Book Study Guide
CHAPTERS 1 & 2
2
BIG IDEA: There are primary process preferences that define
learning style: perceiving and processing
questions
What creates a learning style?
What is the difference between a learning style and a personality trait?
What is the connection between the watching/doing score and the LTM score?
What if two quadrants are tied?
iIs a style a strength or a weakness? Should I work to be a “square,” with all of the scores
equal in all four quadrants?
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CHAPTERS 1 & 2
3
What does “learning is a cycle” mean?
How do you attach meaning (quadrant one) for the Type 1 learners in e-learning situations?
How does this apply to me, as a delivery person (someone who doesn’t deisgn the learning
but delivers it instead)?
What does it mean to have equal numbers in 2 opposite quadrants like 4 & 2, or 1 & 3?
Tell me a story about how “opposite-ness” has shown up as a benefit in your work life?
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CHAPTERS 3,4 & 5
4
BIG IDEA: Learning is the process of answering four questions.
All styles “travel the cycle."
questions
What happens in the first part of the cycle, Engage? Why do 1’s enjoy this part the most?
What happens in the second part of the cycle, Share? Why do 2’s enjoy this part the most?
What happens in the third part of the cycle, Practice? Why do 3’s enjoy this part the most?
What happens in the fourth part of the cycle, Perform? Why do 4’s enjoy this part the most?
How does a trainer’s role shift in each part of the Cycle?
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CHAPTERS 3,4 &5
5
How does the learner’s focus shift in each part of the Cycle?
How does your style impact your success in each of the four parts of the Cycle?
Why is there a right and left activity in each of the four parts of the Cycle?
Why are right-brained activities important for effective design?
Explain what happens in Image (2 Right). What makes a 2R activity effective?
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CHAPTERS 3, 4 & 5
6
List three examples of a 2R activity you could use when teaching “Policies and
Procedures” using the concepts of consistency, the way we do things, and safety:
List three examples of a 2R activity you could use in an online course.
Explain how to begin to design a 4MAT Wheel:
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CHAPTER 6
BIG IDEA: You begin by defining outcomes. The outcomes must be 7
based on the real performance issues, not the symptoms.
questions
What is the key to defining learner outcomes?
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CHAPTER 7
8 BIG IDEA: If you begin with a focus on performance (what will
the learner be able to do and what will the measurable result
be?), evaluation becomes easier.
questions
Explain the Kirkpatrick Model of evaluating training design:
Explain how the Kirkpatrick Model relates to 4MAT:
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CHAPTERS 8
BIG IDEA: The trainer and the learner’s roles shift throughout 9
the Learning Cycle.
questions
How do the trainer’s delivery skills need to shift in each of the four parts of the Cycle?
© 4MAT 4BUSINESS. 2011. All rights reserved. No reproduction allowed.