A learner’s preferences indicate where the learner lingers in the learning cycle. Regardless of learning style, every learner moves through all four stages of the 4MAT learning cycle. In The Art of Changing the Brain, Dr. James Zull shares that there are four stages of the Learning Cycle:
Neuro-speak
Translation
1
We have a concrete experience.
Something happens
2
We engage in reflective observation and create new connections.
We watch and reflect.
3
We generate abstract hypotheses.
We think about it.
4
We do active testing of hypotheses, have a new concrete experience and a new learning cycle ensues.
We move into action, something happens and the cycle begins again
When we follow the 4MAT Learning model to design and deliver, we craft experiences that mirror the natural learning cycle.
Three Things Every Trainer Should Know About Learning Styles Any trainer who has logged a few hours in front of a classroom or read through the diverse spectrum of responses that show up on a post-training reaction survey recognizes that learning differences are real. A Google search on “learning styles” recently displayed over 16,500,000 results. Clearly, there are many people out there talking about how to address learning styles. What should a trainer know to address learning differences? There are three things every trainer should know about learning styles:
What is a “learning style”? Learning style refers to personal preference for how you like to take in and process information. The most recent brain research confirms that when we learn new information, the activity in our brain follows a defined cycle. This path is universal, regardless of learning style. Your learning style describes the part of the learning process you enjoy most and default to in new learning or problem-solving situations.
How should I address learning styles? When you first discover that different people have unique preferences, you might think it would be advantageous to group learners by style and teach to their preference. Some learning styles models advocate this. Brain research shows us that for learning transfer to occur, the learner must move through all four parts of the learning cycle. The 4MAT model provides a framework for addressing the needs of all learning preferences while also ensuring learning transfer.
There is a difference between using “style strategies” and brain-based teaching. In the recently released book Evidence-Based Training Methods: A Guide for Training Professionals by author Ruth Clark, learning styles are referred to as a “myth”. The idea that we should group learners by style and teach only to their preference is indeed a myth. This book brings forth a healthy distinction in the conversation around learning styles. To engage each learner, we must address their unique needs. To fulfill the learning objective, we must lead the learner through the learning cycle. When you apply the 4MAT model, you accomplish both.
Every question has a corresponding set of possible answers. The design of the question determines how broad or narrow the response field becomes. For example, when I ask the question, “Do you agree with me?” the response field is limited to a “yes” or “no” option. When I ask the question, “What do you agree with in what I just said?”, the response field broadens considerably.
Almost every train the trainer program will reference the importance of asking questions. Part of the art of crafting questions is the awareness that the question opens up the space for the dialogue. There are times when you want to narrow that space. For instance, when you are leading the learner somewhere specific or you are short on time. And, there are times when you want to open that space wide and see what might emerge in the dialogue.
Many of us get concerned about encouraging dialogue because we are worried that we can’t get the conversation back on course. The questions you ask can help you lead the conversation and redirect when needed.
Narrow Broad
Do you agree with me? What do you agree with in what was just shared?
Does this make sense? What part of this conversation is intriguing you?
Are you okay with this? What’s working for you? What could be better?
Dan Pink and I had a chance to connect in between speaking at the Serious Business conference in New Orleans last weekend. Dan just released his latest book, Drive, The Surprising Truth About What Motivates Us. In his book, he shares the 7 Reasons that Carrots and Sticks (Often) Don’t Work…here are 3:
They can extinguish intrinsic motivation.
They can diminish performance.
They can crush creativity
This book has interesting applications to 4MAT training design and delivery. The essential purpose of the 4MAT Engage step is connecting to the intrinsic motivation of the learner . Many train the trainer programs emphasize integrating fun activities. Engaging the learner requires more than fun activities-it requires a deep connection to the greater purpose of the learning. When this doesn’t happen, we risk performance and creative adaptation.
Figuring out what the vital few behaviors are that will generate 80% of the outcome we are looking for is the single, most important part of the design process.
Every question has a corresponding set of possible answers. The design of the question determines how broad or narrow the response field becomes. For example, when I ask the question, “Do you agree with me?” the response field is limited to a “yes” or “no” option. When I ask the question, “What do you agree with in what I just said?”, the response field broadens considerably.
