression in Art and Literature. Activity The teacher reviews the elements of mystery that were evidenced in the previously experienced painting and story. Using the book, Shadows, by Larry Kettlekamp, the children learn about Chinese shadow plays and how they provide another way to express mystery. 9

PRACTICE Traditional guided practice activities are used to reinforce the concept of action verbs. Activity Students use practice worksheets and exercises in accompanying text. EXTEND Students further apply and elaborate what has been learned about action verbs. Activity Students select their own example of an action verb, and using drawing paper and markers, they draw pictures illustrating their verbs. On a separate paper, they write sentences using their verbs. REFINE Students evaluate and share their drawings to determine how well they have represented the concept of "action.” Activity In cooperative learning groups, students share their drawings without showing their sentences. They guess each other's action verbs correctly and evaluate each other's sentences. They have the opportunity to edit and revise their work. PERFORM Students take delight in what they have learned about identifying and using action verbs. Activity Children participate in aerobics exercise demonstrating as many as possible of the action verbs used by them throughout the unit. SUBJECT Language Arts/ Physical Education DURATION 2 weeks AUTHOR(S) Robin Reilly and Margaret Wallace teach third grade at Mary Fisk School in Salem, New Hampshire. They are participants in the Salem 4MAT Implementation project led by their Principal, Jane Batts. 10 4MAT IN ACTION: PRIMARY ACTION VERBS 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Action OBJECTIVE Students will use kinesthetic movement activities to understand the concept of action as it is expressed in language (action verbs). REQUIRED RESOURCES Square dancing music; poster board and markers CONNECT The teacher engages the students in an experience expressing action. Activity The teacher serves as the "caller." After introducing the calls and the movements, the children form squares and participate in a lively square dancing activity. IMAGINE Students see and represent the wider application of the action words already used. Activity Two groups of student squares form two teams. Each team participates in "charades" using the action words from the class list. ATTEND Student dancing squares analyze the calls used in the dancing. Activity Students form cooperative learning groups formed from their dancing square. Each "square" is given a poster board and markers for listing the call words that directed the action. The teacher creates a master list from contributions of each group of squares. INFORM The teacher introduces the word "verb" and expands student understanding of verbs as "action words.” Activity Teacher provides direct instruction connecting action words and verbs. Students read text, and the teacher uses the overhead projector to review a list of words which are action verbs and nouns. The teacher checks for understanding, using "thumbs up, thumbs down" for student internalization of concept. 11

PRACTICE Students identify adjectives in written form. Activity Students are given paragraphs with missing descriptors. They fill in the blanks with adjectives and compare their choices with those of a classmate. EXTEND Students apply what they now know about adjectives in a real-world way. Activities 1)The children and the teacher plan a "Tasting Party" which will feature several types of similar foods, i.e., four different kinds of apples, several kinds of chocolate chip cookies, two or more brands of BBQ chips, different flavors of pickles, etc. In small groups, children taste-test different foods and generate adjectives to describe them. 2)Each student writes and illustrates two or more riddles using lots of adjectives to describe favorite foods from the Tasting Party. REFINE Students test and edit their riddles. Activity Students return to their small groups and test their riddles on each other. Working with partners, they edit their riddles for sharing with the whole class. Each group selects four riddles and four illustrations to be "tested" with the whole class. PERFORM Students enjoy sharing what they have created using adjectives. Activity Each group shares its selected riddles and illustrations with the whole class. SUBJECT Language Arts DURATION 3 to 4 days AUTHOR(S) Vicky Moriarity teaches second grade at Riverview Elementary School, Marion Community Schools, Marion, IN. 12 4MAT IN ACTION: PRIMARY ADJECTIVES 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Attributes OBJECTIVE Students will learn to identify, use and appreciate adjectives. REQUIRED RESOURCES Foods for“Tasting Party” CONNECT Students are engaged in a game in which they develop an awareness of attributes. Activity Students are divided into two groups. All the children take off their