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The 4Cs: An Instructional Design Process: Five Minutes

The 4Cs instructional design model outlines a four step process for teaching and training: 1) Connections - learners connect new topics to prior knowledge and each other 2) Concepts - direct instruction through multi-sensory presentation of new information 3) Concrete Practice - active skill practice and review through teaching others 4) Conclusions - learners summarize, evaluate, and commit to applying their new learning.

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Mohammed Mohiuddin Khan
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59 views

The 4Cs: An Instructional Design Process: Five Minutes

The 4Cs instructional design model outlines a four step process for teaching and training: 1) Connections - learners connect new topics to prior knowledge and each other 2) Concepts - direct instruction through multi-sensory presentation of new information 3) Concrete Practice - active skill practice and review through teaching others 4) Conclusions - learners summarize, evaluate, and commit to applying their new learning.

Uploaded by

Mohammed Mohiuddin Khan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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The 4Cs: An Instructional Design Process

Instructions: As you read this article, circle, highlight or underline the sentences or
phrases, that you want to remember. When everyone in your group have finished
reading, spend five minutes discussing what questions you still have about the topic
with the other people in your group.

The 4Cs instruction design and delivery process has its roots in educational and
psychological research which began in the latter half of the 20th century. More
recently, discoveries in the field of neuroscience, as well as the availability of new
information on learning styles, learning modalities and multiple intelligences,
have all contributed to an approach to teaching and training that we now call
Accelerated Learning (AL). The basic tenants of AL are:

• Learning involves the body as well as the mind.


• Learning is fundamentally an act of creation, not consumption of
information.
• Learning takes place on many levels at once in the human brain and is not
a linear, one-thing-at-a-time brain activity.
• Collaboration increases learning; isolation and competition decreases it.
• Learning occurs through active doing, with time for reflection and
feedback not passive listening.
• Positive emotions and mental imagery improve learning; the lack of both
inhibits learning.

From the AL research, as well as work done by others in the fields of education
and psychology, came a four-step instructional design and delivery model based
on the way most people learn best.

• Preparation - arousal of interest and opening up to learning.


• Presentation - the encounter of new knowledge or skills.
• Practice - the integration of what has been learned.
• Performance - The application of the new knowledge or skills in real life.

In this book [Training From the Back of the Room], the 4Cs are my current
adaptation of the AL research with simpler labels for each of the four steps, to

Taken from Training from the Back of the Room!: 65 Ways to Step Aside and Let Them Learn by Sharon Bowman
make them easier to remember and apply. Here is a short description of each of
the four design and delivery steps and what learners will be doing during each
step:

Connections: This is the beginning or opening of a


training. It can also include pre-training time as well.
During the Connections step, learners make connections
with what they already know, or think they know, about
the training topic. They also make connections with what
they will learn or want to learn with the other learners in
the training group, and with you, the trainer.

Concepts: This is the direct instruction, lecture or


presentation part of a training, During the Concepts step,
learners take in new information in multi-sensory ways:
hearing, seeing, discussing, writing, reflecting, imagining,
participating and teaching it to others.

Concrete Practice: This is the


active review that usually follows
information delivery. During the Concrete Practice step,
learners actively practice a new skill using the new
information, participate in an active review of what they
have learned and again teach others what they know or
can now do.

Conclusions: This is the wrap-up


or closing part of a training. It can
also include post-training time as
well. During the Conclusions step, learners summarize
what they have learned, evaluate it, make a commitment to
use it at work or in their lives and end with a short
celebration of their learning experience.

Taken from Training from the Back of the Room!: 65 Ways to Step Aside and Let Them Learn by Sharon Bowman

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