 Mekarthi believes that children are diverse, they have diverse needs, they have diverse learning styles and they have diverse interests and abilities also. Second that we have left and right brain and our brains, they have left and right brain, they perform different functions. So the four-mat model that he made, he put these two things in front of him and then made it. He made a cycle that included four quadrants. Let's see what this model is. You can see on this slide that the four parts of this model, one meaning, the other one concepts, then skills and then adaptations. If we start in the meaning, you can see it inside, why? In concepts, what? In skills, how? Or in adaptations, if you see it. If you go into the inner circle of the quadrant, you can see it. It is written below, connect, then attend. Then you can see it in the blue, image and inform. Next, how? Under two parts, practice and extent. In the fourth quadrant, you can see refinement and performance. Now if you look inside, then right below connect, then attend, left. Then in image, right, inform, left. You can see practice under left and extent under right. Refine under left and performance under right. You can see that the four quadrants have different functions. You start with meaning, then concept comes, then skills develop, then adaptation is the level. In these, the small parts, even if you start with meaning, you first connect the children to the stage. The connection part is function of right brain. The attend part is function of left brain. The beauty of this model is that it has tried to address diverse learning needs. Along with that, it has identified functions of left and right brain distinctly. Let's consider this as an example. For example, the teacher has to study the concept of size. What can the teacher do? Connect part. Connect means that the teacher has to connect with the previous experiences of the children. Now, what can be done in this? The teacher has to give the concept of size for the children. So, children can do a small exhibition with different clothes. For that, there are caps, ties, maybe shoes, or something else. If it is not about clothes, then the teacher can keep rings for the sizes. In this way, some bangles can be kept for the children. Some ribbons can be given or something else can be done. In that, the children will be told to wear them. The children will have to wear those things first. If there is a cap, then the children wear it. Shoes, socks, all these things are experienced by the children. So, you have to do the same thing that the students already do. So, you have to connect with their previous experiences. Next is attend part. What will come in attend? You will say to the children, now you will see which caps are coming in full, which one is not coming, which one is taking the right way, which one is not. So, the children will attend. They will see that there are five or six things that are of their size. There are some other things that can be of the size of other children. So, they will attend from this. Let's take another example. If you want to teach children algebraic expressions in Mathematics, and you want to teach their editions, then you will teach those things in the connect part, which the children have already learned in the edition. That will not be the edition of algebraic expressions, but it will be a simple edition. You will connect child's experiences with something which you are going to introduce next. So, in the first part, you will ask the children a simple question about the edition. Maybe the children are going to say, Miss and Sir, they already know. You tell them, do it again. Because you have to connect them with their new learning. If you are going to give them an average concept, then try to see what children already know. You connect them with the children's cricket experiences. This is the prior learning about temperature variation. So, you may connect through these things. And then in the attend, you will see what are the experiences of individual children. What can they talk about? Let's take an example of the edition. You have asked the children to add. You can ask the children how they did the edition. The children have their own mental processes involved. Some children do the edition with their fingers. Some children will do it with their fingers. Some children will make a group of 10s and do the edition. You can ask the children in any way what is their individual style. So, you ask the students to attend to that thing. Next comes the concept. What do we teachers do? We do the lesson planning. That starts with concepts. We do not connect to students' experiences. We do not attend them. We do not attend them to the students' experiences. We do not attend them to the students' experiences. It is about making meaning. So that students can construct meaning of the new learning. Students want construct meaning of the new learning unless you do not connect to their experiences. You do not attend to their previous learning. When you do this, then you come to what part? What part do you see? It is about image and inform. Imagine what does the new thing look like? If we are going to do algebraic expressions, then we will write to the child. We will ask the child, what do you think it is about? How do you see it? You describe it. So, you ask children to imagine what it is about. In this part, you can brainstorm with the child. Where you will take ideas from the child, and then you move further. You have to write to the child. Something new for the child. You are going to get the child on a new topic. You want to teach them. You may ask them to come up with their own thoughts on a certain topic. You list them down. After that, you go to the next stage. That is about inform. Inform stage is the stage where you give knowledge to the child. So, we can say that first of all, when you have to connect with the children, you have to attend to their experiences. You have to see what comes to the children. In fact, the children are taking out the meaning of their learning. The first quadrant in which we say that you have to connect with the children, and then you will tell them that they attend to their own learning. You attend to their learning, but they attend to their own learning. If we give the example of sizes, we will tell the children what is the complete size and what is not. Then they will tell themselves whether the size of my hand is big or small, whether the size of my head is big, whether the cap is full or not. Can I hold these many beads in my hands or not? Children attend to their own learning and you attend to their learning also. First of all, you take them