2015 c3 engaging every learner everytime

Engaging Every Learner Every

Time

By Dr. Charlotte McCorquodale, PhD

Ministry Training Source

Slideshare.net: http://goo.gl/7Ucs6R

©4MAT 4Business, no reproduction allowed 4MAT: Advanced Instructional Design

Workshop Resources

• Handout: https://goo.gl/S5I0uA

• Pintrest Board: https://goo.gl/VZuVRr

• Slideshare.net: http://goo.gl/7Ucs6R

https://goo.gl/S5I0uA



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What is learning?


Is all learning the

same?What has been your

best or worst learning experience? Why?


“All things

are possible

when you align purpose, strength,

and consistent action.”

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

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




How do we engage every

learner, every time?


feeling

thinking

per

ceiv

ing






watchingdoing

processing


watching


doing




1feeler

thinker

watcherdoer


12

feeler

thinker

watcherdoer


13 2

feeler

thinker

watcherdoer


4 13 2

feeler

thinker

watcherdoer



feel

watch

think

do


feel

watch

think

do

143

2


4 13 2

feeler

thinker

watcherdoer


Feelers

Value things according to personal feelings, but

within the laws of reason

Feeling

Thinkers

Arrange the content of ideas according to a

conscious rational norm

Intellect

Sensors

Perception mediated bybody senses, consciously and beyond reason.

Practicality/Applications

Intuitors

Perceptions mediated unconsciously as instinctive apprehensions

Hidden Possibilities

Jung


Gaining attention, explaining objectives,

stimulating recall of pre-requisites

Presenting new material

Providing learning guidance, eliciting performance, providing feedback

Assessing performance, enhancing retention

Robert Gagne


Valuing Skills

Imagining implications, listening with an

open mind

Thinking Skills

Organizing information, building conceptual models

Problem-Solving Skills

Experimenting with new ideas, choosing solutions

Risk-Taking Skills

Pushing boundaries, seeking and exploring opportunities

Kolb


meaning

conceptual knowledgeproblem solving

creativity

McCarthy

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

http://aboutlearning.com/assessments/learning-assessments-online

http://aboutlearning.com/assessments/learning-assessments-online

Our Learners


feeler

watcher1


imaginative learners

McCarthy


1meaningful dialoguestoriesgroup activity

McCarthy


• focus personal meaning

• focus on people and culture

• focus on listening and sharing

• favorite question: why?

as learners…


• focus on individual growth

• focus on enhancing self-awareness

• focus on dialogue, group work and feelings

as trainers/teachers…

SAM

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


2thinker

watcher


2 What?analytic learners

McCarthy


2organized delivery

expert thinking

data

McCarthy


• focus on knowledge

• focus on expert thinking

• focus on details and facts

• favorite question: what?

as learners…


• focus on transmitting knowledge

• focus on accuracy and understanding

• focus on facts, details and structure


Grace

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


3thinker

doer


3How?common sense learners

McCarthy


“how to”

hands-on

real world application3

McCarthy


• focus on practical application

• focus on solving problems

• focus real-world skills

• favorite question: how?

as learners…


• focus on productivity and competence

• focus on improving skill

• focus on hands on activity and technical skills


Anita

AnitaAnita is a hands-on, Type Three learner. She loves problem solving. If she never had to participate in another icebreaker activity again, that would be fine with her. She often prefers to do activities herself, to save time and reduce frustration.


4feeler

doer


If?dynamic learners

McCarthy


BrainstormAdaptationCreative application4

McCarthy


• focus on self-discovery

• focus on change and innovation

• focus on possibilities

• favorite question: if?

as learners…


• focus on learner self-discovery

• focus on improving the larger system

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


© All rights reserved. No duplication or revision allowed.

JOHN

JohnJohn 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 creative thinking.

What is your learning style?


Why?

What?How?

If?

Engage

ShareSkill

Perform


But wait, it is not just a learning

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


Why?

What?How?

If?

Engage

ShareSkill

Perform


The Four Questions (That Drive the Learning Process)

Jeannie O’Neil Blackwell4MAT for Business

https://www.youtube.com/watch?v=gSuXlGHTniU&index=19&list=UUuued63vMPpQ6bm67x4S5og


feeler

thinker

watcherdoer

why?if?

what?how?

Engage

SharePractice

Perform


Engage=ValueWhat will the

learners appreciate and/or value?

Share=Knowledge

What will the learners need to know in order to

apply the information?

Practice=SkillHow will the

learners practice and apply the information in the real-world?

Perform=PerformanceWhat will the

learners commit to?

Course outcomesValue Outcomes-WHY?

• To recognize the role that creeds have in our faith.

• To realize that the belief in a Trinitarian God is fundamental to Christians.

• To appreciate and value the role that the Catechism of the Catholic Church has in articulating what is meant when the Creed is professed.

Skill Outcomes-HOW?

• To compare the Nicene and Apostles Creed.

• To utilize scripture in understanding each person of the trinity, as well as the resurrection and ascension.

• To be able to explain basic church beliefs about the resurrection, ascension, second coming, last judgment, purgatory, heaven, and hell.

Knowledge Outcomes-WHAT?

• To comprehend who is God, the Father, Son, and Spirit as articulated in the Creed, Scripture, and Catechism.

• To understand how the Creeds came to be.

• To identify the four marks of the church

• To reflect on the following questions using the CCC and Scripture:• “Who is God and how has He revealed

Himself to you?”• “Who is Jesus Christ?”• “Who is the Holy Spirit?”• “What is Church?”

Adaptation Outcomes-IF?

• To summarize what Catholics believe about who is God, the Father, Son, and Spirit as articulated in the Creed, Scripture, and Catechism.

• To articulate your personal beliefs and how they related to the Nicene Creed.




Right Brain

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


Left Brain• Analysis• Classifies, names things• Generates theory• Number sequence• Sequential


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

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

(Shephard, 1967)


words

images


Hemispheric Mode Indicator



Engage

SharePractice

Perform


Engage

“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 ZullThe Art of Changing the Brain


Why? Right (Connect)

Left (Attend)

Step One: Engage (Value)


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

~ Albert Einstein


Share


What? Right (Image)

Left (Inform)

Step Two: Share (Knowledge)



Practice


How? Right (Extend)

Left (Practice)

Step Three: Practice (Skill)



Perform


If? Right (Refine)

Left (Perform)

Step Four: Perform (Performance)




Resources to Learn More About 4MAT

• The Four Questions by Jeannie O’Neil Blackwell• The Steps of the Learning Cycle by Jeannie

O’Neil Blackwell• Three Things Every Trainer Needs to Know About

the Learning Styles by Jeannie O’Neil Blackwell

• Free Training Style Assessment: www.4mat4business.com/gift

https://www.youtube.com/watch?v=gSuXlGHTniU&list=PLD8_vyRzNgowcKA5U7TkzMMQxqinwhl--&index=2

https://www.youtube.com/watch?v=DcwiMGqIYrQ&index=4&list=PLD8_vyRzNgowcKA5U7TkzMMQxqinwhl--

https://www.youtube.com/watch?v=BhqtaYy-mIs&index=8&list=PLD8_vyRzNgowcKA5U7TkzMMQxqinwhl--

https://www.youtube.com/watch?v=BhqtaYy-mIs&index=8&list=PLD8_vyRzNgowcKA5U7TkzMMQxqinwhl--

http://www.4mat4business.com/gift



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References/Resources

• http://aboutlearning.com/• http://4mat4business.com/

index.php• YouTube Videos for 4MAT

4BUSINESS

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2015 c3 engaging every learner everytime