IMG_2115There are two activities that define individual learning styles: perceiving and processing. Perceiving, the first activity, can occur through sensing/feeling, or by thinking/judging about an experience. Sensing/feeling relates to the actual experience as it occurs (i.e. when faced with an orange, a “senser” will experience the act of feeling and eating the orange to understand it), whereas thinking/judging learners dive first into the information about the experience (i.e. first reading all possible articles about the orange as a fruit). There is a large difference between a sensing learner and a thinking learner.

Processing, the second activity, is defined by watching and by doing. After perceiving, the experience must be processed. A watcher will stand back, fully process the information, and consider what the next step should be. A doer, on the other hands, will spring into action immediately. These twostyles of learning are very different. A watcher will be content to sit back and learn as much information as possible before offering a reaction, while a doer will become bored as soon as they grasp the general concept.

The 4MAT Model

When a preference for sensing or judging is combined with a preference for watching or doing, four distinct preference combinations are produced. The authors used these four Learning Style combinations to create the basis for the 4MAT Model:

1. Type One: Imaginative Learners. These learners seek meaning, wish to be personally involved, learn by listening and sharing ideas, are interested in people and cultures, thrive on social interaction, and are innovative people.

2. Type Two: Analytic Learners. These learners seek facts, want to know what the experts think, learn by thinking through ideas, are data collectors, re-examine facts, benefit from formal learning, and want intellectual recognition.

3. Type Three: Common Sense Learners. These learners seek usability, want to know how things work, learn by testing theories, utilize factual data to build concepts, crave hands-on experience, and strive to find out how things will help them in “real life.”

4. Type Four: Dynamic Learners. These learners seek all possibilities, learn by trial and error, adapt to change easily, excel in situations that call for flexibility, take risks, and respond quickly when testing out theories or experiences.

An effective trainer is able to satisfy the needs of all types of learners, and can find ways to incorporate certain tools or techniques to engage each type of learning style. Each learning type contains a core question that further defines the person’s approach toward learning. Both learners and trainers can benefit from knowing what question each learner asks:

* Type One: Why?

* Type Two: What?

* Type Three: How?

* Type Four: If?

Lastly, it may be possible for a person to be a combination of more than one learner style. In these situations, the authors’ suggest pinpointing what elements of each learner type is most dominant. The most natural learning style will be the most dominant element that a person experiences.

The authors stress that while each type of learner possesses a certain set of strengths, there is not a “correct learner.” Each person’s specificlearning style is a natural strength, especially when engaging or training other learners in the same style. The key, however, to becoming an effective engager of all learning styles is to be able to recognize the different learners, and create specific techniques that cater to each person’s strengths.


The learning cycle moves through four distinct stages of the learning process, each with a unique focus or question. In order to better understand how learning style can affect training, it is important to review the four parts of the learning process, which explains how learning occurs:

1. Engage–Experience, feel, and connect to our lives.

2. Share–Reflect deeply, and consider what experts have to share.

3. Practice–Take action based on new understanding.

4. Perform–Refine learning to make it personal, and generate results.

For each stage, the authors connect which learning style‘s core question corresponds with which part of the learning process:

* Engage–Type One Learners ask “Why?” Questions include: Why is this important? Why should I pay attention to this? Why will I need to address this in my work?

* Share–Type Two Learners ask “What?” Questions include: What do the experts think about this? What does the information show? What data exists that supports this theory?

* Practice–Type Three Learners ask “How?” Questions include: How does this work? How can I use this in my job? How will incorporating this benefit my life?

* Perform–Type Four Learners ask “If?” Questions include: What if this is really possible? What if I did this differently? If I did this, what might happen?

Type one and two learners will take longer to engage in training, as they tend to consider the reason for learning before reacting to the learning that is taking place. Type three and four will move much quicker into action, and will have the ability to overshadow type one and two learners with theirlearning reaction. When facilitating learning with an activity, the authors note that it is important to move quickly to engage type three and four learners in order to keep their interest. However, type one and two will need more time to reflect on the activity at hand, so it is helpful to give them extra time without penalty.

As a trainer, the learning process and its corresponding questions (Why, What, How, If) provide the foundation for any training design. The questions can then be inverted, and placed upon the trainer’s preparations for the classroom:

* Why do my learners need to know this?

* What is it that I am teaching them?

* How will they use it in their lives?

* If I am successful, what will they become as a result?

When the 4MAT model and four step learning process are flipped to create a training plan and design, it becomes possible to transform the learningexperience. The trick to engaging all different learning types during this process is to move back and forth between sensing and thinking, and watching and doing. By drawing upon the basic elements that comprise each learning type, a trainer effectively keeps all learners interested through all four parts of the learning process.


