Facilitating Learning Personality Preferences and Student Learning

Online Indicators: Take one of these online indicators before moving on.

Four Scales Measured by MBTI ScaleRefers to Extraversion/IntroversionHow a person is energized Sensing/IntuitionWhat a person pays attention to Thinking/FeelingHow a person decides Judging/PerceivingLife-style a person adopts

Personality Preferences While MBTI preferences influence learning styles, personality preferences encompass the whole person and the way he/she lives life, which, of course, includes learning as part of the whole.

Energy Extraversion: Preference for drawing energy from outside world of people, activities or things. Introversion Preference for drawing energy from one’s internal world of ideas, emotions or impressions.

Attending Sensing Preference for taking in information through the five senses and noticing what is actual. Intuitive Preference for taking in information through a “sixth sense” and noticing what might be.

Deciding Thinking Preference for organizing and structuring information to decide in a logical, objective way. Feeling Preference for organizing and structuring information to decide in a personal, value- oriented way.

Organizing Judging Preference for living a planned, organized life. Perceiving Preference for living a spontaneous and flexible life.

Types and Preference Levels EI SN TF JP

Sixteen “Types” ISTJ Dependable 6% ISFJ Nurturing 6% INFJ Loyal 1% INTJ Perfectionist 1% ISTP Logical 6% ISFP Artistic 6% INFP Idealist 1% INTP Analytical 1% ESTP Spontaneous 13% ESFP Performer 13% ENFP Inspirer 5% ENTP Visionary 5% ESTJ Decisive 13% ESFJ Caregiver 13% ENFJ Helper 5% ENTJ Strategic 5%

Things to remember People aren’t neatly categorized. Life is too messy for that. Indicators are based on a continuum. Indicators are based on preferences. Goal is to be balanced, using preferences from both sides of the scale.

Energy and Learning Extroverts:Introverts: Like variety and actionLike quiet for concentration Impatient with long, slow assignments like research. Like working on one assignment for longer periods of time Often speak and act quickly, sometimes without putting in enough thought Like to take time to think before speaking or acting Develop ideas by discussionDevelop ideas by reflection Like working with othersLike working alone or with one person Ask questions to check on expectations Ask questions to understand something before attempting Has a relatively short attention spanWork intently on task at hand

Attention and Learning SensorsIntuitives Like using experience to solve problems; likes to be practical Like solving new and complex problems; likes to be innovative Enjoy using skills already learned more than learning new ones Enjoy learning a new skill more than using it. Is more observant than imaginative; rarely makes errors of fact Is more imaginative than observant; jumps to conclusions Prefers memorizingPrefers conceptualizing Likes to know the “right way” to solve problems Likes to find different ways to solve problems Likes precise, detailed workDislikes precise work with many details Usually proceed step-by-stepUsually work in bursts of energy

Deciding and Learning ThinkersFeelers Use logical analysis to reach conclusions Use values to reach conclusions Can work without harmonyWork best in harmony with others Tend to decide impersonally, sometimes paying insufficient attention to others Tend to decide let decisions be influenced by their own and other people’s likes and dislikes Are motivated by ideasAre motivated by people Tend to be firm minded and can give criticism when appropriate Tend to be sympathetic and dislike, even avoid, providing criticism Prefer to be brief and concisePrefer to be sociable and friendly Feel rewarded when job is doneFeel rewarded when people’s needs are met

Organizing and Learning JudgersPerceivers Work best when assignments are structured and deadlines are firm Enjoy flexibility in assignments Like things settled and definiteLike to leave things open for last- minute changes. Are more decisive than curiousAre more curious than decisive May not notice new things that need to be done May postpone unpleasant tasks that need to be done State their positions and decisions clearly Present their views as tentative and malleable Expect others to follow through and count on it Expect others to adapt to situational requirements Like to communicate resultsLike to communicate options and opportunities

Tutoring Goals Remain aware of different preferences that inevitably occur in the classroom Provide opportunities for students to work with and against preferences. Understand the difficulty students have when working with their non-dominant preference

Sources Lawrence, Gordon. People Types and Tiger Stripes. Center for Applications of Psychological Type, Myers, Isabel Briggs. Gifts Differing. Palo Alto: Consulting Psychologists, Scharton, Maurice and Jan Neuleib. Inside Out: A Guide to Writing. Boston: Allyn and Bacon, 1993.