L’Univeristé d’Ottawa / University of Ottawa 21:05 ECO1102 Macroeconomics 1 Know Your Students and Yourself

20:08 20:08

ECO1102 Macroeconomics1

l’Univeristé d’Ottawa / University of Ottawa

Know Your Students and YourselfKnow Your Students and YourselfKnow Your Students and YourselfKnow Your Students and Yourself

Université d’Ottawa / University of Ottawa 20:08 20:08

2Université d’Ottawa / University of Ottawa

Personality TypesPersonality Types

Many schemes MBTI 4 letters describe type

Where you focus your attention and energyExtraversion: focus on outer world

o Energized by and direct energy to outer worldIntroversion: focus on inner world

o Energized by and direct energy to inner experience




How do you acquire or gather information, or become aware?Sensing: focus on practical matters in here

and nowIntuition: focus on big picture and essential

patterns




How do you make decisions, arrive at conclusions, or make judgments?Thinking: decide objectivelyFeeling: decide by considering what is most

important to them or to other people




How do you relate to the outer world?Judging: want to structure and organize the

worldPerceiving: want to adapt to the outer

world



What Personality Type are You?What Personality Type are You?

For each pairs of words below, choose ONE word that most describes the ‘real you’. Not the behavior that would be required of you

in a particular setting On a sheet of paper, put the following:



What personality type are you?What personality type are you?

1.

2.

3.

4.

5.

6.

7.

TOTAL TOTAL



Where you focus your attention and energy?Where you focus your attention and energy?

E I

1. Lively Calm

2. Talkative Reserved

3. Expressive Quiet

4. Interaction Concentration

5. Outward Inward

6. Talk Listen

7. Outspoken Introspective

TOTAL TOTAL



How do you acquire or gather information, How do you acquire or gather information, or become aware?or become aware?

S N

1. Concrete Abstract

2. Builder Inventor

3. Realistic Idealistic

4. Practical Ingenious

5. Literal Figurative

6. Application Implication

7. Realities Possibilities

TOTAL TOTAL



How do you make decisions, arrive at How do you make decisions, arrive at conclusions, or make judgments?conclusions, or make judgments?

T F

1. Just Humane

2. Logical Sentimental

3. Thinking Feeling

4. Analyze Empathize

5. Head Heart

6. Critique Appreciate

7. Firm-minded

Tender-hearted

TOTAL TOTAL



How do you relate to the outer world?How do you relate to the outer world?

J P

1. Scheduled Spontaneous

2. Disciplined Free spirit

3. Decide Wait and see

4. Structure Flow

5. Plan Improvise

6. Organized Free-flowing

7. Finish Start

TOTAL TOTAL



Your ScoreYour Score

For each of the 4 tables,Add up the total number of checkmarks in

each column. Write that number in the space marked TOTALCircle the larger of the two numbersThe 4 letters you circled represent your

Personality Type



Learning StylesLearning Styles

ExtraversionLearn best when in actionLike to study with othersSay they are high in verbal and interpersonal

skillsSay they need training in reading and writing

papersBackground sounds help them studyWant faculty who encourage class discussion




IntroversionLearn best by pausing to thinkPrefer studying individuallySay below average in verbal expressionSay need training in public speakingNeed quiet for concentrationWant faculty who give clear lectures




SensingSeek specific informationMemorize factsValue what is practicalFollow instructionsLike hands-on experienceTrust material as presentedWant faculty who give clear assignments




IntuitionSeek quick insightsUse imagination to go beyond factsValue what is originalCreate their own directionsLike theories to give perspectiveRead between the linesWant faculty who encourage independent

thinking




ThinkingWant objective material to studyLogic guide learningLike to critique new ideasCan easily see flaws in an argumentLearn by challenge and debateWant faculty who make logical presentations




FeelingWant to be able to relate to material

personallyPersonal values importantLikes to please instructorsCan easily find something to appreciateLearn by being supported and appreciatedWant faculty who establish personal rapport

with students




JudgingLike formal instructions to solving problemsValue dependabilityPlan work well in advanceWork steadily toward goalsLikes to be in charge of eventsDrive toward closureWant faculty to be organized




PerceivingLike to solve problems informallyValue changeWork spontaneouslyWork impulsively with bursts of energyLike to adapt to eventsStay open to new informationWant faculty to be entertaining and inspiring



0

5

10

15

20

ISTJ INFJ ISTP INFP ESTP ENFP ESTJ ENFJ

University Student Personality Types

Male

Female



0

5

10

15

20

25

30

35

IN EN IS ES

Students

Faculty

The first two letters of type reveal where you focus attention, and how you take in information

ES students more interested in practical usefulness of learning

IN professors more interested in abtractions and learning for its own sake



0

10

20

30

40

SP SJ NP NJ

Students

Faculty

S or N: like to focus on facts and reality, or abstract concepts and theories

J or P: whether you like to decide on information quickly and then move on, or keep open to new information

SP students prefer flexible approach and more time

NJ professors prefer structure and theories



Why the pattern?Why the pattern?

