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Engaging Every Learner Every Time By Dr. Charlotte McCorquodale, Ministry Training Source http://goo.gl/lJWmr3

Engaging Every Learner Everytime

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Page 1: Engaging Every Learner Everytime

Engaging Every Learner Every Time

By Dr. Charlotte McCorquodale, Ministry Training Source

http://goo.gl/lJWmr3

Page 2: Engaging Every Learner Everytime

 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

What  is  learning?  

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

Is all learning the same?

What  has  been  your  best  or  worst  

learning  experience?  Why?  

Page 4: Engaging Every Learner Everytime

 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

“All things are possible when

you align purpose,

strength and consistent action.”

Resources from: http://4mat4business.com/index.php

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

How do we engage every learner, every

time?

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

feeling

thinking

perc

eivi

ng

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thinking  

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watching doing

processing

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Watcher  (feeler)  

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Doer  (feeler)  

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1 feeler

thinker

watcher doer

I am a 1-2-3-4

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

1 2

feeler

thinker

watcher doer

I am a 1-2-3-4

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

1 3 2

feeler

thinker

watcher doer

I am a 1-2-3-4

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

4 1 3 2

feeler

thinker

watcher doer

I am a 1-2-3-4

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

feeler

thinker

watcher doer

I am a 1-2-3-4

why? if?

what? how?

Engage

Share Practice

Perform

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feel

watch

think

do

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

feel

watch

think

do

1 4 3

2

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

4 1 3 2

feeler

thinker

watcher doer

I am a 1-2-3-4

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

Feelers    

Value  things  according  to    personal  feelings,  but  

within  the  laws  of  reason    

Feeling  

Thinkers    

Arrange  the  content  of  ideas  according  to  a  

conscious  ra3onal  norm    

Intellect  

Sensors    Percep3on  mediated  by  body  senses,  consciously    and  beyond  reason.    Prac4cality/Applica4ons  

Intuitors    Percep3ons  mediated    unconsciously  as  ins3nc3ve  apprehensions    Hidden  Possibili4es  

Jung  

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

 Gaining  aLen3on,  

explaining  objec3ves,  s3mula3ng  recall  of    

pre-­‐requisites  

 Presen3ng  new  

material    

 Providing  learning  guidance,  elici3ng  performance,  providing  feedback  

 Assessing  performance,  enhancing  reten3on  

Robert  Gagne  

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

Valuing  Skills    

Imagining  implica3ons,    listening  with  an    

open  mind  

Thinking  Skills    

Organizing  informa3on,  building  conceptual  models  

Problem-­‐Solving  Skills    Experimen3ng  with  new  ideas,    choosing  solu3ons  

Risk-­‐Taking  Skills    Pushing  boundaries,    seeking  and  exploring    opportuni3es  

Kolb  

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

meaning  

conceptual  knowledge  problem  solving  

crea4vity    

McCarthy  

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Taking 4MAT Online Assessment http://aboutlearning.com/assessments/learning-assessments-online

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Our  Learners  

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

feeler

watcher 1

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

•  focus  personal  meaning  

•  focus  on  people  and  culture  

•  focus  on  listening  and  sharing  

•  favorite  ques3on:  why?    

as  learners…  

 

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

•  focus  on  individual  growth  •  focus  on  enhancing  self-­‐

awareness  

•  focus  on  dialogue,  group  work  and  feelings  

         

as  trainers…  

 

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

imagina3ve  learners  

Type 1a

McCarthy  

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

1 meaningful  dialogue  stories  group  ac3vity  

Type c

McCarthy  

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Sam    

SAM

Sam  Sam  is  an  imagina3ve,  Type  One  learner.  He  prefers  to  be  connected  with  others.  He  loves  interac3ng  in  small  groups,  discussing  meaningful  issues.  He  enjoys  stories  and  meaningful  dialog.  He  enjoys  authen3c,  personal  trainers  who  he  perceives  to  have  high  integrity.    

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2 thinker

watcher

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

•  focus  on  knowledge  •  focus  on  expert  thinking  

•  focus  on  details  and  facts    

•  favorite  ques3on:  what?  

as  learners…  

 

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

•  focus  on  transmiVng  knowledge  

•  focus  on  accuracy  and  understanding  

•  focus  on  facts,  details  and  structure  

as  trainers…  

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

2 What? analy3c  learners  

McCarthy  

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

2

Type 2c

organized delivery expert thinking data

McCarthy

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Grace  

Grace

Grace  Grace  is  an  analy3c,  Type  Two  learner.  She  prefers  facts  and  sequen3al  thinking.  She  loves  organized  lectures,  but  some3mes  struggles  with  visionary  thinking  or  random  ideas  being  interjected  into  the  discussion.  She  prefers  to  stay  on  track  with  the  agenda.  