From the training standpoint, the 4MAT model will force trainers to adapt to learning that does not correspond to their own learning type. This is when a trainer must “stretch” as a leader in the classroom, by adapting to other learner types that are foreign to their own. The authors offer the following examples for such stretching situations:

* If a trainer is a Type One learner, it will be easy to understand the need to personalize the value of the material. However, it will be difficult to move to the more practical application of the material that appeals to Type Three and Four learners. In this case, a trainer must stretch by speeding up the lesson to incorporate both.

* If a trainer is a Type Two learner, it will feel comfortable to analyze material and discuss as a group. When learners begin to spiral off into their individualized adaptation of the material, it may seem that the group is spinning out of the trainer’s control. A trainer must stretch to move past anxiety, and allow the group to take ownership of the material.

* If a trainer is a Type Three learner, it will be difficult to begin the learning process with engagement. The natural desire to take action and get the material into an activity will try to take over, but a trainer must stretch to ensure that learners are personally invested in the material before moving to action.

* If a trainer is a Type Four learner, it will feel natural to hand over the learning to the classroom early, so as to maximize the time for learners to explore possibilities. However, a trainer must stretch in this situation, and make sure to offer the proper structure for learners to grasp the concepts first.

Your Style and Your Training

Stretching to adapt to other learner styles is an essential component in any successful training environment. In order to do so effectively, it is important to analyze the strengths and the weaknesses of each type of learner as a trainer, and be able to feel confident in the ability to lead, train, and stretch as best as possible in every situation. The authors offer an overview of each learner style as a trainer in each step of the learningprocess:

Type One Learners as Trainers:

* Engage. Type One trainers excel in engaging their classroom or audience, and are able to have people connect to the opening dialogue about the material.

* Share. Type One trainers are adept at commanding the material, and staying on track. Talking and explaining is another strong point for type one trainers.

* Practice. Type One trainers are good at organizing workshops or practice sessions. However, they need to ensure that the workshops or practice transfers to understanding.

* Perform. Type One trainers are good with people, but this last stage of the learning process can cause anxiety. Things tend to move too quickly at this stage, and trainers here can get overwhelmed. It is important to remain on top of things.

Type Two Learners as Trainers:

* Engage. Type Two trainers are great storytellers, but this can be disadvantageous in the opening stage of the learning cycle. Creating an open dialogue instead of a storytelling atmosphere will be greatly beneficial.

* Share. Type Two trainers excel in the sharing stage of learning. The authors recommends creating an interactive atmosphere for sharing to take place, so that the learners are sufficiently involved in the Type Two trainer’s understanding of the material.

* Practice. Type Two trainers love to share and explore details, so this stage will work well for them. However, it is important to not get stuck in this stage as the last stage of the learning cycle.

* Perform. Type Two trainers are helpful when people need to adapt, but can pull back from the originality of learners in this final stage.

Type Three Learners as Trainers:

* Engage. Type Three trainers shy away from group learning, so this first stage will be difficult as a trainer. It can be helpful to have learners share their perceptions of the material in this first stage, in order to get everyone comfortable, and make lecturing flow.

* Share. Type Three trainers are not usually fond of lecturing, so in this stage it may be helpful to slow down, and write down a few key concepts to share with the classroom.

* Practice. Type Three trainers are patient and down to earth, so this stage will be the most natural. It is easy for type three trainers to break down material into small pieces, and make it accessible for learners in tasks.

* Perform. Type Three trainers are able to close out the learning cycle strong in this stage, with the ability to offer accessible strategies for learners to use in their own life. They should be careful not to discourage creativity for more “by the book” learning.

Type Four Learners as Trainers:

* Engage. Type Four trainers do not excel in the opening stage of learning, because they are too interested in how people perceive things. It will be most beneficial for these trainers to slow down, and allow participants enough time to become engaged with the material.

* Share. Type Four trainers know the background behind their material quite well, but they need to be careful not to breeze past this stage of thelearning cycle. It will be helpful to slow down, and let the participants share their thoughts about the material.

* Practice. Type Four trainers are fast as learners, so they are usually used to doing things their own way. Here, type four trainers will need to make sure that learners have all the help or resources they need to complete the practice stage.

* Perform. Type Four trainers strongly excel in the perform stage. They are able to create innovative projects, and inspire their audience into action.


The 4MAT Model identifies four types of individual learning styles, and guides these learners through the learning cycle. Taken in short, it is an easily applicable system that anyone can use. When analyzed closer, the 4MAT model is quite sophisticated. The authors based the model on the latest advances in neurological research, specifically in the findings between the left and the right mode of the brain:

* Left Mode–“Analysis”: The separation of a whole into its parts, or an examination of something complex into smaller, more understandable pieces. Operates in an investigative process, using language, experience, and numbers.

* Right Mode–“Synthesis”: The combination of elements to form a whole, large picture. Operates in a metaphorical process, using images, and patterns.