shoes and put them into a "group" pile. The teacher conducts a "race" to see which group can identify their shoes and put them back on without talking. IMAGINE Students deepen their perception and understanding of attributes as described by adjectives. Activity Children go on a treasure hunt to find other objects in the room with the same attributes as their own shoes. Each child must find something with two or more of the same characteristics, thereby reinforcing the understanding that different things may have similar attributes, and adjectives are the kind of words used to describe them. ATTEND The teacher leads the children in telling how they were able to find their own shoes. Activity The children remain in their groups and the teacher guides each group in making a list of words that describe each student’s shoes. What attributes helped them to recognize their own shoes? INFORM Students learn the definition of adjectives and are able to identify them. Activity The teacher provides direct instruction using the class textbook and teacher prepared overheads. She provides interactive instruction that allows for checking for understanding. Students learn the definition of “adjective" and demonstrate understanding by giving examples. 13

PRACTICE The students attend the details of the story. Activity The teacher helps the children find examples in the story of Alexander trying to cope. Some possible examples are: 1)Sneaking up in the car; 2)Deciding 16 wasn't an important number; 3)Telling Paul to go sit on a tack; 4 ) Wanting to go to Australia to avoid the dentist; 5)Blaming Anthony when he fell; 6)Not wearing his white sneakers. EXTEND The children explore possible ways to change bad days into good days. Activities 1)Working in groups, the children rewrite the story with a new ending. The teacher reminds them of the colors the authors used to depict the gloom of his bad day and encourages them to add appropriate color to their endings when they illustrate them. 2)Working alone, the children write three ways they could have changed their terrible day (the one they illustrated in Step Three, "Imagine") into a not so bad day. REFINE The children share and edit their work. Activity Working in Pair/Share teams, students share their solutions with each other. The teacher follows up by eliciting ideas for a class list of coping strategies. PERFORM Children celebrate what they have learned about coping. Activity The children create badges for people who "cope" and develop procedures to award them to each other. The teacher holds a class "Awards" ceremony in which each child receives a badge from a classmate. SUBJECT Language Arts DURATION 3 class sessions AUTHOR(S) Bernice McCarthy is the President of About Learning, Incorporated and the creator of The 4MAT® System. 14 4MAT IN ACTION: PRIMARY “ALEXANDER AND THE TERRIBLE, HORRIBLE, NO GOOD,VERY BAD DAY” 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT To aid understanding in how we can learn to cope with bad days. OBJECTIVE Children will explore how we can change bad days into good days by the ways we learn to cope. REQUIRED RESOURCES A copy of Alexander and the Terrible, Horrible, No Good, Very Bad Day, by Judith Viorst, illustrated by Ray Cruz. New York: Aladdin Books, 1972. ISBN 0-689-71173-5; necessary artsupplies CONNECT Children begin to attend the ways people cope with bad days. Activity In small groups, the teacher leads the children in sharing favorite things they do to feel better when they're feeling bad. Then they share things they’ve observed adults do when they are feeling bad. The teacher creates a class list. IMAGINE The children visualize the contrast between a good day and a bad day. Activity The children fold a piece of large drawing paper in half. They each draw a representation of themselves on a good day on one half and on a bad day on the other half. They share their pictures with a partner or a small group. INFORM The teacher uses a story to further explore coping. Activity The teacher reads the story, Alexander and the Terrible, Horrible, No Good, Very Bad Day. The children talk about the color the artist used to illustrate the book and relate it to the idea of "coping." 15 ATTEND The children attend some scenarios about coping. Activity The children listen to the following scenarios: Your family plans a picnic, but it is raining buckets. You all decide to spread blankets on the screened-in porch, play koosh ball, cook hot dogs on the barbeque, and play a guessing game where everyone wins prizes. A woodchuck is burrowing a new tunnel. He comes up under a big rock, he pushes and pushes, but he cannot move it. He turns around and builds a new tunnel that goes around the rock. Climbing roses are growing along a fence. They hit the side of a brick wall that runs along the walk. The roses climb up and over the wall to the other side and keep going. What is happening in all three stories? The teacher leads discussion.

