The 4MAT cycle is based on the premise that not all learners are the same, not all teachers use the same strategies and learning is a cyclical process.

1. ‘Everybody is
a genius. But
if you judge a
fish by its
ability to
climb a tree,
it will live its
whole life
believing that
it is stupid.’
- Albert Einstein

2. Some people need possibilities ‘What would happen if? How
would this changes things? What else could happen?’
Some people need pragmatic ‘How do I do this? How does this
work? How can I have a go?
Some people need information ‘What are the facts and the
figures? What do the experts say?’
Some people need reasons ‘Why are we doing this? Why
should I care? Why does this happen?’

3. The 4MAT cycle is a teaching
and learning model based on
the notion that individuals
have different learning styles
and learn best when the
facilitator employ a range of
strategies to ensure all
learners all engaged.

4. The 4MAT cycle
The cycle is based on an experiential learning cycle
and describes the learning act itself.
We choose our most comfortable places along the two
continua of perceiving and processing, and we
approach learning using that favoured combination.
The result of those choices determines our learning
style.
Facilitators can use the cycle to powerful advantage.
Four major learning styles result from our choices
along the two continua of perceiving and processing.
They are referred to as Types One, Two, Three, and
Four.
There is no hierarchy. All four styles are equally
excellent and legitimate.

5. #8 Integrate
Do it and apply to more
complex experience
#1Connect
Create an experience
 Promote spontaneous and divergent discussion.
 Use flexible methods of assessment that value creativity.
 Help students explore the possible applications of
course content.
 Encourage open-ended creative assignments where
there is no single right answer.
 Engage in what if scenarios.
 Encourage students to share their understandings in
their own unique ways.
Perform
#7 Refine
Analyse application for
relevance
#6 Extend
Add something of oneself to
the practice
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3
Create opportunities to practice new learning.
Provide hands on activities for practice and mastery.
Create opportunities to experiment.
Establish the link between application and theory.
Practice strategies.
Extend the learning into usefulness in real life.
#5 Practice
Practice the learning
What if?
Why?
Trainer role
= Evaluator
Trainer role
= Facilitator
Practice
4
Engage
Share
How?
What?
Trainer role
= Coach
Trainer role
= Presenter
 Relate to students on a personal level and get them to
see the value in learning.
 Begin with an experience that motivates or engages
students.
 Begin by captivating students or generating intrigue.
 Start with a big idea that people can easily grasp.
 Get students to see the value of learning, by answering
the question ‘why’?
 Spur discussion, conversation and experience sharing.
1
#2 Attending
Analyse the experience
#3 image
Reflective analysis into
concepts
2
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Brainstorm existing knowledge.
Look for patterns between concepts.
Relate existing knowledge to expert knowledge.
Relate ideas to big pictures.
Share theories, research and expert knowledge.
Provide structured tasks.
Relate content to real life issues and personal
experiences.
#4 Inform
Share expert knowledge