SAVI MODEL - soma [hands-on];
aural [listening & speaking]; visual [seeing];
Soma - physical;
learning by moving, touching, and doing; tactile, kinaesthetic, hands-on
learning - getting physical and using & moving your body while you learn;
build, physically manipulate, create pictogram & peripherals; act out a
process; have an experience; complete a physical project; simulation or
game; take a field trip; write, draw, talk about an experience; interview;
create an active exercise for whole class.
- learn by sounds, dialogue, reading aloud, telling someone what they just
experienced; remembering jingles & rhymes; listening to audio cassettes;
repeating sounds in their heads; talking out loud while solving problems;
manipulating models, gathering information, making action plans, create
personal meaning for self; read out loud from manuals & computer screens;
read & paraphrase; tape reading; create own tape for key words, processes,
definitions, procedures; tell stories with learning embedded in them; paired
discussion, telling, review; create a rhyme, rap, auditory mnemonic;
practice while describing aloud what you are doing; talk nonstop during
creative problem-salving or long-term planning.
- more equipment in everyone’s head for processing visual info than for any
other sense; using visual imagery in learning results in 12% better on
immediate recall & 26% better on long-term retention; helps all to see what
presenter is talking about; see real-world examples, diagrams, idea maps,
icons, pictures, images while learning; learn by creating idea maps; create
pictogram, icons, 3-D table-top displays; solve real-world situation - then
think & talk about it, drawing out processes, principles, & meanings that it
illustrates; picturesque language: metaphors & analogies; images; vivid
presentation graphics; 3-D objects; dramatic body language; vivid stories;
pictogram creation; icon job aids; field observations; colorful decorations;
room peripherals; mental imagery exercises.
- intellect is the sense-maker
of the mind; the means by which we “think,” integrate new experiences,
create new neural networks, & learn; intellect connects the body’s mental,
physical, emotional, and intuitive experiences to build fresh meaning for
itself; intellect is the means by which the mind turns experience into
knowledge, knowledge into understanding, and understanding [we hope] into
wisdom! Need sufficient intellectual challenge for the exercises to be
meaningful to the learners. solving problems, analyzing experience, doing
strategic planning, generating creative ideas, accessing & distilling info;
formulating questions, creating mental models, applying new ideas to the
job, creating personal meaning, thinking through the implications of an
idea; use all four SAVI elements in a single learning event: watch, do,
talk, think about applying such to the job; enhance problem-solving skills
by simultaneously manipulating something to produce pictogram or 3-D display
while talking aloud re what is being done.
VARK: V - Visual, A - Auditory; R - Read/Write; K - Kinaesthetic
[hands-on, moving, physical]
Visual: INTAKE: lecture using gestures & picturesque
language; pictures, videos, slides, posters; flowcharts; underlining in
color; textbooks with diagrams & pictures; graphs; symbols & white space;
PROCESS: reconstruct images in different ways; different spacial patterns;
redraw your images from memory; replace words with symbols or initials; look
at your page - picture it in your mind; reduce notes 3:1 in picture pages;
OUTPUT: draw things - use diagrams; write exam answers; recall the pictures
made on your pages; practice turning visuals back into words
Auditory: INTAKE: attend lectures/tutorials; discuss
topics with other students/tutors; explain new ideas to other people; use a
tape recorder; remember the interesting stories, illustrations, jokes;
describe the visuals to someone not there; leave spaces in notes for filling
in later; PROCESS: expand your notes by talking with others, reference to
text; put summarized notes on tape & listen to them; ask others to "hear"
your understanding of a topic; read your summarized notes aloud; explain
your notes to another "aural" person; OUTPUT: talk with the examiner; listen
to your voices & write them down; spend time in quiet places recalling the
notes; practice writing answers to old exam questions; speak your answers
Read-Write: INTAKE use: lists, headings,
dictionaries, glossaries, definitions, handouts, textbooks, readings -
library, lecture notes verbatim, lecturers who use words well& have lots of
info in sentences & notes, essays, manuals; PROCESS by writing out the words
again & again; read your notes silently again & again; rewrite the ideas &
principles in other words; organize graphs & diagrams into statements; turn
actions, reactions, diagrams, charts & flowcharts into words; imagine your
lists arranged in multiple-choice lists & distinguish them; OUTPUT by
writing exam answers; practicing with multiple-choice questions; writing
paragraphs, beginning, & endings; write your lists; arrange your words into
hierarchies and points
KINAESTHETIC: INTAKE: Use all your senses: labs,
field trips, field tours, examples of principles, lecturers who give
real-life examples, applications, hands-on approaches, trial and error,
making collections of things, exhibits, photographs, samples, recipes -
solutions to problems, previous exams; PROCESS: add examples to notes;
remembering the real things that happened; putting plenty of examples into
your summaries; using case studies & applications to help with principles &
abstract concepts; talk about your notes with another "K" person; use
pictures & photographs as illustrations; go back to the laboratory or lab
manual; recall the experiments, field trips; OUTPUT: written practice
answers, paragraphs; role-play the exam situation in your own room
1: Preparation - Arousal
The goal of the Preparation Phase is to arouse
learners’ interest, give them positive feelings about the forthcoming
learning experience, and put them into an optimal learning state: relaxed,
alert, curious. This is done through:
$ learner benefit
$ creating a
positive physical environment
$ creating a
positive emotional environment
removing/reducing learning barriers
questions & posing problems
curiosity & creating interest
$ getting people
fully involved from start
Phase 2: Presentation - Encounter
The goal of the Presentation Phase is to help the
learners encounter the new learning material in ways that are interesting,
enjoyable, relevant, multi-sensory, and that appeal to all learning
styles/ This is done through:
pretests & knowledge sharing
$ observation of
presentation graphics & props
$ variety to
appeal to all learning styles
$ partner- and
team-based learning projects
exercises [personal, partnered, team-based]
contextual learning experiences
Phase 3: Practice - Integration
The goal of the Practice Phase is to help learners
integrate and incorporate new knowledge or skills in a variety of ways.