PRACTICE Students practice sequencing a story or a set of p i c t u res showing a project from beginning to c o m p l e t i o n . Activity Children will cut and paste a series of five pictures showing a cooperative project and the roles different characters play from the beginning to the end. Students write or dictate three sentences telling what is happening in the story project. EXTEND Children select a small group project to apply what they have learned about cooperation. Activity Various projects are presented to the students: 1)making a covered pencil box; 2)creating cartoons that become a "roll movie"; 3)creating and illustrating a poetry cube; 4)planting seeds to grow a small terrarium garden. Children form groups of three, agree upon and select a project, decide on the roles they will take and the steps they need to take to complete the project. REFINE Students work on projects, evaluating as they go. Activity Children work in small groups to complete their projects. The teacher provides ongoing guidance and checks that assigned roles are being managed and that all are being responsible for the completion of the necessary tasks. PERFORM Students share their completed projects with their classmates and describe what they learned by working together. Activity Small groups "Show and Tell." They tell their peers in what ways they decided it was better to work together, including how they assigned jobs to different people and how that made the tasks easier to complete. SUBJECT Language Arts DURATION 2 weeks AUTHOR(S) Marlene L. Pulhamus teaches in the Primary grades in Paterson (NJ) Public Schools. She works in an in-class model thatis a Preve n tative / Re m edi a l Progra m . 16 4MAT IN ACTION: PRIMARY WORKING TOGETHER 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Cooperation OBJECTIVE Children will learn strategies for working together cooperatively to achieve a common goal. REQUIRED RESOURCES Story The Enormous Turnip;record of children's nursery rhymes or other music thatlends itself to rhythm instructions; set ofrhythm instructions CONNECT Students are engaged working together to complete a 50-piece puzzle. Activities 1)The teacher begins by showing children a piece of a picture and asking them to guess what it is. 2)Continue to add pieces a few at a time until the large picture is seen. Discuss puzzles they have done. 3)Group students in threes and have each small group complete a puzzle. Do not give any directions other than to put this puzzle together. IMAGINE Students experience coming together in a rhythm band. Activity Children listen to music playing nursery rhymes they are familiar with. They then select the rhythm instruments and play along with the music. Children will realize what it sounds like when instruments work together in concert. ATTEND Students discuss their feelings when they worked together. Activity The teacher leads a group discussion and each group charts those things they liked, agreed with, or did not like when they put the puzzle together. Question to ponder: Was there only one leader or did they all make suggestions on how to do the puzzle? INFORM Children listen to a story and decide how cooperation is important. Activity Teacher reads the story The Enormous Turnip. The children discuss: What was the problem? How was it solved? The teacher helps them review the sequence of the story. Do they ever need help with something that is "Enormous"? 17

PRACTICE The teacher checks for understanding of the main points of the story, while enhancing the children’s appreciation of how public servants help us. Activity The children respond to the following: 1)What hazards did Mr. and Mrs. Mallard face? List them. [Answers: traffic, turtles, foxes] 2)How did Mrs. Mallard know when she found the "right place"? 3)Look up what "molting"means. 4 ) Write a thank you note to Michael, the policeman, for helping the family make their way through the traff i c . EXTEND The children attend the "the right places" in their lives. Activity The children write about three things they could do to make their favorite place even more right for them. Their writing must include a good description of a favorite place for them, the concept that living things need to feel they are safe and in a place where they belong, and additional relevant details of the enhancement of their place. REFINE The children revise and edit their work. Activity Children share their favorite place descriptions with two classmates and the teacher. They edit their drafts and make final copies. PERFORM The children share their stories with a wider audience. Activity The children add illustrations to their final drafts. The writings are compiled in a class book, "Our Favorite Places," and displayed in the media center for other children to read and enjoy. SUBJECT Language Arts DURATION 3 sessions AUTHOR(S) Bernice McCarthy is President of About Learning, Incorporated, and the creator of The 4MAT® System. 18 4MAT IN ACTION: PRIMARY “MAKE WAY FOR DUCKLINGS” 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Belonging OBJECTIVE Children will understand thatit is good for living things to have a comfortable place to be and to know they belong. REQUIRED RESOURCES A copy of the book, Make Way for Ducklings by Robert McCloskey, Viking Press, l941, l969. ISBN 0-670-45149-5. Winner ofthe Gold Caldecott Medal in 194l; necessary artsupplies CONNECT The children look at animals and things that belong together. Activities 1)The teacher makes ten cards, each with a word or phrase and a picture of the following: soap, a cereal bowl, a puppy, a tree, a bird, a bathtub, a garden, a flower, a dog house, some cereal. 