Engaging Every Learner Everytime LA Congress Workshop 2015

Engaging Every
Learner Every
Time
By Dr. Charlotte
McCorquodale, PhD
Ministry Training Source
http://goo.gl/rqLaE6

©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design
What is
learning?

Is all learning
the same?
What has been your
best or worst
learning
experience? Why?

“All things
are
possible
when you
align
purpose,
strength,
and
consistent
action.”Resources from: http://4mat4business.com/index.php

How do we
engage every
learner, every
time?

feeling
thinking
perceiving

watchingdoing
processing

1
feeler
thinker
watcherdoer

1
2
feeler
thinker
watcherdoer

1
3 2
feeler
thinker
watcherdoer

4 1
3 2
feeler
thinker
watcherdoer

feel
watch
think
do

feel
watch
think
do
1
43
2

Feelers
Value things according to
personal feelings, but
within the laws of reason
Feeling
Thinkers
Arrange the content of
ideas according to a
conscious rational norm
Intellect
Sensors
Perception mediated by
body senses, consciously
and beyond reason.
Practicality/Applications
Intuitors
Perceptions mediated
unconsciously as
instinctive apprehensions
Hidden Possibilities
Jung

Gaining attention,
explaining objectives,
stimulating recall of
pre-requisites
Presenting new
material
Providing learning
guidance, eliciting
performance, providing
feedback
Assessing performance,
enhancing retention
Robert Gagne

Valuing Skills
Imagining implications,
listening with an
open mind
Thinking Skills
Organizing information,
building conceptual
models
Problem-Solving Skills
Experimenting with new
ideas,
choosing solutions
Risk-Taking Skills
Pushing boundaries,
seeking and exploring
opportunities
Kolb

meaning
conceptual
knowledge
problem solving
creativity
McCarthy

Taking 4MAT Online Assessment
http://aboutlearning.com/assessments/learning-assessments-online

feeler
watcher

imaginative learners
McCarthy

meaningful dialogue
stories
group activity
McCarthy

• focus personal meaning
• focus on people and culture
• focus on listening and sharing
• favorite question: why?
as learners…

• focus on individual growth
• focus on enhancing self-
awareness
• focus on dialogue, group
work and feelings
as trainers/teachers…

Sam
Sam is an imaginative, Type One learner. He
prefers to be connected with others. He
loves interacting in small groups, discussing
meaningful issues. He enjoys stories and
meaningful dialog. He enjoys authentic,
personal trainers who he perceives to have
high integrity.

thinker
watcher

2 What?
analytic learners
McCarthy

organized delivery
expert thinking
data
McCarthy

• focus on knowledge
• focus on expert thinking
• focus on details and facts
• favorite question: what?
as learners…

• focus on transmitting
knowledge
• focus on accuracy and
understanding
• focus on facts, details and
structure

Grace
Grace is an analytic, Type Two learner. She
prefers facts and sequential thinking. She
loves organized lectures, but sometimes
struggles with visionary thinking or random
ideas being interjected into the discussion.
She prefers to stay on track with the agenda.

thinker
doer

3How?
common sense learners
McCarthy

“how to”
hands-on
real world application
McCarthy

• focus on practical
application
• focus on solving
problems
• focus real-world skills
• favorite question: how?
as learners…

• focus on productivity
and competence
• focus on improving skill
• focus on hands on activity and technical
skills

Anita
Anita is a hands-on, Type Three learner. She
loves problem solving. If she never had to
participate in another icebreaker activity
again, that would be fine with her. She often
prefers to do activities herself, to save time
and reduce frustration.

feeler
doer

If?
dynamic learners
McCarthy

Brainstorm
Adaptation
Creative application
McCarthy

• focus on self-discovery
• focus on change and
innovation
• focus on possibilities
• favorite question: if?
as learners…

• focus on learner self-discovery
• focus on improving the larger
system
• focus on a variety of training
methods to energize
and stimulate

John
John is a dynamic, Type Four learner. He
loves spontaneity and the freedom to
explore ideas and likes to interject his own
insights into the dialog. He enjoys trainers
who create dynamic learning environments
and encourage creative thinking.

Right Brain
• Sees big picture
• Seeks/sees patterns
• Creates metaphors
• Is simultaneous

Left Brain
• Analysis
• Classifies, names things
• Generates theory
• Number sequence
• Sequential

Words you have
heard.
Sentences you have
heard.
Images you have seen.

Words – 90%
Sentences – 88%
Images – 98%
(Shephard, 1967)

Hemispheric Mode Indicator

But wait,
it is not just a learning
style theory….
It is a learn cycle
theory as well!

Why?
What?How?
If?
Engage
ShareSkill
Perform

The Four Questions
(That Drive the Learning Process)
Jeannie O’Neil Blackwell
4MAT for Business

feeler
thinker
watcherdoer
why?if?
what?how?
Engage
SharePractice
Perform

Connect
Attend
Image
InformPractice
Extend
Reﬁne
Perform
FEELIN G
THIN KIN G
WATCHIN GDOIN G
WHY ?
HOW? WHAT ?
I F ?
4MAT LEARNING CYCLE
Developed by Dr. Bernice McCarthy
www.aboutlearning.com
4MAT 4BUSINESS
Developed by Jeanine Blackwell
www.4mat4business.com
14
3 2
RR
R R
L
L
L
L
Engage
SharePractice
Perform

“You didn’t have a blank slate when you walked into kindergarten twenty, thirty, or
forty years ago, one hand gripping your mother’s and the other clutching your
favorite “My Pretty Pony” or your stretched-out “Slinky” or your bag of cat’s-eye
marbles. You might not have known the names of all the colors – turquoise?
chartreuse? magenta? – but you had already experienced them, and that
knowledge was pulsing in your brain, just waiting for someone to name them and
call them into your conscious world. You didn’t have a blank slate when it came to
abstractions, either – you had already figured out that sometimes you got what
you wanted by waiting rather than by throwing a tantrum, even if you didn’t know
that this state of suspension between agony and hope was called patience. You
don’t have a blank slate now when it comes to the concepts most foreign to you,
even if you’re a social worker taking a class in computer encryption or an architect
trying to work your way through James Joyce’s Ulysses.”
- Dr. James Zull
The Art of Changing the Brain

Why?
Right
(Connect)
Left (Attend)
Step One: Engage (Value)

“If you can’t
explain it simply,
you don’t
understand it well
enough.”
~ Albert Einstein

What?
Right (Image)
Left (Inform)
Step Two: Share (Knowledge)

How?
Right (Extend)
Left (Practice)
Step Three: Practice (Skill)

If?
Right (Refine)
Left (Perform)
Step Four: Perform
(Performance)

FEELIN G
THIN KIN G
WATCHIN GDOIN G
WHY ?
HOW?
WHAT ?
I F ?
14
3 2
Engage
SharePractice
Perform

FEELIN G
THIN KIN G
WATCHIN GDOIN G
WHY ?
HOW?
WHAT ?
I F ?
14
3 2
Engage=Value
What will the
learners appreciate
and/or value?
Share=Knowledge
What will the
learners need to
know in order to
apply the
information?
Practice=Skill
How will the
learners practice
and apply the
information in the
real-world?
Perform=
Performance
What will the
learners commit
to?

Resources to
Learn More About 4MAT
• The Four Questions by Jeannie O’Neil Blackwell
• The Steps of the Learning Cycle by Jeannie
O’Neil Blackwell
• Three Things Every Trainer Needs to Know
About the Learning Styles by Jeannie O’Neil
Blackwell
• Free Training Style Assessment:
www.4mat4business.com/gift

www.nacyml.org

LET’S CONNECT
charlotte@ministrytrainingsource.org
Follow me on Twitter: charmccor
https://twitter.com/charmccor
Follow me on Pintrest:
charmccorhttp://www.pinterest.com/charmccor/
Blog: http://www.ministrytrainingsource.org/blog/
Follow me on http://www.slideshare.net :
Charlotte McCorquodale

References/Resources
•http://aboutlearning.com/
•http://4mat4business.com/in
dex.php
•YouTube Videos for 4MAT
4BUSINESS

Engaging Every Learner Everytime LA Congress Workshop 2015

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