to imagination. You ask them what they see and then you inform the children what happens in most of the schools. The second quadrant is the concept. We start from the third stage. We went to the class. The children said, all right, students, take out your books. Then we read them. We gave the children the knowledge and they didn't give it themselves, mostly through textbooks. We use textbooks as a tool. So we are starting from there. If we start from this level, we don't know what our children's already learning is. We don't know their diversity. We know their diversity on the stage of attendance and on the stage of image or on the stage of imagination. We know them in these two places. If we bring those two points that we didn't bring the children, how can we give them the right information? How can we inform them? Then it will be like we are telling them that there are three or four children in the class and they are attentive. They are listening to you. The rest of them are not motivated. They don't know what the teacher is doing or what he is doing. So we need to take students through these three steps moving to the informed stage. Then comes the skills quadrant. There are two parts in the skill quadrant. The first one is practice and the next one is extent. We know that practice is of different kinds. There can be distributed practice, there can be massed practice and then you have brief practice and extended practice. When you practice the children, it means you provide them the opportunity to translate the informed thing into practice. It is exactly the same that when you teach the children grammar rules, then you tell the children to practice the grammar rules. You tell the children what adjectives are, what nouns are, what parts of speech are. Then you give them practice to separate the texts. What are the nouns, what adjectives are, what verbs are. So you provide them practice time. You also tell them a concept in maths. You tell them a formula. You give them practice time for the application of the formula. So practice is very, very important. Then comes the extent. This is also your skill. We had read in the Direct Instruction lesson that the skill is automatic. You practice and learn a skill, but then as a result of that practice, you are able to perform that skill automatically. You have received your addition. Now you can give any addition. You should be able to perform that addition automatically. You don't need to practice it again. So in the extent, you give the children extended practice. So once you give children extended practice, then they are able to reach to the level of over learning or what we call extended learning. So for extended learning, for over learning, extended practice is needed. So we talked about that first we have to go to the main quadrant. Then we will have the next quadrant. That is concept quadrant. Then there is third quadrant, skill quadrant. After that, we have the fourth quadrant. That quadrant is adaptation. Let's see. There are two things in this. One is refine and the other one is perform. What is refine? Children have extended practice. They have that skill. Now they should be able to make connections with their everyday life. They can relate that practice to their lives. They can refine their learning. The next stage is highest stage. We can call it highest stage. That is perform. What is perform? We can make connections to larger ideas. You can bring innovation. You can find relevance. What happens in our schools? We give concepts to children and teach skills in some subjects. And in some subjects, we miss the part of the skill. There is no part of the skill. Let me give you an example. If we talk about science, my favourite topic is food. Very easy. That is why I give example of this concept. We told children about food. We told different classes of food. The children learnt about that class. Then we give the concept of balanced diet. And then we take the test of the children. And even in their exams, they come to the paper. That is it. This is the concept. You are not going on a skill level. In Maths, Urdu, English, we take the children on a skill level. Or in physical education. But in this kind of concept, in social studies, in science, we are not taking the children on a skill level. So what can we do? If we have taught them the chapter of food, then we write recipes from the children. Such foods which are balanced diet. We practice them. In a day, when we talk about balanced diet, then how many calories do we need? We make different combinations of children. We make diet combinations. We make diet charts from them. In which we know that children are getting vitamins, calcium, and minerals are also getting balanced. We do not provide this opportunity to our students. We do not provide this kind of opportunity to them. So we squeeze all four coordinates in one quadrant. That is concept learning. That is it. The important thing is, if you do not pass the learning cycle, how can we expect in-depth learning? Our focus is to cover more syllabus. We have addressed these things in our lectures. Less is more. Less will be more if we go to all these quadrants and we fulfill the demand of all these quadrants. Let us try to understand the adaptation part again. We have taken the example of food in science. You have developed children's skills. How will the children come to the refined stage to make a connection with their lives? Children should evaluate their eating habits. They should reflect on their eating habits and see where they stand. This means that the learning, which is not book learning, will apply to children's lives. They will see how they can improve their habits. The adaptation stage is after this. Children will devise some methods for their family where they will say that they are eating habits which challenge them. We will take them in this way and bring them innovation. They can change their lifestyle. They go to the adaptation stage. Similarly, in Urdu or English, you are teaching children how to write. You have taught them persuasive writing. You have come to skill development. Now comes adaptation. You tell children to make a connection with their lives. If they know how to write a letter, they need to write letters to newspapers, or to write a letter to an editor. Or to use that learning in your everyday life. Send it to your friends. You can send letters to anyone on informed issues. Or you can use it for your friends. They use that learning in their lives. I have seen so many people who pass tests. They have written a lot of applications. What are they? Sick leave, urgent piece of work, brothers' wedding. These are the applications.