2)Tell the children to arrange the ten cards in the following way: Put the cereal in the garden, the flower in the dog house, the soap in the cereal bowl, the puppy in the tree, and the bird in the bathtub. 3)Ask the children if things are where they belong. When they answer in the negative, (there should be much laughter) have them put the things where they belong. IMAGINE The children are led to reflect on the personal choices of things that help people to be comfortable. Activity The children draw a picture of a place that really suits them, a place where they feel "just right.” ATTEND The children ponder the reasons people choose some things rather than other things. Activity The teacher leads discussion and creates a class list to answer the question: How do we know where things belong? Look for answers on function, the soap and the bathtub, physical capabilities, the bird in the tree and like species, the flowers and the garden. INFORM The children enhance their understanding that each of us is unique while they attend to and enjoy the story. Activity The teacher conducts a brief discussion on how we are all different, what suits us each best, and how we are all alike. Then s/he reads the story, Make Way for Ducklings. 19

PRACTICE The children explore the different ways of "seeing" the world using similes. Activity The teacher introduces the children to similes. Together they attend the story for examples of similes; they should find at least three. [Possible answers: Trees like statues; Shadows that bumped along; Face like a mask; Cold like an icy hand in my back; Shadows that stained the snow; Snow like milk in my cereal; Hope that flies] EXTEND The children represent their own excursion story containing their own similes. Activity The class creates a storybook that includes each child’s imagined excursion story. Working with 5th grade "buddies" in the writing center, each child dictates his own excursion story that includes at least three similes. They may include the illustration they previously created as well as add pictures from magazines to illustrate their one night journey. REFINE The children share their first drafts. Activity The children share their stories with a partner and with the teacher; they have the opportunity to edit based on the feedback they receive. PERFORM The children have an opportunity to become storytellers with younger children. Activity The class storybook is compiled containing the original writings and illustrations. The children each read their story to a younger child. They record what the younger children say and share these responses with the whole class. The teacher facilitates discussion focusing on the following: Was the experience enjoyable? Would they change any part of their story? What did the younger child learn? What did they learn? SUBJECT Language Arts DURATION 3 class sessions AUTHOR(S) Bernice McCarthy is the President of About Learning, Incorporated and the creator of The 4MAT® System. 20 4MAT IN ACTION: PRIMARY “OWL MOON” 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT The Natural World OBJECTIVE The children will enhance their understanding of humans and theirrelationship to the natural world. REQUIRED RESOURCES A copy of Owl Moon by Jane Yolen, illustrated by John Schoenherr. New York: Philomel Books, 1987. ISBN 0-399-21457-7. Winner ofthe Gold Caldecott Medal; necessary artsupplies CONNECT The children simulate being out in the natural world. Activity The teacher has the children imagine they are on a dark night excursion with a trusted adult companion to find some treasure. They imagine they are in a beautiful place looking for a particular animal. They then tell their imagined stories to each other. IMAGINE The children depict their imagined excursions. Activity The children draw pictures of their excursions, and share them with their partners. ATTEND The children share their imagined experiences. Activity The teacher guides a discussion in which the children share the kinds of special animals they imagined they were looking for and why. S/he lists the examples on a chart. INFORM The children will be attentive in the understanding and enjoyment of the story. Activity The teacher reads the book, Owl Moon. S/he engages the children in an interactive discussion of the detailed descriptions in the story of the natural environment on an "owl moon night", relating back to the children’s own imagined experiences and the illustrations they created. 21

