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TITLE:Psychological Type, Learning Styles and Teaching Strategies: Student and Faculty Implications in an Online EnvironmentSESSION DESCRIPTION:This session will investigate how students with different psychological preferences adapt to the online learning environment and how teachers may adapt teaching styles to accommodate these different learning styles. The session begins with an overview of the adaptation of Carl Jung’s work into the Myers Briggs Type Indicator® (MBTI®). Next, there will be a synopsis of some of the research on the interrelationship of personality preferences and learning styles. Finally, participants will consider strategies that CDL instructors may employ in our online learning environment to enhance the learning of our students.
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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
Psychological Type and the Myers Briggs Type Indicator®
One of Many Distinctive Ways of Perceiving People
Psychological Type and the Myers Briggs Type Indicator®
One of Many Distinctive Ways of Perceiving People
Psychological Type and the Myers Briggs Type Indicator®
One of Many Distinctive Ways of Perceiving People
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
Learning Preferences
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
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
Learning Preferences
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
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
Learning Preferences
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
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
Learning Preferences
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
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
Learning Preferences
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
Learning Preferences
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
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
Learning Preferences
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
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
Learning Preferences
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
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
Learning Preferences
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
AN EXAMPLE OF AN INTROVERT IN A CDL BUSINESS ETHICS COURSE
Learning Preferences
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
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
Learning Preferences
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
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
Learning Preferences
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
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
Learning Preferences
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
Learning Preferences
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
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
Learning Preferences
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
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
Learning Preferences
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
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