FOUR MAJOR LEARNING STYLES
The 4MAT cycle, developed by Bernice McCarthy, describes four core-learning styles based upon how we perceive and process information and experiences. No one style is better or more important than another. As educators and learners, we need to honor all four styles, even though we have a preference for one or another.
Imaginative Learners
Imaginative Learners are primarily interested in personal meaning. They learn by feeling their experiences, trusting in their perceptions, and being open to sensory input. They like to learn about things they value and care about and need to express their beliefs, feelings and opinions. They seek meaning and clarity as well as personal associations and involvement. They learn by listening to others and sharing ideas. They seek commitment and want to be involved in important issues. They build trust through personal interaction. Educators need to create a reason for learning. Ideally these reasons connect new information with personal experience and establish the usefulness of that information to the learners’ daily life.
The Imaginative Learner’s favorite question is “Why?”
Whether in a formal or nonformal education setting, water outreach professionals want their “type one” learners to personally connect with the water conservation message. Back to top.
Analytic Learners
Analytic Learners are primarily interested in acquiring new and accurate facts that lead to their understanding of concepts and processes. They learn by thinking through their experiences, judging the accuracy of what they encounter, and examining details. They integrate their observations into what they already know. They think through ideas and enjoy formulating theories, models and plans. They want to know what the experts think and judge new learning by how theoretically sound it is. They seek continuity and certainty. They tackle problems with logic and analysis. Educators need to give them facts to deepen understanding.
The Analytic Learner’s favorite question is “What?”.
Whether in a formal or nonformal education setting, water outreach professionals want their “type two” learners to understand what causes poor water quality. Back to top.
Common Sense Learners
Common Sense Learners are primarily interested in how things work. They learn by thinking through their experiences, judging the usefulness of what they encounter. They seek utility and results and enjoy tinkering to make things work or to solve problems. They need closure, meet deadlines and stay on task. They like to test theories (what the experts think) and make things useful. They want to be doing—experimenting, building, and creating. Educators need to let them try it to test their understandings.
The Common Sense Learner’s favorite question is “How does this work?”.
Whether in a formal or nonformal education setting, water outreach professionals want their “type three” learners to test best management practices at home, work and in the community. Back to top.
Dynamic Learners
Dynamic Learners are primarily interested in self-directed discovery. They learn from their perceptions and the results of their experiences. They rely heavily on their own intuition and seek hidden possibilities. They seek challenges and are risk takers. They like to connect things together and make what is already working, work better. They love putting new “spins” on things and flourish in unstructured, chaotic environments. They continually strive to grow and reach new heights. Educators need to let them teach it to themselves and others.
The Dynamic Learner’s favorite question is “What if?”.
Whether in a formal or nonformal education setting, water outreach professionals want their “type four” learners to share their experiences and the conservation message with others.
Since all four learning styles are equally valid and useful, all learners will “shine” part of the time. We all need to be taught in all four ways to allow us to be comfortable and successful part of the time while being stretched to develop our other abilities. As educators we need to teach to all four styles to assure that we enable all learners to shine and grow. Back to top.
REFERENCES
McCarthy, B. (2000). About Teaching: 4MAT® in the Classroom. Wauconda, IL: About Learning, Inc.
McCarthy, B. (1980). The 4MAT® System: Teaching to Learning Styles with Right/Left Mode Techniques. Barrington, IL: EXCEL, Inc.
About Learning | Official Site of Bernice McCarthy’s 4MAT System
Source: Soil and Water Conservation District Outreach: A Handbook for Program Development, Implementation and Evaluation, Ohio Department of natural Resources, Division of Soil and Water Conservation, 2003. As adapted from McCarthy (1980, 2000).