PRACTICE Students practice and reinforce knowledge of sorting objects by their attributes. Activity Students work with prepared worksheets and bags of objects for sorting (People Pieces, Attribute Blocks, marbles, 15 dried bean soup mixes, etc.). Each student selects one bag of objects to sort. As they sort the objects, they record their groupings on the worksheet prepared for that set. When finished with one set, trade with another student until all worksheets are completed. EXTEND Students create their own collections for sorting. Activity Students select bags for collecting objects, and the teacher asks them to think of one type of object to collect (leaves, stones, twigs, grass/weeds, pencils, crayons, etc.). They build their own collections of sortable objects either within the classroom, out of the classroom, or for homework, making their own decisions about what goes in their bag. REFINE Each student makes a creative and personal application of their understanding of classification by attributes. Activity Using large sheets of cardboard, children separate their collected objects into smaller and smaller groups, until each can sort no further. They record the sorting step by step on a prepared worksheet. PERFORM Students share their collection and system of classification with the other students. Activity Children once again play "Guess My Rule?" Each student demonstrates her/his method of sorting. S/he will sort step by step, using her/his worksheet as necessary. At each step of the sorting, the other students will try to guess "The Rule." The game continues until all children have shared projects. SUBJECT Mathematics DURATION 1-2 weeks AUTHOR(S) Katie Woodru ff, a ce rti fied 4MATTra i n e r, h as been invol ved in education for ma ny years incl uding ten yea r s expe rie nce in sch ool a dm i n is tration . Sh e sh a res th ese th o u ghts a bo u tth is unit: “Sorti n g, Gro u p i n g,Class i fyi n g” is a ski llw h ich uses and s tre n gthens logica l th i n ki n g. We use logis ticalski lls con s ta n tl y in life, o ften wi th o u t being awa re ofi t. Grouping invol ves awa re n ess of attri b u t es, w h ich are ob se rved and then isolat ed . Stude n ts n eed develop m e n t o f th isski ll to help th e m ma ke orde r a nd se n se o u t o f p roblems and s i tuation s,w h ich become inc reas i n gl y com plex as th ey grow. Materials are simple and instruction uses lots ofthinking, questioning and discussion. 22 4MAT IN ACTION: PRIMARY ATTRIBUTES

CONCEPT Classification OBJECTIVE The students will explore the decisionmaking thinking skills involved in the skill of classification. REQUIRED RESOURCES Chart paper and markers for“What's My Rule?” game; Attribute Blocks and People Pieces; large variety of loose buttons; assorted objects forsorting 23 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed Activity 1)Teacher initiates game, "What's My Rule?" and explains that s/he is thinking of a rule and the class must figure it out. The teacher separates the children into two groups. Example: "Joan go to the front of the room. John go to the back. Sam to the back. Linda to the front. I wonder where Jim will go?" Children respond, but teacher does not share the rule until all children have been sorted. They discuss other ways they can sort themselves. 2 ) C h i l d ren play "What's My Rule?" Send 3-4 children out of the ro o m . The remainder decide on a rule for s o rting themselves into gro u p s . Outside children re t u rnand can ask any questions to determine the ru l e . Example: "Would I go into this gro u p or that group?" After they have finished questioning, they may make only one guess at the rule. Continue playing several more times with diff e rent c h i l d ren going outside the ro o m . CONNECT The teacher initiates Classification by personally involving students in a game in which they sort themselves into groups based on their physical attributes. Activity The teacher holds up Attribute Blocks one at a time and solicits responses from students as to characteristics/ attributes of each block (color, shape, etc.). S/he then holds up two blocks for comparison of differences and similarities. Students work in pairs, manipulating Attribute Blocks to solve problems stated by teacher. Example: Sort by shapes. How many groups? Sort by colors. How many groups? Using People Pieces, students continue to practice sorting guided by the teacher’s directions, i.e. Make 2 groups. What rule did you use for your groups? With each new direction, children create rules and results. IMAGINE The children will see how attributes can lead to discriminating similarities and differences. INFORM The children learn to sort objects successively leading to the smallest possible gro u p i n g . Activity The teacher uses large chart paper and real or card b o a rd buttons (including two shapes, two sizes, two colors, two/four holes). State lesson objective: "Today we are going to learn how to sort a large amount of buttons into the smallest possible group." At the top of the c h a rt, place all buttons in a circle and label "Buttons." The teacher keeps sorting the buttons into smaller groups by size, then color, then shape and finally number of holes. At each diff e rent sorting, make a circle and label the attribute. On another sheet of paper, sort the buttons again, but change the order of sorting (Buttons: holes, shape, color, size). Continue a third time, letting children respond. Give each student a pre p a red worksheet to fill in for the fourth and final method of sort i n g . ATTEND The children focus on specific attributes used in the game experience. Activity Using large chart paper, the teacher leads the children in listing single word rules used in the "What's My Rule?" game. These words are then organized into opposite pairs, such as "boys/girls," "blue eyes/ brown eyes," etc.

