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Psychological Type,Learning Styles &

Teaching Strategies

Center for Distance Learning

Richard J. Pilarski

Adjunct/Mentor and Instructor Development Specialist

Workshop Objectives

• Psychological Type

• Learning Styles

• Teaching Strategies

• Carl Jung and The MBTI ® (Myers-Briggs Type Indicator®)

• Research on Type and Individual Student Preferences

• Matching Teaching Strategies to Learning Preferences

Sources

Anne L. Russell, Faculty School of Education Case Study at Queensland University of Technology, Brisbane, Australia

Georgia State University Master Teacher Program

MBTI Manual: Consulting Psychologists Press, 1998

NYS Governor’s Office of Employee Relations Management Development Programs

People Types and Tiger Stripes, 3rd edition, Gordon Lawrence, 1993

Valerie N. Williams, Director: Oklahoma University Health Sciences Center Faculty Leadership Program

RE: Type, Learning Styles & Teaching StrategiesSome Personal Experience & Qualifications

1991-97: Adjunct Faculty: FORUM East Management Education Program

1997-2006: Appointed Part-time Mentor: FORUM East and International Programs

2007- Present: CDL Adjunct Faculty/Mentor & Instructor Development Specialist

2000 – Qualified Psychological Type/MBTI Seminar Facilitator (B.A. Psychology)

2000 – Present: Seminars and Consulting in applied MBTI for Leadership, Communications, Team Building, Problem Solving, Management Competencies, etc.

“What appears to be random behavior in people is actually quite orderly and predictable.”

Carl Jung Swiss Psychologist

Psychological Type and the Myers Briggs Type Indicator®

One of Many Distinctive Ways of Perceiving People

Jung’s Theory of Type

• All people have preferences• Preferences are dichotomous• We develop skills related to all preferences• Preferences are innate• All preferences and types are of equal value• The environment is extremely important to type

History of MBTI®

Carl Jung - Born in Switzerland (1875- 1961)• In 1921 publishes the book “Psychological Type”

Katherine Briggs (1875-1968)

• 1926-1928 Her writings on personality type and her writings on education are published.

Isabel Briggs Myers (1897- 1980)

• Development of MBTI® and supporting research became the major focus of her life.

Mental Processing

Perceiving

Information intake

Judging Information organization;

drawing conclusions

Jung theorized preferences in how we use our minds by one of two mental activities:

Sensing FeelingThinkingIntuition

“Attending” to the World…

• We use the essential mental processes daily though an external or internal focus on the world.

• External focus on people, things, experience and

external events is Extraversion• Internal focus on inner processes, thoughts and

reflections is Introversion

We attend to the world with a focus ofExtraversion or Introversion

and we receive information through Sensing or Intuition.

We process the data and evaluate how we Think or Feel

about it, in terms of our attitude of

Perceiving and Judging.

Considered together…

Learning style:

“An individual’s preferred way of gathering, interpreting, organizing,

and thinking about information.”

Davis, B.G., 1993, Tools for Teaching

The Relationship Between Psychological Preferences

and Learning Styles

Four Preference Pairs

• Extraverting or

Introverting are the ways we get our energy

• Sensing or INtuiting describes how we prefer to gather information

• Thinking or Feeling are how we organize information and make judgments about that information

• Judging or Perceiving are about our lifestyle and how we prefer to organize and relate to the world around us

EXTRAVERSION and INTROVERSIONCOMPLEMENTARY ATTITUDES TOWARD THE WORLD

Both Attitudes Are Used By Everyone But One Is Usually Preferred And Better Developed

EAn Extravert’s Essential Stimulation is From The

Environment- The Outer World of People and Things.

IAn Introvert’s Essential Stimulation is From Within-

The Inner World of Thoughts and Reflections.

HOW “E” AND “I” PREFERENCES AFFECT LEARNING

“E”

Extraversion

Cognitive Style: The extraversion preference is expressed as a cognitive style that favors:

• Learning by talking and physically engaging the environment

• Letting attention flow outward toward objective events

• Talking to help thoughts to form and become clear

• Learning through interactions, verbal and non-verbal

“I” Introversion

Cognitive Style: The introversion preference is expressed as a cognitive style that favors:

• Quiet reflection • Keeping one's thoughts inside

until they are polished • Letting attention flow inward • Being engrossed in inner events:

ideas, impressions, concepts • Learning in private, individual

ways

SENSING and INTUITIONARE WAYS OF TAKING IN INFORMATION

Both Ways of Perceiving And Taking In Information Are Used By Everyone But One Is Usually Preferred And Better Developed

SThe Sensing Function Takes In Information By Way of The

Five Senses-Sight, Sound, Touch, Taste, and Smell

NThe Intuiting Function Takes In Information By Way of a “Sixth

Sense” or Insight.

