how do I engage all learners?
When we learn anything, we move through four critical steps: the gaining of our attention, the initial discovery of new information, the application of this information and adaptation of it for our world. The secret to engaging training design is intentionally leading the learner through these four steps.
Think about anything you have learned, and ask yourself if you experienced these four steps. This four-part cycle of learning applies to learning anything. You followed this cycle when you learned to ride a bike, when you learned Spanish in 10th grade and when you figured out that new software last week. Ok, maybe, you didn’t really learn Spanish. However, I bet if you figured out why you’re not fluent in Spanish, it would have something to do with one part of this cycle being skipped. By applying the model to train the trainer designs, you ensure that learning really happens.
This train the trainer guide will give you an overview of how to apply the 4MAT model to training anybody on anything. There are four key questions we will explore that will help you in applying 4MAT to training design and delivery:
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What is learning, really?
Learning is understanding the two actions that occur when learning happens. There are two primary actions that occur when we learn. Preferences in how learners approach these two actions define individual learning style. When you understand these preferences, you can address them successfully.
- What is a learning style?
Your learning style refers to the part of the learning process you enjoy the most. Your learning style influences how you evaluate learning experiences, how you communicate with others and how you train. Being aware of your learning and training style preferences and the preferences of other styles will help you be a better trainer.
- What do I need to know about the brain?
Recent brain research affirms that the 4MAT model mirrors what is happening in the brain, when we learn. While it is important to understand learning styles preferences, it is critical that a trainer understands that preferences speak to the part of the learning cycle the learner enjoys most. You don’t need to know all the neuro-speak. Although, it is impressive to occasionally weave in the phrase, “orbital cortex” into a conversation. An effective trainer needs to know how to lead all learners through the entire 4-part learning cycle.
- What is the simplest, fastest way to create brain-based learning?
As trainers, we are bombarded with tools, tips and strategies for creating “brainbased” learning. How do you make sense of this and make sure you include everything you need to in your design? 4MAT gives you a simple framework for integrating learning styles, right- and left-brain strategies and performance improvement strategies.
what is “learning”?
There are two primary actions that define learning: perceiving and processing.
Perceiving refers to the act of taking in information through our senses.
Processing refers to how we act on that information. By this definition, when you read an email, sit in a meeting or talk to a salesperson, you are learning.
Perceiving: How do you take in information?
Some of us prefer to take in information experientially. Feelers enjoy being immersed in an experience. Feelers take in information from an “inside” place. They rely heavily on their own experience. They prefer to be personally involved in a learning experience. You will see these preferences in action in a classroom learning situation. Feelers like to hear and share stories. They enjoy dialogue and group activities. Are you a feeler?
Other learners prefer to take in information intellectually. Thinkers prefers to read, research or learn from another outside source. Thinkers take in information from an “outside” place. They enjoy structured, well-organized presentation of information. You will see these preferences in action in a classroom learning situation. Thinkers prefer well-researched data, concepts and organized lecture. Are you a thinker?
Processing: What do we do with the information we take in?
Once we take in information, we process the information. Some of us linger in reflection. Watchers prefer to reflect before moving into action. Watchers like to understand the information. They want to make sense of what they are experiencing before deciding how to act upon this new information. You will see these preferences in a classroom learning situation. The watchers will hang back and observe. They will ask clarifying questions. They will be slower to move into activities. They like to see things unfold, before jumping in. Are you a watcher?
Others prefer to jump into action. Doers are imagining how they will use the information you are sharing. They will be quick to move into activity, sometimes disregarding the directions. They will finish quickly. And, they will have little patience for content that doesn’t seem to be practical. Are you a doer?
your learning style
When you combine the perceiving preference for feeling or thinking with the
processing preference for watching or doing, you discover four distinct preference combinations. These four combinations are the foundation of the 4MAT design and delivery model, and the 4MAT learning style descriptions:
what is a learning style?
