4MAT Learning Model and the Bilingual Math Lab

To address teacher need for a manageable framework to integrate the project’s three major curriculum areas—standards-based mathematics,
English-as-a-new-language strategies, and the arts—Bernice McCarthy’s (1996, 1999) experiential learning model, called the 4MAT model, has been adapted and successfully used by teachers who have previously participated in the project.  The 4MAT® system model is based on the premise that “humans learn and develop through continuous, personal adaptations as they construct meaning in their lives.” (McCarthy, 2003, p. 233). Using a four-quadrant “wheel,” the model provides a framework for the development of lessons which begin with concrete experiences, followed by reflection on those experiences to lay the foundation for students to be able to integrate their prior knowledge with the new concept being presented.  This is in keeping with lesson planning guidelines that recommend beginning instruction for English Language Learners (ELL’s) with building background knowledge, thus creating interest in the topic through familiar, concrete experiences (NCELA, 2006b).  The teacher then draws on students’ conscious prior knowledge to inform them about the concept, and provides guided practice and opportunities for them to creatively apply the new concepts to other situations.  This sequence of activities reflects learning theories that posit the need to use both “right and left mode” strategies in teaching and learning, suggesting a significant, cross-disciplinary role for the arts in instructional programs.