Transforming Learning with 4MAT: How I applied this system in the classroom

Illustration by Ferlix Christian Campugan

The 4MAT System is a structured approach to teaching that ensures all learners can be engaged and benefit from the learning experience. It caters to different learning styles and consists of four distinct phases: experiencing, conceptualising, applying, and refining.

The model was developed by Bernice McCarthy in the 1970s and is based on the idea that there are four different types of learners, each with a unique learning style.

The Four Learning Styles

Type 1 learners tend to ask “why” questions and need to understand the relevance and importance of a topic before engaging with it.

Type 2 learners are analytical and tend to ask “what” questions. They respond well to diagrams, facts, figures, and case studies.

Type 3 learners are pragmatic, ask “how” questions, and prefer hands-on experiential learning.

Finally, type 4 learners are contrarians and are most likely to ask “what if” questions. They are activists who like to challenge the status quo.

Applying the 4MAT System

I first learned about the model from Benjamin Harvey during a professional development workshop. He demonstrated ways to incorporate all four stages into our lesson plans to apply the 4MAT System in a practical teaching scenario. It made sense to me, and I have refined how to implement it in my teaching method.

I incorporate the following strategy in my lectures and lesson plans:

1. Start with stories: The first stage of the lesson or lecture involves answering the “why” question by introducing the topic and explaining its relevance to the students. This approach is intended to appeal to Type 1 learners, who are easily distracted and need to be engaged from the start, or you lose them. As much as possible, I tell stories and case studies in this stage and demonstrate why the topic matters to them.
2. Show, don’t tell: The next stage of the class or lecture involves answering the “what” question by showing facts, figures, and diagrams to appeal to Type 2 learners, who are analytical and prefer to see concrete examples. Finally, I switch from telling stories to showing slides and videos.
3. Put into practice: The practical stage of the class involves answering the “how” question by providing step-by-step exercises to appeal to Type 3 learners, who prefer a more experiential and interactive approach to processing information. In addition, they are keen to put the knowledge into practice.
4. Discuss: The final stage of the class involves group discussions to answer the “what if” questions. This encourages students to apply their new knowledge to different scenarios, and I also provide resources for further learning. This stage engages Type 4 learners who like challenging the status quo.

Using the 4MAT technique in my classes has significantly improved my students’ learning experience. They are more likely to engage with the material if their learning style is catered to at some point during the class.