Each learning style focuses on a unique question. As trainers, we can engage each learning style by addressing all four questions:
the 4MAT® learning styles
Learning style refers to the part of the learning cycle that you enjoy the most. It is the way that you prefer to experience and process information. Everyone has a preference. And, everyone moves through the entire learning cycle. Here is an overview of the 4MAT Learning Styles:
Type 4: Dynamic Learners
- seeks hidden possibilities
- needs to know what can be done with things
- learns by trial-and-error, self-discovery
- enriches reality
- adaptable to change and relish it
- enjoys variety and excels in being flexible
- risk-takers
- often reaches conclusions without logic
Strength: action, carrying out plans
Goals: to make things happen
Favorite question: What if? |
Type 1: Imaginative Learners
- seeks meaning
- needs to be personally involved
- learns by listening and sharing ideas
- absorbs reality
- interested in people and culture
- functions through social interaction
- idea people
Strength: innovating and imagination
Goals: self-involvement in important issues, bringing unity to diversity
Favorite question: Why? |
Type 3: Common Sense Learners
- seeks usability
- needs to know how things work
- learns by testing theories using practical methods
- edits reality
- uses factual data to build concepts
- enjoys hands-on experiences and problem solving
- needs “real-life” correlation
Strength: practical application of ideas
Goals: bringing their view of the present into line with the future
Favorite question: How? |
Type 2: Analytic Learners
- seeks and examines the facts
- needs to know what the experts think
- forms reality
- interested in ideas and concepts
- critiques information, collects data
- thorough and industrious
- enjoys the traditional classroom
- function by adapting to experts
Strength: creating concepts and models
Goals: self-satisfaction and intellectual recognition
Favorite question: What? |
| The 4MAT Learning Type Measure® (LTM) is one of the most widely used tools in the world for profiling individual approaches to learning. It measures individual preferences for selecting, organizing, prioritizing and representing knowledge, information and experience. To order, visit our 4MAT Online Store. |
what do I need to know about the brain?
To fully understand learning styles, it is important to understand how learning happens. Your learning style refers to the part of the overall learning process that you enjoy the most. Regardless of learning style preferences, every learner moves through four stages of the learning cycle. In The Art of Changing the Brain, Dr. James Zull (1) shares the four stages of the Learning Cycle. Imagine 6-year-old Johnny is learning to ride a bike. Notice how Johnny moves through the learning process:
4MAT®: a brain-based design and delivery model
The 4MAT learning model is a simple framework for designing brain-based learning. When you intentionally choose activities that lead the learner through the learning cycle, you ensure that learning happens.
4MAT is a straightforward adaptation of what we know about how people learn. When you follow the four steps of the 4MAT Cycle and answer the four key questions for the learner, you design and deliver brain-friendly learning.
what is the simplest, fastest way to create brain-based learning?
The 4MAT model integrates the preferences for 1,2,3 and 4 with preferences for right- and left-mode processing. Research and real-world results show that images, stories and other right-mode strategies increase learning impact.
As trainers, we need to intentionally include right- and left-mode strategies in our design. When we overlay right and left on the four parts of the wheel, we create an 8-step model for design. This model addresses the four key questions that must be answered for training transfer along with the right and left mode strategies that increase retention.
| The 4MAT Hemispheric Mode Indicator (HMI) measures right- and left-mode preference on a scale of -60 to +60. To order, visit our 4MAT Online Store. |
the 8-steps of learning
step 1: connect
Each step of the 4MAT design model gives clear direction on what the learner is doing, the trainer is doing and the desired outcome for that part of the learning process. For example, in the first step of the 4MAT model (2), Connect, this is what is happening:
| Step of the Learning Cycle |
The Learners are... |
The Trainer is... |
Examples of Activities |
Connect:
Create an Experience |
Establishing a relationship between the content and their personal lives |
Constructing/facilitating a learning experience that connects the learners personally |
• stories
• simulations
• scenarios that really take place
• interactive dialogue |
how do I build a 4MAT® design?
4MAT leads live and web-based train the trainer certification programs that teach you how to apply the 4MAT model to your content. Here are the steps you will use to build a 4MAT training design in our train-the-trainer courses:
Step 1: What are the outcomes?
You will define four key outcomes that will shape the design process and influence the delivery approach.
Step 2: What key behavior will you observe and measure as a result of this training?
You will design the final step of your training to intentionally focus on performance of the critical learning behavior(s) that will drive ROI.
Step 3: What content needs to be included?
You will sift through all the content, using the four key outcomes you crafted.
Step 4: What concept, or over-arching idea, will connect all the content?