According to the authors, learners swing back and forth between analysis and synthesis throughout the learning process. In each of the aforementioned learning cycle stages–engage, share, practice, perform–is a two-step swing between the left mode, analysis, and the right mode, synthesis. The authors offer the following 8-step breakdown the learning cycle, with its corresponding swing step between analysis and synthesis:

  1. Engage: Connect–Create an experience (synthesize).
  2. Engage: Attend–Analyze an experience (analyze).
  3. Share: Image–Visualize a connection (synthesize).
  4. Share: Inform–Learn the expert knowledge (analyze).
  5. Practice: Practice–Hands-on interaction/learning with the material (analyze).
  6. Practice: Extend–Adapt to real-life, personal experiences (synthesize).
  7. Perform: Refine–Evaluate and take ownership of new material (analyze).
  8. Perform: Perform–Learners integrate knowledge into their own lives (synthesize).

During engage, a student swings back and forth between receiving information, and connecting to the information. During share, a student swings between listening to the information, and visualizing the information in personal experiences. During practice, a student tests out their new knowledge, while relating ways that the new knowledge will benefit their lives. During perform, a student swings between ownership of the new knowledge, and attempting to create an original version of the new knowledge in reference to their own lives.


There are four steps that should be followed when creating a lesson plan based on the 4MAT Model of learning:

1. Define the learner outcome. It is important to be clear about the specific knowledge and/or skills that a trainer wants a learner to master. The authors recommend asking the following questions to thoroughly define the anticipated results: What will the learner be able to do better? What new skills will the learner acquire? How will the learner be able to demonstrate what they learn?

2. Mindmap the content. It helps to envision the course content/material thoroughly, and with as much detail as possible. The authors suggest that a trainer’s mindmap should capture the “essence of the content,” the details that support the main ideas, and the relationships among them.

3. Determine the concept. Here, it is imperative that a trainer locates a central idea that will link the information/material to the learner’s lives. The authors recommend that trainers consider the learners, their backgrounds, the culture of the workplace or classroom, and what is going on around the world to find one “big idea.”

4. Complete the wheel. In the last part of the lesson plan, the trainer should go through the entire learning cycle, using the following steps: plan all necessary activities (lectures, maps, PowerPoint presentations), develop practice activities (worksheets, role-play), determine how learners will make personal connections to the material, consider how to help them connect emotionally/personally (storytelling, small group discussion), decide how the learners will process their personal insights, provide opportunities for learners to share their connections (portfolios, small presentations), develop an assessment tool for learners to test their knowledge (pop-quizzes, essays), and refine how the learners will ultimately reflect on the material when contrasting it with their own lives (group sharing of portfolio, essay, or group final comment sessions).


In the first two phases of the learning cycle, engage and share, a learner is the receiver of information. In the last two phases, practice and perform, a learner becomes the producer of the information, and practices their new abilities. The power shifts from the trainer to the learner.

In most cases, the learning outcome should be immediate, and the learner should take ownership of the material as soon as it is time to practice and perform. However, there can sometimes be a “performance gap,” and the learner is not able to immediately take ownership of the new material. In these cases, a trainer should perform a gap analysis, to determine the gap between current knowledge level, and the desired knowledge level. A trainer can ask the following questions to define a performance gap:

* Are there gaps between the learner’s current skill levels and the required skill levels?

* What will the learners need to fully understand?

* What do the learners need to be able to do better?

* How will the learners be able to track their own progress?


Training evaluation can be measured in two ways: effectiveness, and efficiency.

Effectiveness relates to how well something works or performs. A trainer can measure results easily by contrasting the actual learning performance with the desired learning performance. It is important to have clear definitions of desired performance before the training.

Efficiency is concerned with the use of resources. As options for training continue to grow (e-learning, online classrooms), it becomes important for trainers to utilize the best use of resources to connect with their students. The more relevant their resources (online class forums, class PowerPoint presentations, a community blog), the more efficient their training will be in the minds of their students.

The authors note that there are always variables that trainers have no control over in learning situations, such as stressful workplaces, overcrowded classrooms, or a limited timeframe to deliver the material. The best they can do is attempt to create and deliver a powerful learning experience.


If a trainer sustains a high level of energy, they will be able to deliver an effective learning experience for learners. Using the four phases of thelearning cycle, the authors offer several ideas for keeping energy high in a training environment:

* Engage. Ask questions, allow for reflection, create a safe space for students, share experiences, move around the room to speak to students in their space–as opposed to standing in the front of the room only.

* Share. Divide the students into groups to discuss the material, encourage questions, validate all experiences with the material, and let people move around the room.

* Practice. Rearrange groups for new dialogue, create options to work solo or in groups for high rates of understanding, be accessible, check with the students to make sure they understand, and support the learning by being available to all students at all times.

* Perform. Change venues/locations for the learning, encourage learners to share their learning or observations, allow learners to assess other’s work, and ask for overall feedback from learners.

The best way to keep energy high in a training environment is to ask questions as much as possible. It is best to prepare a set of questions before training, so as to be as clear as possible. When a trainer asks the right questions


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