And LEARNING SYTLE

Extroverts Extroverts focus on the outer world of people and things. Extroverts need interaction with people. In school extroverts work best through discussions, brainstorming, group exercises and projects, and presentations.

Introverts Introverts focus on the inner world of ideas and impressions. They need time to process information before interacting with others. In school, self-directed study (a set curriculum presented as a manual, text, workbook and/or course outline) works well as long as the pace of the learning is determined by the learner. This allows learning to be a solo act.

Extravert PreferenceIntrovert Preference Communicate by talking Talk first, reflect later Initiative takers Sociable Learn best by discussing or doing Communicate by writing Reflect before talking Capacity for intense focus Private Learn best by building mental models E-I: Focus on the world

Sensors Sensors focus on the present and on concrete information gained from their senses. In school, Sensors benefit from courses with a detailed course outline and defined instructions for assignments and tests.

Intuitives Intuitives focus on the future, with a view toward patterns and possibilities. In school, Intuitives benefit from courses where they must think big, theorize and debate. Hands- on experimentation that isn’t highly structured would also benefit the intuitive’s learning.

Sensing PreferenceIntuitive Preference Value practical, realistic applications Concrete—notice details Sequential memory Step-by-step Learn best by experience Value “big picture” Theory—insight, potential Capacity for intense focus Jump-in Learn best by seeing patterns; connecting meaning to facts Z 7 * = X S-N: Information gathering

Thinkers Thinkers base their decisions primarily on logic and on objective analysis of cause and effect. Thinkers tend to like facts and figures. Ambiguous findings would frustrate a thinker. Thinkers thrive in an academic environment that allows them to look at the facts and determine and/or challenge their merit.

Feelers Feelers tend to base their decisions primarily upon values and on subjective evaluation of person-centered concerns. Feelers like to see the value in something on an emotional or gut level. In school, they work well when assigned group projects where harmony building and consensus is essential.

Thinking PreferenceFeeling Preference Value analytic approach Use cause-and-effect reasoning Objective; impersonal Fair Learn best by logic, problem-solving Value sympathetic approach Use value-based reasoning Harmonizing; supportive Compassionate Learn best by person- centered understanding & acceptance T-F: Decision-making

Judgers Judgers tend to like a planned and organized approach to life and prefer to have things settled. In school, Judgers prefer highly structured, organized method of instruction. They like to see the course outline with deadlines and a clear breakdown of how marks are obtained.

Perceivers Perceivers tend to like a flexible and spontaneous approach to life and prefer to keep their options open. In school, Perceivers benefit from a free flowing, unstructured learning environment that allows for play and experimentation. They like timelines for learning to be open ended and learning to be self-paced.

Judging PreferencePerceiving Preference Value organization Methodical; systematic Like closure Dislike last minute stresses Learn best by sticking to a plan Value spontaneity Casual; resourceful Like flexibility Energized by last minute press Learn best by adapting to demands of the situation J-P: Relating to outer world

ISTJISFJINFJINTJ ISTPISFPINFPINTP ESTPESFPENFPENTP ESTJESFJENFJENTJ ST – details and specific facts are important. Like control. Understand hierarchy. Tough-minded. Realistic. Concentrate on the work. Pop. 29.9% (M 41.7%; F 18.5%) Engage ST’s with: charts, graphs, statistics. Documentation; perfected methods.

SF –specific facts, details and interpersonal aspects of learning environment are important. Like humane climate for learning; will foster if possible. People-oriented. Pop. 43.4% (M 30%; F 56.3%) Engage SF’s with: what works– practical results for patients; simulated patients. ISTJISFJINFJINTJ ISTPISFPINFPINTP ESTPESFPENFPENTP ESTJESFJENFJENTJ

ISTJISFJINFJINTJ ISTPISFPINFPINTP ESTPESFPENFPENTP ESTJESFJENFJENTJ NF –student development & growth, macro view, personal and team goals are important. Like flexibility in climate for learning; teamwork among class members that benefits all. Pop. 16.4% (M 13.5%; F 19.2%) Engage NF’s with: innovative exercises; research that provides insight about improving results for patients.

ISTJISFJINFJINTJ ISTPISFPINFPINTP ESTPESFPENFPENTP ESTJESFJENFJENTJ NT –macro view, efficiency in learning. Like impersonal climate for learning that structures problems, introduces innovations. Pop. 10.3% (M 14.8%; F 5.9%) Engage NT’s with: strategies, models, systems approach; studies of complex problems; debate

MBTI® Breakdown by preferences (1998. Form M) PreferenceMalesFemalesTotal Extraversion45.9% 52.5% 49.3% Introversion54.1%47.5%50.7% Sensing71.7%74.9%73.3% iNtuition28.3%25.1%26.7% Thinking 56.5%24.5%40.2% Feeling43.5%75.5%59.9% Judging52.0%56.2%54.1% Perceiving48%43.8%45.9%

MBTI® Breakdown by Function Pairs (1998. Form M) Function PairMalesFemalesTotal ST41.7%18.5%29.9% SF 30.0% 56.3% 43.4% NF 13.5% 19.2% 16.4% NT 14.8% 5.9% 10.3%

ISTJ 11-14% ISFJ 9-14% INFJ 1-3% INTJ 2-4% ISTP 4-6% ISFP 5-9% INFP 4-5% INTP 3-5% ESTP 4-5% ESFP 4-9% ENFP 6-8% ENTP 2-5% ESTJ 8-12% ESFJ 9-13% ENFJ 9-13% ENTJ 2-5%