HOW “S” AND “N” PREFERENCES AFFECT LEARNING

“S” Sensing

Cognitive style: The sensing preference is expressed in a cognitive style that favors:

• being careful to get the facts right

• memory of facts • observing specifics, absorbing

data • starting with concrete

experience, then moving to the abstract

• staying connected to practical realities around oneself

• attending to what is in the present moment

“N” iNtuition

Cognitive Style: The intuition preference is expressed in cognitive style that prefers:

• being caught up in inspiration • moving quickly toward seeing

meanings and associations • reading between the lines • relying on easy use of words

more than memory of facts • focusing on general concepts

more than details and practical facts

• relying on insight more than careful observation

THINKING and FEELINGARE WAYS OF MAKING DECISIONS

Both Ways of Deciding And Evaluating Are Used By Everyone But One Is Usually Preferred And Better Developed

TThinking Is The Mental Process That Decides on The Basis

of Logical Analysis.

FFeeling Is The Mental Process That Decides on The Basis of

Evaluating Relative Worth.

HOW “T” AND “F” PREFERENCES AFFECT LEARNING

“T”

Cognitive style: A preference for thinking is expressed in a cognitive style that favors:

• making impersonal judgments • aiming toward objective truth • analyzing experiences to find

logical principles underlying them

• keeping mental life in order through logical principles

• staying cool and free of emotional concerns while making decisions

• naturally critiquing things, finding flaws to fix, aiming toward clarity and precision

“F”

Cognitive style: A preference for feeling is expressed in a cognitive style that favors:

• making caring judgments • taking into account people's

motive and personal value • attending to relationships

between people, seeking harmony

• personalizing issues and causes that have high priority

• staying tuned to emotional aspects of life

• naturally appreciating people and things

JUDGMENT and PERCEPTIONARE COMPLEMENTARY LIFESTYLESBoth Attitudes Are Part of Everyone’s Lifestyle

But One Is Usually Preferred And Better Developed

JA Judging Lifestyle is Decisive, Planned,

and Orderly.

PA Perceiving Lifestyle is Flexible, Adaptable, and

Spontaneous.

HOW “J” AND “P” PREFERENCES AFFECT LEARNING

“J”

Cognitive style: Running one's outer life with a judgment process is expressed as a cognitive style that favors:

• having a clear structure in a learning situation from the beginning

• aiming toward completions and getting closure

• having life organized into an orderly plan

• looking for consistency, wanting to be able to predict how things will come out

“P”

Cognitive style: The perceiving preference is associated with a cognitive style that favors:

• open exploration without a preplanned structure

• staying open to new experiences

• managing emerging problems with plans that emerge with the problems

• having the stimulation of something new and different

Learning Preferences

and

Teaching Strategies

SOME STRATEGIES TO FACILITATE LEARNING FOR “E” EXTRAVERTS







Teaching Strategies

Opportunities to think out loud; e.g., one-to-one with the teacher, classroom discussions, working with another student, action projects involving people

• Learning activities that have an effect outside the learner, such as visible results from a project

• Teachers who manage classroom dialogue so that extraverts have ways to clarify their ideas aloud before they add them to class discussion

• Assignments that let them see what other people are doing and is regarded important

SOME STRATEGIES TO FACILITATE LEARNING FOR “I” INTROVERTS




until they are polished • Letting attention flow inward • Being engrossed in inner

events: ideas, impressions, concepts

• Learning in private, individual ways

Teaching Strategies

• Work internally with their own thoughts: listening, observing, lab work, reading, writing

• Process experiences at own pace • Present the results of their work in

forms that let them keep privacy • Have ample time to polish their

work inside before needing to present it

• Have time to reflect before answering the teacher's questions

• Tie their studies to their own personal interests, their internal agenda

SOME STRATEGIES TO FACILITATE LEARNING FOR “S” Sensers



• being careful to get the facts right • memory of facts • observing specifics, absorbing data • starting with concrete experience,

then moving to the abstract • staying connected to practical

realities around oneself • attending to what is in the present

moment

Teaching Strategies

• instruction that allows them to hear and touch or see (not only read about) what they are learning