PRACTICE The teacher provides guided practice for vocabulary and concepts presented. Activity 1)Students complete review worksheets working with space figures and plane figures. 2)Students take pictures from magazines and coloring books. They trace and label the basic shapes or combination of shapes they see for all items in the picture. 3)Students complete challenge worksheets containing designs with many overlapping shapes. Their task is to identify as many as they can. EXTEND Students "tinker" creatively with geometric shapes. Activity 1)Students use cut outs of basic shapes from magazines pasted on construction paper to create their own collages of shape designs. Their task is to combine as many d i ff e rent shapes as possible while maintaining some a rtistic integrity. 2)Working in cooperative groups, each g roup is assigned a specific geometric shape. The gro u p task is to create a display of man-made and natural items that are composed of the assigned shape. L a rge items may be re p resented by miniature models or picture s . REFINE Student teams critique each other’s work. Activity Each team does a "pair and share" with another team. Their task is to ensure that each display has correct visual information. The teacher provides coaching, and teams are encouraged to edit as necessary. PERFORM Student final projects are shared. Activity The final group displays are posted for other classes to enjoy. SUBJECT Mathematics DURATION 2-3 weeks AUTHOR(S) Dolores Stoklosa is a resource room teacher at Mary Fisk School in Salem, New Hampshire. She has been a classroom teacherfor over fifteen years. She is a participant in the Salem 4MAT Implementation Project led by her principal, Jane Batts. 24 4MAT IN ACTION: PRIMARY INTRODUCTION TO GEOMETRY 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Shape OBJECTIVE Students will learn to recognize and name basic geometric shapes. REQUIRED RESOURCES Geometric shaped materials forsorting activity and “mystery box”; paperforstudents’ shape-folding activity; magazines with pictures CONNECT Students will explore shapes in their everyday world. Activity Working in cooperative learning groups, students go on a "shape search," challenged to find examples of things in our natural world that are not basically shaped in the form of cylinders or circles, cubes or squares, pyramids or triangles, or formed from either curved or straight connecting lines. Second, they are challenged to brainstorm a list of all things made by man that do not have the same criteria. IMAGINE Students broaden their understanding of geometric shapes. Activity 1)Working in small groups, students are given a set of boxes, each of which has one of the basic shapes represented on it. Given a variety of everyday objects, students decide each item's basic shape and place it in the correct box. 2)Students place hands inside several "mystery boxes" each of which contain an item with a basic geometric shape. Students identify and draw each shape they identify. 3)Working in small groups, students will kinesthetically "Be" each shape. ATTEND Students analyze the world based on their shape search experience. Activity Students post lists based on their collective brainstorming. The class as a whole decides if all items meet the set criteria. (The only thing on their lists without shape will be liquids or gases!) Students discover that all solid things have a basic shape or combination of shapes. INFORM The teacher provides necessary information and teaches new vocabulary. Activity Using the text, teacher introduces space figures and plane figures. The teacher instructs students in folding paper and drawing on graph paper to better understand concepts of space figures and plane figures. The students use new vocabulary to identify, name, and label their shape drawings from the IMAGINE activity. 25

PRACTICE The teacher provides practice in recognizing and describing the relativity of size. Activity The children complete exercises in which they reinforce size as relative. These might include matching activities, manipulatives in learning centers, appropriate computer "games." EXTEND The children personalize their learning via multimodal activities. Activity 1)The children play a comparison game. The teacher puts a small collection of objects in drawstring bags, enough bags for each g roup of 3 students to share. Working in their groups the childre n take turns being the leader, giving directions to their teammates to reach into the bag and find the largest, smallest, something larg e r than my ring, something smaller than your hand, something longer than your finger, etc. 2)The teacher leads a second game, adding kinetic practice, by asking the children to stand tall, make