1. People learn in different ways If instructor teaches one way, some types

favored2. Instructors serve as role models for students3. Textbooks can favor learning types



Econ Students and FacultyEcon Students and Faculty

GroupSJ

GUARDIAN

SP ARTISAN

NF IDEALIST

NT RATIONAL

Economics

Students 35% 23% 20% 22%

College Students

39% 20.5% 22.5% 18%

Econ Faculty

47% 3% 3% 47%

University Faculty

30% 6% 33% 31%



Econ Students and FacultyEcon Students and Faculty

Guardian Artisan Idealist Rational

0

10

20

30

40

50

UNC students AP faculty

SJ Guardian and NT Rational students well served by most economics professors.

SP Artisan and NF Idealist students are likely to feel “left out” of the classroom dialogue.



Male-Female Personality TypesMale-Female Personality TypesISTJMales: 12.48Females:6.86

ISFJMales: 5.44Females: 11.47

INFJMales: 2.65Females: 3.79

INTJMales: 5.40Females: 2.16

ISTPMales: 6.81Females: 2.45

ISFPMales: 4.09Females: 5.74

INFPMales: 5.32Females: 5.67

INTPMales: 6.63Females: 2.09

ESTPMales: 6.72Females: 2.81

ESFPMales: 4.41Females: 8.33

ENFPMales: 6.26Females: 11.74

ENTPMales: 6.77Females: 3.50

ESTJMales: 12.81Females: 8.68

ESFJMales: 5.46Females: 15.05

ENFJMales: 2.98Females: 6.42

ENTJMales: 5.78Females: 3.23



Typical Fields of Study by Preference Typical Fields of Study by Preference CombinationCombination

ST SF NF NT

Management/Business

Health care Counseling/human services

Law

Accounting/banking

Teaching Art & music Physical Science

Law enforcement

Religious service

Writing/journalism

Computers

Engineering Office work Behavioral science

Management

Skilled trades Community service

Education Research



Learning Styles and Teacher BehaviourLearning Styles and Teacher Behaviour

Learner Style

Learner Needs

Teacher’s Role

Teacher’s Behaviour

Dependent typically in intro courses, languages, some scienceWhen learner comes with little information

StructureDirectionExternal reinforcementEncouragementEsteem from authority

Expert

Authority

Lecturing Demonstrating Assigning

Checking Encouraging Testing Reinforcing Transmitting content Designing materials Grading




Learner StyleLearner Needs

Teacher’s Role


Collaborative Some knowledge, information, and ideas, and would like to share

InteractionPracticeProbe self & othersObservation

Peer challengePeer esteemExperimentation

Co-learner

Environment setter

Participation

InteractingQuestioning

Providing resourcesModeling

Providing feedbackCoordinatingEvaluatingManagingObserving processesGrading




Learner StyleLearner Needs

Teacher’s Role


Independent learner has much more knowledge or skill upon entering course; may feel instructor cannot add much

Internal awarenessExperimentation

TimeNon-judgmental support

Facilitator Allowing

Providing requested feedbackConsultingListeningNegotiatingEvaluating



All this affects MotivationAll this affects Motivation

Research most successful teachers in engaging students

develop activities with students' basic psychological and intellectual needs in mind



Time-on-Task & In-class ActivitiesTime-on-Task & In-class Activities

Ensure course materials relate to students' lives and how can be applied in real-life situations



Time-on-Task & In-class ActivitiesTime-on-Task & In-class Activities

Allow students to have some degree of control over learning give students choices between different

assignments minimize adult supervision over group

projects let students monitor and evaluate their own

progress



Time-on-Task & In-class ActivitiesTime-on-Task & In-class Activities Assign challenging but achievable tasks

for all students, including at-risk, remedial, and learning disabled students Tasks that seem impossible easily discourage

learners Tasks that are rote and repetitive Students need to feel successful and that

they've earned success.



Time-on-Task & In-class ActivitiesTime-on-Task & In-class Activities Arouse students' curiosity about the topic

use the "mystery" approach present fragmentary or contradictory

information about a subject ask to examine available evidence to

develop their own hypotheses. builds on students' needs for competence

and autonomy, giving students an opportunity to direct inquiry and "discover for themselves."



Time-on-Task & In-class ActivitiesTime-on-Task & In-class Activities Design projects that allow students to share new

knowledge with others. when students do assignments that only the

teacher will read, they are entering into a nonreciprocal relationship.

teacher already knows and has no real need for the information the student is providing him or her.

projects are more engaging when students share what they are learning in reciprocal relationships, as in collaborative projects where each student's knowledge is needed by others in the group to complete an assignment.

Documents

L’Univeristé d’Ottawa / University of Ottawa 21:05 ECO1102 Macroeconomics 1 Know Your Students and Yourself