You will determine the “big idea” that will engage the learners and use the 4MAT Conceptual Framework Tool and the “6 Trick” to define your concept and a dynamic opening.
Step 5: How will you ensure the learner can apply the content?
You will create activities to practice the content, ensuring the learner understands the real-world application of the content.
Step 6: How will the learner assess their performance?
You will design activities in your 4MAT Training Design to demonstrate learner performance and assessment of their application.
Step 7: How can you tap into the learner’s experiences?
You will create an engaging opening that will connect the learner to the concept and generate learner commitment.
Step 8: How will you encourage learners to pay attention to emerging insights?
You will create a right-mode strategy to help the learner visualize the desired outcome.
| Join 4MAT 4Business® for 5 web workshops to put the best-selling book, Hold On, You Lost Me, into action. In this series, you will learn and apply the 4MAT 8-step process for designing effective training. Visit our 4MAT event calendar to register. |
4MAT® design: before & after
Let’s take a look at a training design “before” and “after.” This is a pre-design shared by a Alan S., a participant in a 4MAT Web Series workshop. Alan’s design was focused on “6 Secrets to Successful Presentations.” Alan placed his original content into the 4MAT training design wheel to discover what was missing:
First, Alan dug deeper into the desired outcomes. Using the tools provided in the course, Alan crafted four outcomes (one for each 4MAT quadrant). The final outcome, the ability to assess one’s own progress in applying the strategies was the critical behavior that Alan focused on delivering.
Next, Alan reviewed his content and placed it in the appropriate parts of the 4MAT wheel.
Roll your cursor over the image below.
Then, he began to add in the missing elements of the design.
Roll your cursor over the image below.
4MAT®: engaging all learners
Most training designs emphasize the sharing of information. Some designs include practice. Better designs include assessment and feedback loops. The best designs do all of this and connect to the learner’s personal experiences, desires and current beliefs.
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| Most emphasize lecture. |
| Some add practice. |
| Better designs add real-world application and assessment. |
| The best designs add an opportunity for learners to tap into
their own experiences and understanding. |
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| The 4MAT 4Business 4MATion® Online Training Design Center allows users to design, create, store and collaborate online. The 4MATion 10-step
Wizard includes step-by-step instruction on how to create an effective 4MAT Training Design. Llearn more about the 4MATion Training Design Center. |
train the trainer guide faq’s and additional resources
FAQ: Is one learning style more effective in a training role than another?
The key to being an effective trainer is the ability to satisfy the needs of all learners while delivering the desired learning transfer. All trainers, regardless of style, can use stretching strategies to reach all learners. The 4MAT Training Style Inventory (TRSI) measures your strengths in all four training dimensions.
FAQ: Is it possible to have preferences in more than one quadrant?
Yes, we all have strengths in each of the four quadrants. When you take the Learning Type Measure®, you receive a visual display of your strengths that looks like this:
Notice that there are strengths in all four quadrants. You may find that there are two styles that seem to describe your learning approach. Below are some common combination styles:
- Type 1-4 learners have high people skills in nurturing and influencing
- Type 2-3 learners combine theory and application easily
- Type 3-4 learners generate ideas and ask, “Will this really work?”
FAQ: I am tasked with creating and leading an in-house Train the Trainer program. How can 4MAT 4Business® help me?
4MAT provides a common language for training design and delivery. Beyond improving instructional design and delivery, 4MAT increases collaboration and speed-to-market. 4MAT offers live, web-based and blended trainer certification courses. We can customize any of these to suit your needs. Smaller teams may want to join our public courses. If you have 10 or more trainers to train, it makes sense for us to come to you. You can also become certified to deliver 4MAT within your organization using our materials. For more information, visit the 4MAT home page or call 866.888.4MAT.
(1) With written permission from Dr James Zull, Professor of Biology and Biochemistry at Case Western University, Director of UCITE (The University Center for Innovation in Teaching and Education), and Professor of a Human Learning and The Brain course.
(2) McCarthy, Bernice and Jeanine O’Neill-Blackwell. Hold On, You Lost Me! Use Learning Styles to Create Training That Sticks. Alexandria: ASTD Press, 2007. page 65-66. Order the best-selling book, Hold On, You Lost Me! Use Learning Styles to Create Training that Sticks from the 4MAT Online Store.
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