yourself t a l l e r, make yourself short e r, etc. 3)The children make up challenge papers to try on each other. They either draw a series of simple pict u res of objects of diff e rent sizes or cut and paste pictures fro m magazines or catalogs on art paper. At least three diff e rent drawing papers must be created by each child. Working with partners, they each arrange the other’s pictures in relationship to size. REFINE Children will test their ability to represent and re-represent relativity of size. Activity Children share their "series" with each other to determine if their own drawings represented a series and if they could re-represent the series created by their partner. PERFORM The class shares its collective drawings with the school. Activity The teacher and students create a composite display of all student series pictures to be shared with the other classes in the building. SUBJECT Mathematics/Science DURATION 1 week AUTHOR(S) At the time this plan was written, Charlene Baloun was a kindergarten teacher at Oliver Wendell Holmes School District#97, Oak Brook, IL. 26 4MAT IN ACTION: PRIMARY SIZE 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Relativity OBJECTIVE Children will learn that size is relative. REQUIRED RESOURCES Variety of clothing items in various sizes for“clothing store” activity; grab bags and variety of objects for experimentation; variety of magazines and catalogs for picture projects CONNECT Children explore how their own size is unique relative to others. Activity The teacher sets up a play clothing store with such items as hats, mittens, gloves, jackets, shirts, dresses and shoes. However, all the items "for sale" are too large or too small for the children. The students have time to "go shopping." IMAGINE The children see that size comparisons are relative. Activity The teacher gives each child two sheets of drawing paper. S/he asks the children to place one hand on one of the sheets with fingers outspread, and draw an outline around it. Next, they trace an outline of one of their feet on the other piece of paper. They compare their two outlines, then compare their hand outline with another child’s, and then compare their foot with another child’s foot. The teacher also traces her hand and foot for the children to each use for comparison. ATTEND The teacher and children discuss play experience with emphasis on the children's existing vocabulary for describing size. Activity The class discusses the experience. The teacher poses questions for the children: Did you "buy" anything in our store? Did it fit? Do you know anyone it might fit? Do you think you could have worn it when you were a baby? Do you think it will fit you tomorrow? Do you think you could wear it when you are older? INFORM The teacher reinforces the concept that size comparisons are relative. Activity The teacher instructs the children in relativity of size. S/he uses appropriate visual aids and manipulatives for concept reinforcement. 27

PRACTICE The children practice distinguishing sets of two and writing the numeral "2" and word "two." Activity Children cut out sets of two similar items from magazines, worksheets and/or catalogues. Children paste cut outs onto construction paper. The teacher provides worksheets for tracing and writing the numeral 2. Children write the numeral 2 and the word two on their construction paper. EXTEND The children extend their understanding of "twoness." Activity 1)As an instrumental music tape plays, children listen. Each time the music stops, children think of and do a visible physical action twice (jump 2 times, clap twice). 2)The teacher scripts as the children compose a fiction big book using the idea of "two" in the story. Each child contributes ideas and is listed as a co-author. REFINE The teacher guides the editing of the big book. Activity Together the teacher and class read and review the big book of "twoness." Necessary edits are made before the final draft is completed. PERFORM Children celebrate, share and promote what they have learned. Activity The children publish the big book: they decide on page breaks, illustrate each page, and the front and back covers. Volunteers compose and perform a commercial to persuade others to read their book. The children read completed the book to parents and others in school. SUBJECT Mathematics DURATION 1-1/2 - 2 weeks AUTHOR(S) Lydia Watts teaches first grade at Jefferson Elementary School in Kenmore, NY. She is a participant in the 4MAT implementation project led by former Jefferson Elementary Principal, Leona Killock. Jefferson is a recognized “Blue Ribbon of Academic Excellence” awardwinning school. 28 4MAT IN ACTION: PRIMARY NUMBERS 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed