This document discusses engaging learners through understanding their learning styles and the learning cycle. It introduces the 4MAT system developed by Bernice McCarthy, which categorizes learners as feelers, thinkers, watchers, and doers based on their preferences. It also presents the 4MAT learning cycle of engage, share, practice, and perform. The document provides examples of how to apply the 4MAT model to address different learning styles at each stage of the learning cycle. The goal is to engage every learner every time through a balanced approach that incorporates all styles.

1. Engaging Every
Learner Every
Time
By Dr. Charlotte
McCorquodale, PhD
Ministry Training Source
Slideshare.net: http://goo.gl/7Ucs6R

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Workshop Resources
• Handout: https://goo.gl/S5I0uA
• Pintrest Board: https://goo.gl/VZuVRr
• Slideshare.net: http://goo.gl/7Ucs6R

3. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design

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What is
learning?

5. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design
Is all learning
the same?
What has been your
best or worst
learning
experience? Why?

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

7. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design
How do we
engage every
learner, every
time?

8. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design
feeling
thinking
perceiving

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watchingdoing
processing

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watching

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doing

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1
feeler
thinker
watcherdoer

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1
2
feeler
thinker
watcherdoer

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1
3 2
feeler
thinker
watcherdoer

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4 1
3 2
feeler
thinker
watcherdoer

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feel
watch
think
do

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feel
watch
think
do
1
43
2

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4 1
3 2
feeler
thinker
watcherdoer

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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

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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

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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

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meaning
conceptual
knowledge
problem solving
creativity
McCarthy

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

31. Our Learners

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feeler
watcher

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imaginative learners
McCarthy

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meaningful dialogue
stories
group activity
McCarthy

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

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

37. 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.

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thinker
watcher

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2 What?
analytic learners
McCarthy

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organized delivery
expert thinking
data
McCarthy

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

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• focus on transmitting
knowledge
• focus on accuracy and
understanding
• focus on facts, details and
structure
as trainers/teachers…

43. 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.

44. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design
thinker
doer

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3How?
common sense learners
McCarthy

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“how to”
hands-on
real world application
McCarthy

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

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• focus on productivity
and competence
• focus on improving skill
• focus on hands on activity and technical
skills
as trainers/teachers…

49. 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.

50. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design
feeler
doer

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If?
dynamic learners
McCarthy

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Brainstorm
Adaptation
Creative application
McCarthy

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

54. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design
• focus on learner self-discovery
• focus on improving the larger
system
• focus on a variety of training
methods to energize
and stimulate
as trainers/teachers…

55. 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.

56. What is your
learning style?

57. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design
Why?
What?How?
If?
Engage
ShareSkill
Perform

58. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design
But wait,
it is not just a learning
style theory….
It is a learn cycle
theory as well!

59. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design
Why?
What?How?
If?
Engage
ShareSkill
Perform

60. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design
The Four Questions
(That Drive the Learning Process)
Jeannie O’Neil Blackwell
4MAT for Business

61. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design
feeler
thinker
watcherdoer
why?if?
what?how?
Engage
SharePractice
Perform

62. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design
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?

63. Course outcomes
Value Outcomes-WHY?
• To recognize the role that creeds have in
our faith.
• To realize that the belief in a Trinitarian God
is fundamental to Christians.
• To appreciate and value the role that the
Catechism of the Catholic Church has in
articulating what is meant when the Creed
is professed.
Skill Outcomes-HOW?
• To compare the Nicene and Apostles
Creed.
• To utilize scripture in understanding each
person of the trinity, as well as the
resurrection and ascension.
• To be able to explain basic church beliefs
about the resurrection, ascension, second
coming, last judgment, purgatory, heaven,
and hell.
Knowledge Outcomes-WHAT?
• To comprehend who is God, the Father, Son, and
Spirit as articulated in the Creed, Scripture, and
Catechism.
• To understand how the Creeds came to be.
• To identify the four marks of the church
• To reflect on the following questions using the CCC
and Scripture:
• “Who is God and how has He revealed Himself to
you?”
• “Who is Jesus Christ?”
• “Who is the Holy Spirit?”
• “What is Church?”
Adaptation Outcomes-IF?
• To summarize what Catholics believe about who is
God, the Father, Son, and Spirit as articulated in the
Creed, Scripture, and Catechism.
• To articulate your personal beliefs and how they

64. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design

65. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design

66. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design
Right Brain
• Sees big picture
• Seeks/sees patterns
• Creates metaphors
• Is simultaneous

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

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

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

71. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design

72. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design
Hemispheric Mode Indicator

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74. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design
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

75. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design
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

76. “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

77. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design
Why?
Right
(Connect)
Left (Attend)
Step One: Engage (Value)

78. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design

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

80. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design
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
Share

81. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design
What?
Right (Image)
Left (Inform)
Step Two: Share (Knowledge)

82. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design

84. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design
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
Practice

85. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design
How?
Right (Extend)
Left (Practice)
Step Three: Practice (Skill)

86. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design

87. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design
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
Perform

89. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design
If?
Right (Refine)
Left (Perform)
Step Four: Perform
(Performance)

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92. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design
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

93. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design

94. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design
LET’S CONNECT
charlotte@ministrytrainingsource.org
Follow me on Twitter: charmccor
https://twitter.com/charmccor
Follow me on Pintrest:
charmccorhttp://www.pinterest.com/charmccor/
https://www.pinterest.com/charmccor/using-digital-
technology-and-social-media-in-minis/
Blog: http://www.ministrytrainingsource.org/blog/
Follow me on http://www.slideshare.net :
Charlotte McCorquodale

95. ©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design
References/Resources
•http://aboutlearning.com/
•http://4mat4business.com/in
dex.php
•YouTube Videos for 4MAT
4BUSINESS