• relevant films and other audio-visuals • computer-assisted instruction • first hand experience that gives

practice for the skills and concepts to be learned

• teachers who provide concrete experiences first in any learning sequence, before textbooks

• not moving "too quickly" through material, touching just the high spots and jumping from thought to thought

• assignments that allow them to start with facts before having to imagine possibilities

• skills and facts they can use in their present lives

SOME STRATEGIES TO FACILITATE LEARNING FOR “N” iNtuitors








Teaching Strategies

• assignments that put them on their own initiative

• real choices in the ways they work out their assignments

• opportunities for self-instruction individually or with a group

• opportunities to be inventive and original

• fascinating new possibilities • experience rich with complexities • work that stays fresh by calling for

new skills, not just repetition of existing skills

• teachers with brisk pace, who don't go "too slowly"

SOME STRATEGIES TO FACILITATE LEARNING FOR “T” THINKERS


Cognitive style: A preference for thinking is expressed in a cognitive style that favors: making impersonal judgments

• aiming toward objective truth • analyzing experiences to find

logical principles underlying them • keeping mental life in order through

logical principles • staying cool and free of emotional

concerns while making decisions • naturally critiquing things, finding

flaws to fix, aiming toward clarity and precision

Teaching Strategies

• material that is logically organized • subjects that show cause and

effect relationships • clear relevance of course material

to practical experiences• opportunities to critique course

content and other students• feedback that shows them

specific objective achievement

SOME STRATEGIES TO FACILITATE LEARNING FOR “F” FEELERS









Teaching Strategies

• teachers who value personal rapport with students

• opportunities for engagement with other students

• assignments that have a goal of contributing to others

• receiving appreciation for them as persons

• harmonious small-group work

SOME STRATEGIES TO FACILITATE LEARNING FOR “J” JUDGERS







Teaching Strategies

• preplanned structure, and a teacher who carefully provides it

• predictability and consistency • formalized instruction that moves

on orderly sequences • prescribed tasks, milestones,

completion points, ceremonies to honor successful completions

SOME STRATEGIES TO FACILITATE LEARNING FOR “P” PERCEIVERS







Teaching Strategies

• they can pursue problems in their own way

• they have genuine choices in assignments, as with a system of individual contracts in which the student can negotiate some of the activities

• Assignments that hold their interest

• their work feels like play

Some Personal Observations RegardingONLINE

Learning Preferences and

Teaching Strategies

AN EXAMPLE OF AN EXTRAVERT IN A CDL MANAGERIAL LEADERSHIP COURSE

Observed Discussion Behavior

• Typically the first to open discussion

• Abundant comments to virtually every student in her group

• Short undeveloped thoughts that eventually emerged into a conceptual framework

• Engaging inquiry that led to disclosures of details about personal and professional lives.

• Encouragement and comments that bordered on Instructor roles







AN EXAMPLE OF AN INTROVERT IN A CDL BUSINESS ETHICS COURSE




until they are polished • Letting attention flow inward • Being engrossed in inner

events: ideas, impressions, concepts

• Learning in private, individual ways

Observed Discussion Behavior

• Only one submission in Critical Comment activity where a minimum of two comments are required

• The postings were submitted just prior to the due date

• The single extensive and comprehensive submission very effectively covered several essays with clearly articulated critique and conclusions

AN EXAMPLE OF A SENSER IN A CDL BUSINESS ETHICS COURSE



• being careful to get the facts right

• memory of facts • observing specifics, absorbing

data • starting with concrete

experience, then moving to the abstract

• staying connected to practical realities around oneself

• attending to what is in the present moment

Observed Essay Format

• Emphasis on factual details of the case study at expense of analysis

• Fitting case issues to pre-determined personal position

• Logical inductive process to align facts with position

• Limited required references to ethical theories, relying on past experiences instead.