This is done through:
$ learning games
$ action learning
reflection & articulation
$ partner- and
teaching & review
$ paired reciprocal
Phase 4: Performance Phase - Application
The goal of the Performance Phase is to help learners
apply and extend their new knowledge or skill to the job so that the
learning sticks and performance continually improves. This is done through:
$ creating &
executing action plans
$ ongoing coaching
evaluation & feedback
$ peer support
organizational and environmental changes
1. Human beings perceive
experience and information in different ways.
Human beings process
experience and information in different ways.
combination formed by your own perceiving and processing techniques forms your
own unique learning style.
2. There are four major
identifiable learning styles.
They are all EQUALLY
Learners need to be
comfortable about their own unique learning styles.
3. Type One Learners are primarily interested in personal
meaning. Teachers need to create a reason – WHY?
Type Two Learners are primarily interested in the facts as
they lead to conceptual understanding. Teachers need to GIVE THEM FACTS that
deepen their understanding.
Type Three Learners are primarily interested in how things
work. Teachers need to Let Them Try It.
Type Four Learners are primarily interested in
self-discovery. Teachers need to Let Them Teach It to Themselves and Others.
4. All learners need to be taught in ALL four ways, in order to
be comfortable and successful part of the time while being stretched to develop
other learning abilities.
All learners will “shine” at different places in the
learning cycle, so they will learn from each other.
5. The 4MAT System moves through the learning cycle in
sequence, teaching in all four modes and incorporating the four combinations of
The sequence is a natural learning progression.
6. Each of the four learning styles needs to be taught with
both right- and left-mode processing techniques.
The right-mode dominant learners will be comfortable half
of the time and will adapt the other half of the time.
The left-mode dominant learners will be comfortable half of
the time and will learn to adapt the other half of the time.
7. The development and integration of all four styles of
learning and the development and integration of both right- and left-mode
processing skills should be a major goal of education.
8. Learners will come to accept their strengths and learn to
capitalize on them, while developing a healthy respect for the uniqueness of
others, and furthering their ability to learn in alternative modes without the
pressure of “being wrong.”
9. The more comfortable they are about who they are, the more
freely they learn from others.
We perceive things differently. We take things in differently.
In new learning situations, some of us sense and feel our way, staying
with our direct experiences. Others think things through, preferring to
move quickly to abstractions. Those who perceive in a feeling way, an
intuitive way, sense the experience, connecting the information to
meaning. They learn through the lens of the affect, the emotional. These
sensor-feelers believe in their intuition, They are, by their very nature,
holistic. The gestalt of Direct Experience at 12 o'clock is home to them.
On the other hand, those who think through their experiences tend more to
the abstract. They analyze what is happening, examining the parts. Their
intellect makes the first appraisal. They reason experience.
The second major difference in how we learn is how we process what we
experience, what we do with what happens to us.
Some of us jump right in and try things, others watch what happens and
reflect on it before jumping in. Some of us reflect, some of us act. Both
approaches have their strengths and weaknesses. Schools ask learners to watch
and listen and reflect. This is frustrating for those who need to act, to do, to
try things. (This is a great loss for those who prefer to reflect as well.)
Those who prefer to reflect filter new learnings through their own experiences.
That is how they make meaning connections. Those who prefer to act need to try
things out, they need to do it, to extend it into their world. That is how they
make meaning connections.
1. Connect: co
(with) + nectere (to bind) Establish a relationship between your learners and
the content connecting it to their lives, not telling them how it CONNECTS, but
having something actually happen in the classroom that will bring them to make
the connection themselves. The experience must encompass the heart of the
2. Attend: ad
(to, towards) + tend (to stretch) Have your students analyze what just happened,
have them ATTEND to their own experience and to the perceptions of their fellow
students; how it went, what really happened. Note another form of the word,
imaginen (to form a mental picture). You need your students to IMAGINE, to
picture the concept as they understand it, (Einstein seeing light curving) have
experienced it, before you take them to the experts.
4. Inform: in
(in, into) + form (form, shape. mold). Now they are ready for the left-mode step
of Quadrant Two, receiving and examining the expert knowledge. Now you INFORM
them of the content they need to understand.
praktikos (capable of being used) Stay first with the left mode. Your students
must PRACTICE the learning as the experts have found it. It is not yet time for
innovation, or adaptation. They need to learn by practicing, they need to become
sufficiently skilled before they can innovate. Create work practice that is fun,
yet demanding. Facilitate the moving through the activities, the centers you
create to help them achieve mastery.
6. Extend: ex
(out of) + tend (to stretch) This is where innovation begins. Students know
enough, have enough skills to begin the tinkering, playing with the content, the
skills, the materials, the ideas, the wholes and the parts, the details, the
data and the big picture, to make something of this learning for themselves, to
7. Refine: re
(again) + fin (the end, limit, boundary). Stay first with the left mode again.
The students have proposed an extension of the learning into their lives. They
need to evaluate that extension.
8. Perform: per
(through) + form (form, shape, mold). Lastly, have your students perform: Here
the content takes a new shape, as it is formed through the learners. Look for
originality, relevance, new questions, connections to larger ideas, skills that
are immediately useful, values confirmed or questioned anew.