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

3 thinker

doer

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

•  focus  on  prac3cal  applica3on  

•  focus  on  solving  problems  

•  focus  real-­‐world  skills  

•  favorite  ques3on:  how?  

as  learners…  

 

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

•  focus  on  produc3vity    and  competence  

•  focus  on  improving  skill  

•  focus  on  hands  on  ac3vity  and  technical  skills  

       

as  trainers…  

 

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

3 How?  common  sense  learners  

McCarthy  

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

“how to” hands-on real world application 3

McCarthy

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Anita  

Anita

Anita  Anita  is  a  hands-­‐on,  Type  Three  learner.  She  loves  problem  solving.    If  she  never  had  to  par3cipate  in  another  icebreaker  ac3vity  again,  that  would  be  fine  with  her.  She  oXen  prefers  to  do  ac3vi3es  herself,  to  save  3me  and  reduce  frustra3on.  

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

4 feeler

doer

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

•  focus  on  self-­‐discovery  •  focus  on  change  and  

innova3on  

•  focus  on  possibili3es  

•  favorite  ques3on:  if?    

as  learners…  

 

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

•  focus  on  learner  self-­‐discovery  •  focus  on  improving  the  larger  

system  

•  focus  on  a  variety  of  training  methods  to  energize    and  s3mulate  

as  trainers…  

 

© All rights reserved. No duplication or revision allowed.

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

If?  dynamic  learners  

McCarthy  

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

Brainstorm  Adapta3on  Crea3ve  applica3on  4

Type 4c

McCarthy  

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John  

JOHN

John  John  is  a  dynamic,  Type  Four  learner.  He  loves  spontaneity  and  the  freedom  to  explore  ideas  and  likes  to  interject  his  own  insights  into  the  dialog.  He  enjoys  trainers  who  create  dynamic  learning  environments  and  encourage  crea3ve  thinking.  

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John,  Anita  Grace,  Sam  

What is your learning style?

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

Right  Brain  

• Sees  big  picture  • Seeks/sees  paLerns  • Creates  metaphors  •  Is  simultaneous    

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

LeX  Brain  • Analysis  • Classifies,  names  things  • Generates  theory  • Number  sequence  • Sequen3al    

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Words  you  have  heard.  Sentences  you  have  heard.  Images  you  have  seen.  

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Words  –  90%  Sentences  –  88%  Images  –  98%    

(Shephard,  1967)  

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words  

images  

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Hemispheric Mode Indicator

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But  wait,    it  is  not  just  a  learning  

style  theory….  It  is  a  learn  cycle  theory  as  well!    

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

Why?

What? How?

If?

Engage

Share Skill

Perform

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Understanding  the  4MAT  Learning  Cycle  

Jeannie  O’Neil  Blackwell  4MAT  for  Business  

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“You didn’t have a blank slate when you walked into kindergarten twenty, thirty, or forty years ago, one hand gripping your mother’s and the other clutching your favorite “My Pretty Pony” or your stretched-out “Slinky” or your bag of cat’s-eye marbles. You might not have known the names of all the colors – turquoise? chartreuse? magenta? – but you had already experienced them, and that knowledge was pulsing in your brain, just waiting for someone to name them and call them into your conscious world. You didn’t have a blank slate when it came to abstractions, either – you had already figured out that sometimes you got what you wanted by waiting rather than by throwing a tantrum, even if you didn’t know that this state of suspension between agony and hope was called patience. You don’t have a blank slate now when it comes to the concepts most foreign to you, even if you’re a social worker taking a class in computer encryption or an architect trying to work your way through James Joyce’s Ulysses.”

- Dr. James Zull The Art of Changing the Brain

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“If you can’t explain it simply, you don’t understand it well enough.”

~ Albert Einstein

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Why?

What? How?

If?

Engage

Share Skill

Perform

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 ©4MAT  4Business,  no  reproduc3on  allowed     4MAT:  Advanced  Instruc3onal  Design  

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LET’S  CONNECT  [email protected]  

 

Follow  me  on  TwiLer:  charmccor  hLps://twiLer.com/charmccor    Follow  me  on  Pintrest:  charmccorhLp://www.pinterest.com/charmccor/    Blog:  hLp://www.ministrytrainingsource.org/blog/  

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References/Resources  

•  hLp://aboutlearning.com/  •  hLp://4mat4business.com/index.php  •  YouTube  Video  by  Jeannie  Blackwell:  hLps://www.youtube.com/watch?v=iKvsQkW7d90&list=PLD8_vyRzNgowcKA5U7TkzMMQxqinwhl-­‐-­‐&index=3  

•  Handouts:  4MAT  4BUSINESS