Unit of Instruction- Module 3

4MAT Model 

 

Bernice McCarthy developed the 4MAT model based on individual learning styles and brain hemispheric processing.  McCarthy was concerned with learning in terms of processing and perceiving (Beck, 2011).  The 4MAT model is based on John Dewey and David Kolb’s experiential learning theories and expands the learning style theories into a model for instructional design (Nicoll-Senft & Seider, 2010).  McCarthy (1987) introduced the 4MAT model to engage four types of learners in four quadrants as a whole brain activity.  The first quadrant is concerned with personal meaning, the second quadrant deals with content and curriculum, the third quadrant is about usefulness, and the fourth quadrant is about creativity (McCarthy, 1987).  McCarthy (1987) further stated that the learning cycle has four quadrants that include motivation, concept development, application, and practice. 

 

The four quadrants represent four learning styles and answer the questions of why, what, how, and what if.  The two learning instruments that McCarthy (1987) developed are Learning Type Measure (LTM) and Hemispheric Mode Indicator (HMI).  The four major types of learners are innovative or imaginative learner, analytic learner, common sense learner, and dynamic learner (Nicoll-Senft & Seider, 2010).  Type one learner learns through personal experiences as this learner uses imagination and experiences to learn and reflects on learning (McCarthy, 1997). It is important for this type of learner to find meaning in learning and engage in self- development.  The second type of learner is analytical type and as such the learner relies on making logical consequences of learning and is precise in the pursuit of learning.  The traditional classroom setting would be beneficial for such learner.  The third learner is the common sense type of learner who is active and learns by doing hands-on projects.  The fourth learner is the dynamic learner who takes risks and learns through self-discovery. 

 

The sequence of these different learning styles are presented in a cycle that follows the natural learning cycle (Nicoll-Senft & Seider, 2010).  McCarthy (1997) stated the 4MAT instructional design model should be based on the natural cycle of learning that moves between perceiving and processing.  Assessment should also be based on this natural cycle of learning (McCarthy, 1997).  The instructional design of the 4MAT is grounded on the premise that learners should be comfortable at some point but not all of the time in order to challenge them in their learning.  The premises of the 4MAT model are further based on motivational factors and on making the connections between the perceiving and processing aspects of learning.  Nicoll-Senft and Seider (2010) stated that the sequential stages in the 4MAT model are similar to Gagne - Briggs instructional design.