4MAT and the Common Core

The Common Core State Standards (CCSS) set the what of learning by establishing clear academic goals, while the 4MAT instructional model provides the how by offering a cyclical framework to engage diverse learners. Teachers can use the 4MAT cycle to design lessons that ensure students master CCSS content and develop the critical thinking skills the standards emphasize. 

The 4MAT model as a framework for Common Core implementation. The 4MAT cycle, based on research into learning differences and brain-based teaching, moves students through four distinct phases of learning, answering a different core question at each step. This process naturally aligns with the deeper learning goals of the CCSS. 

How 4MAT helps address key Common Core shifts

Using the 4MAT model provides a structured way to implement the key shifts emphasized by the CCSS. 

Focus (fewer, clearer, higher standards): The 4MAT cycle's emphasis on central concepts over fragmented topics helps prevent a "mile wide and an inch deep" curriculum. By focusing on one concept at a time, teachers can lead students through the full learning cycle to ensure deep, meaningful understanding.

Coherence (connecting learning across grades): The 4MAT model strengthens the CCSS focus on coherence by framing each lesson as a full cycle of learning that builds upon previous knowledge. The final "adapt" phase encourages students to make connections and apply their knowledge in new ways, reinforcing the cumulative nature of the standards.

Rigor (balance of conceptual understanding, procedural skills, and application): The 4MAT cycle naturally addresses all three components of rigor.

Conceptual understanding: Developed in the Connect and Inform phases.

Procedural skills: Practiced in the Practice phase.

Application: Required in the Adapt phase, where students apply what they've learned to solve new problems. 

A practical example: Mathematics and the 4MAT cycle

Here is how a teacher could use the 4MAT cycle to teach the Common Core Math Practice Standard MP4: Model with mathematics. 

Why? (Quadrant 1): The teacher begins by asking students about a real-world problem, such as comparing their body proportions to reveal the remarkable similarities that everyone has in terms of the relative sizes of their bodies.
#1 Fist: foot Wrap string around your fist. Measure your foot with that string. (Should be the same.)
#2 Head x 3: height Wrap string around your head. Triple it. It should be your height.
#3 Wingspan: height Hold the string with one hand and measure your arm span. It should also be your height.

What? (Quadrant 2): Students learn about polynomial functions. Activity: Information delivery on how patterns simply complex situations. Assessment: Students complete notes.

How? (Quadrant 3): Students choose a partner to create a game for an educational company. This month the theme is Polynomial Functions. The company wants 5 types of games to be created that would review the different concepts involved with polynomial functions.

Each group selects the option that most interests them. Each game must have problems and answers that review the concept in the option of their choice. These questions must be written on index cards with solutions and work on the back.

What If? (Quadrant 4): Students share projects by playing games and reading research in rotation style. Activity: Students rotate to stations to play games. Assessment: Teacher assesses projects using rubric. Suggested time: 30-50 minutes