The 4MAT Framework

The 4MAT Framework is a powerful instructional design model. Learn how to use its four quadrants to create lessons and presentations that captivate every learning style.

The 4MAT Framework at a glance

What exactly is the 4MAT Framework?

The 4MAT Framework is an instructional design model developed by Dr Bernice McCarthy in the 1970s. It provides a reliable structure that moves people through the entire process of learning, from initial curiosity to creative application.

The model is based on a simple but profound idea: to learn something deeply, we must cycle through four key stages. We need to experience it, think about it, practice it, and then make it our own. The 4MAT Framework organises this natural process into four distinct parts, or quadrants. By guiding your audience through each quadrant in order, you create a holistic learning journey that appeals to everyone, regardless of their preferred learning style.

The 4MAT Cycle

The framework is a cycle divided into four quadrants. To create a complete learning experience, you must guide your learners through all four in order. Each quadrant answers a fundamental question that a different type of learner is asking.

Quadrant 1: Engage – answering the “Why?” question

• The learner: This quadrant is for the imaginative learner. These individuals are feeling-oriented. They need to find personal meaning in the topic and connect it to their own lives. Their primary question is, “Why should I care about this?”
• Your goal: Your goal here is to create a compelling reason to learn. You are not teaching content yet; you are building a bridge between the learner’s personal experience and the topic at hand. You want to spark curiosity and motivation.
• Activities for this quadrant:
  • Telling a personal story or a captivating narrative.
  • Showing a thought-provoking video or image.
  • Asking learners to share their own experiences related to the topic.
  • Leading a brainstorming session around a central question.
  • Presenting a surprising statistic or a real-world problem.

This quadrant taps into the right brain’s creative and emotional centres. It is about creating a shared experience that makes everyone in the room feel connected and ready to learn more.

Quadrant 2: Inform – answering the “What?” question

• The learner: This quadrant speaks to the analytic learner. These individuals are thinkers who value expert knowledge, facts, and data. They want a clear, organised presentation of the core concepts. Their main question is, “What do I need to know?”
• Your goal: Now that you have their attention, your goal is to deliver the essential information. This is the more traditional part of a lesson, where you act as the expert and present the “what” of the topic.
• Activities for this quadrant:
  • Delivering a well-structured lecture or presentation.
  • Providing readings, research papers, or articles.
  • Showing diagrams, charts, and models that explain the concept.
  • Defining key terms and theories.
  • Inviting a guest expert to speak.

This quadrant engages the left brain’s capacity for logic and analysis. It is about providing the solid foundation of knowledge that learners will need for the next steps.

Quadrant 3: Practice – answering the “How?” question

• The learner: This is the domain of the common-sense learner. These individuals are practical and hands-on. Hearing about a theory is not enough; they need to try it out for themselves. Their question is, “How does this work?”
• Your goal: Your aim is to move learners from passive listening to active doing. You need to provide a structured opportunity for them to apply the knowledge you just shared. You are helping them test the theories and see them in action.
• Activities for this quadrant:
  • Hands-on labs or experiments.
  • Worksheets and problem sets.
  • Case study analysis.
  • Role-playing scenarios.
  • Step-by-step guided practice with a new skill or tool.

This quadrant is also a left-brain activity, focused on structured, practical application. It helps solidify understanding by allowing learners to troubleshoot, make mistakes, and build confidence in a safe environment.

Quadrant 4: Create – answering the “What If?” question

• The learner: This quadrant is designed for the dynamic learner. These individuals are innovators who learn by exploring, experimenting, and teaching others. They want to take the knowledge and make it their own. Their guiding questions are, “What if I used this in a new way?” or “Now what can I do with this?”
• Your goal: Your final goal is to empower learners to synthesise everything they have learned and apply it in a way that is meaningful to them. This step is about fostering creativity, self-discovery, and ownership of the material.
• Activities for this quadrant:
  • Designing and completing a self-directed project.
  • Creating a presentation to teach the concept to others.
  • Solving a real-world, open-ended problem.
  • Developing a new application or adaptation of the skill.
  • Leading a discussion or debate on the topic.

This quadrant brings the learning journey full circle, returning to the creative and intuitive right brain. It is where true mastery happens, as learners integrate the new knowledge into their own unique context.

Visualising the 4MAT Model: The full cycle at a glance

A practical lesson plan example: budgeting

Step 1: Engage (Why do I need a budget?)

You start not with spreadsheets, but with dreams. You ask the group, “Imagine it’s five years from now, and you’ve achieved a major financial goal. What is it? Maybe it’s a down payment on a house, a dream vacation, or becoming debt-free. Take two minutes and write it down.”

After they write, you facilitate a brief group discussion where a few people share their goals. You connect their dreams directly to the purpose of the workshop: “A budget isn’t about restriction; it’s a tool to make those dreams a reality. Today, we’re going to build the map that gets you there.”

• Outcome: You have created a powerful, personal “why” for every participant. They are no longer learning about budgets; they are learning how to achieve their goals.

Step 2: Inform (What is a budget?)

Now that they are motivated, you shift into teacher mode. You present the core concepts clearly and simply.

• Define key terms: You explain what “income,” “fixed expenses” (like rent), “variable expenses” (like groceries), and “savings” are.
• Introduce a method: You introduce a simple budgeting rule, like the 50/30/20 rule (50% for needs, 30% for wants, 20% for savings).
• Show an example: You display a simple, clear example of a filled-out monthly budget on a screen.
• Outcome: Everyone now has the fundamental knowledge and vocabulary they need to understand how a budget is constructed.

Step 3: Practice (How do I create a budget?)

It is time to make it real. You hand out a simple budgeting worksheet (either on paper or as a digital template) with pre-filled, fictional numbers for a person named “Alex.”

You say, “Let’s work through Alex’s budget together.” As a group, you guide them through the process of categorising Alex’s expenses and applying the 50/30/20 rule. They do the calculations themselves and see how the numbers work. This guided, hands-on activity builds their confidence.

• Outcome: The abstract concept of budgeting becomes a concrete skill. They have now successfully completed the process in a low-stakes environment.

Step 4: Create (What if I used this budget to reach a goal?)

In the final step, you turn the reins over to them. You provide blank copies of the budgeting worksheet and say, “Now it’s your turn. Using your own numbers, draft a basic budget for next month. But here’s the challenge: find a way to allocate money specifically toward the goal you wrote down at the beginning of our session.”

You give them time to work independently or in pairs. You walk around the room, acting as a facilitator and coach, answering questions and offering encouragement. Some might discover they can save more than they thought. Others might decide to create a plan to reduce an expense.

• Outcome: The learning is now completely personalised. Each person leaves not just with knowledge about budgeting, but with a tangible, custom-built plan that connects directly to their own life. They own the process.

Who should use the 4MAT Framework?

The beauty of the 4MAT framework is its broad applicability. If you need to communicate ideas and help others learn, you can benefit from using it.

• Teachers: Teachers can use it to design dynamic lesson plans that cater to the diverse learning needs in their classrooms.
• Corporate trainers and HR professionals: It is an invaluable tool for designing employee onboarding, leadership development, and skills training that is both engaging and effective.
• Coaches and consultants: Coaches can structure their client sessions around the 4MAT cycle to help clients move from reflection to action.
• Managers and team leaders: When introducing a new process or initiative, managers can use 4MAT to ensure team buy-in and a clear understanding.
• Public speakers and presenters: It provides a compelling narrative structure for any presentation, ensuring the audience is engaged from start to finish.