4MAT is a method for helping anyone learn anything. It has been used in thousands of teaching settings for over 25 years. 4MAT offers specific guidance for any teacher to teach anything in a way that will appeal to all types of learners. 4MAT offers teachers and trainers a guide for assessing learner growth through the course of a lesson. 4MAT shows how a learner perceives and processes information, defines learning styles, determines if you are a right or left brain learners, it's a cycle for instruction, assessments.
The 4MAT® Model explains learning in terms of the ways people perceive and process information.
Human perception–the ways people take in new information–occurs in an infinite variety of ways, all of which range between experience and conceptualization.
Experience–Perception by personal engagement–sensations, emotions, physical memories; the immediate; the self. Being in it.
Conceptualization–The translation of experience in conceptual forms–ideas, language, hierarchies, naming systems. An abstract approach to learning. Being apart from it.
The interplay between the "feeling" of experience and the "thinking" of conceptualization is crucial to the learning process. It connects the personal values and perceptions of students to those of expert learners.
Human processing–what people do with new information–occurs in an infinite variety of ways, all of which range between reflection and action.
Reflection–Transforming knowledge by structuring, ordering, intellectualizing.
Action–Applying ideas to the external world; testing, doing, manipulating.
The interplay between the "watching" of reflection and the "doing" of action is crucial as it provides the impetus for acting on internal ideas. It encourages the learner to test ideas in the real world and adapt what they learn to multiple and ambiguous situations.
Together, perceiving and processing describe the whole range of the learning experience. While all learners engage in all types of learning, most seem to favor one particular type…
- Type One
Imaginative Learning–Feeling and watching, seeking personal associations, meaning, involvement.
Making connections. Key question: Why?
- Type Two
Analytic Learning–Listening to and thinking about information; seeking facts, thinking through ideas; learning what the experts think.
Formulating ideas. Key question: What?
- Type Three
Common Sense Learning–Thinking and doing. Experimenting, building, creating usability. Tinkering.
Applying ideas. Key question: How?
- Type Four
Dynamic Learning–Doing and feeling. Seeking hidden possibilities, exploring, learning by trial and error, self-discovery.
Creating original adaptations. Key question: If?
Right & Left Brain
Right and Left Mode Processing
We know, too, that learning entails interaction between the right and left brain.
Left – Operates best through structure, sequence. Prefers language, is sequential, examines the elements, has number sense. Works to analyze or break down information.
Right – Operates out of being, comprehends images, seeks patterns, creates metaphors, is simultaneous. Strives to synthesize, consolidate information.
The interplay between right and left is crucial to higher learning and thinking. It provides a greater range and depth of understanding and encourages creative expression and problem solving.
A Cycle of Instruction
4MAT offers specific guidance for any teacher to teach anything in a way that will appeal to all types of learners.
4MAT & Assessment
4MAT offers teachers and trainers a guide for assessing learner growth through the course of a lesson.
Become a Student