• Restricted extension of factual details to broader principles of moral philosophy

AN EXAMPLE OF AN INTUITOR IN A CDL BUSINESS ETHICS COURSE








Observed Essay Format

• Presentation of various possible relevant ethical theories

• Moving beyond factual details to potential hypotheses

• Innovative introduction of remotely related websites and other sources

• Rather prolific and articulate essays

• Reaching for other possible conclusions at the expense of a clear and concrete decision

AN EXAMPLE OF A THINKER IN A MANAGERIAL LEADERSHIP COURSE TEAM EVALUATION


Cognitive style: A preference for thinking is expressed in a cognitive style that favors: making impersonal judgments

• aiming toward objective truth • analyzing experiences to find

logical principles underlying them

• keeping mental life in order through logical principles

• staying cool and free of emotional concerns while making decisions

• naturally critiquing things, finding flaws to fix, aiming toward clarity and precision

Observed Evaluation Strategy

• critical analysis of performance based on project outcome

• detached overview of project activities with little reference to team participants

• objective comparison of team behaviors to leadership theories

• assumed his role and duties to perform as opposed to interact

• concluded with extensive review of his plan for improved performance

AN EXAMPLE OF A FEELER IN A MANAGERIAL LEADERSHIP COURSE









Observed Evaluation Strategy

• Identification of personal characteristics of each team member

• Observations of individual contributions

• Presentation of why she chose follower role as harmonizer

• Considerable discussion of the good relationships among team members

• Focus on leadership traits and characteristics over activities and results

AN EXAMPLE OF A JUDGER IN A MANAGERIAL LEADERSHIP COURSE TEAM PROJECT







Observed Behavior

• Began contact and interaction immediately

• Broke project down into distinct steps

• Assigned roles and responsibilities to each member

• Collaborated to identify specific intended outcomes

• Developed schedule and timing of required contributions

• Persistently aligned actions and pieces of project to intended results

AN EXAMPLE OF A PERCEIVER IN A BUSINESS ETHICS MODULE







Observed Behavior

• Late contributor to Discussion • Rotated between discussion and

essay and modified postings • Considerable changes from initial

positions in discussion to final written assignment

• Openness to new information that revised early positions

• Last minute submission of both written essays

Questions

Suggestions

Ideas

Next Steps

Realize your own preferences. Embrace them!

۞

Appreciate your students’ preferences.Accommodate them!

۞

Embrace diverse learning styles.Facilitate them!

LEADERS IN THEIR CHOSEN PROFESSION

ISTJ George Washington George Bush Jackie Joyner-Kersee Evander Holyfield Jack Webb

ISFJ

Robert E. Lee William Howard Taft Michael Jordan Barbara Bush Christi Yamaguchi Queen Elizabeth II

INFJ

Jimmy Carter Mother Teresa Martin Luther King Jr. Sidney Poitier Shirley McClain Billy Crystal

INTJ

John F. Kennedy Thomas Jefferson Arthur Ashe Jane Austen Joan Lunden Martina Navratilova

ISTP

Zachary Taylor Pele Tom Cruise Clint Eastwood Frank Zappa

ISFP

Ulysses S. Grant Yogi Berra Quincy Jones Magic Johnson Marilyn Monroe Vicente Fox

INFP

John F. Kennedy Jr. Jacqueline Onasis Amy Tan Tom Brokaw Carlos Santana Helen Keller

INTP

Socrates Dwight D. Eisenhower CG Jung Meryl Streep Midori Ito Tom Foley

ESTP

Bruce Lee Ernest Hemingway Eddie Murphy Lucille Ball Madonna Mae West

ESFP

Bob Hope Arsenio Hall Mary Lou Retton Willard Scott Goldie Hawn Christina Aguilera

ENFP

Bill Cosby Dr. Seuss Carol Burnett Sandra Bullock Robin Williams Geraldo Rivera

ENTP

Teddy Roosevelt Thomas Edison Tom Hanks Julia Child Alfred Hitchcock Valerie Harper

ESTJ

Andrew Jackson Harry Truman Carrie Nation Bette Davis Sam Walton Rev. Billy Graham

ESFJ

William J. Clinton Terry Bradshaw Mary Tyler Moore Sally Field Danny Glover

ENFJ

Abraham Lincoln Ronald Reagan Elizabeth Dole Oprah Winfrey Francois Mitterand

ENTJ

Franklin Roosevelt Richard Nixon Whoopi Goldberg Margaret Thatcher Newt Gingrich Dave Letterman

Comparing Two Learning Style Models

• Information processing model

• Concrete Experience (feeling)

• Reflective Observation (watching)

• Abstract Conceptualization (thinking)

• Active Experimentation (doing)

Kolb,D. 1984

• Personality model

• Four dichotomous preferences

– Extravert – Introvert

– INtuitive – Sensing

– Thinking – Feeling

– Judging – Perceiving

• 16-Types

Kolb’s Learning Cycle Myers-Briggs Type Indicator

Briggs-Myers, I. 1942 –Form A. 1998 Form M

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