MBTI ENFJ (Extraversion, Intuition, Feeling, Judging) Learning Styles

ENFJ (Extraversion, Intuition, Feeling, Judging) Learning Styles

MBTI ENFJ (Extraversion, Intuition, Feeling, Judging) Learning Styles

Warm, empathetic, responsive, and responsible. Highly attuned to the emotions, needs, and motivations of others. Find potential in everyone, want to help others fulfill their potential. May act as catalysts for individual and group growth. Loyal, responsive to praise and criticism. Sociable, facilitate others in a group, and provide inspiring leadership.

~Excerpted from Introduction to Type®

by Isabel Briggs Myers

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Frequency

 

ENFJ – 2.5% of the total population
1.6% of the male population
3.3% of the female population

 

Extraversion (E) 49.3% of the total population
Intuition (N) 26.7% of the total population
Feeling (F) 59.8% of the total population
Judging (J) 54.1% of the total population

 

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 The estimated frequency table was compiled from a variety of MBTI® results from 1972 through 2002, including data banks at the Center for Applications of Psychological Type; CPP, Inc; and Stanford Research Institute (SRI).

Learner Keyword: communicative and cooperative1

Learner Question

ENFJs, while learning, address the question, “Is this helpful to people?”2

Learning Style

ENFJs are most energized by information which is beneficial to others. They are active learners, being physically active and intellectually active in searching for solutions. Practical applications appeal to the ENFJ.

ENFJs are fast learners who thrive in creative and imaginative atmospheres. They enjoy learning generalities and theories, details exasperating them. They easily pull out patterns.

Cognitive Environment

ENFJs learn both in groups and individual work. They are flexible in this aspect. However, they do need to have cooperation and harmony. They struggle to concentrate in contentious learning environments. They need positive learning environments above all else.

ENFJs like structured classroom with clear objectives and purpose. They enjoy comradeship with their instructors and peers. Group work, discussions and participation are the most effective instructional methodologies for ENFJs.

MBTI Learning Styles - A Practical Approach Cover
For other learning styles: MBTI Learning Styles – A Practical Approach Available in paperback; Kindle; and pdf versions

ENFJs are most comfortable:

  • Having an active role in their learning process
  • Being in an active classroom with interactive learning opportunities
  • Cooperation and harmony
  • Receive positive feedback
  • Having a reward or at least seeing the purpose of learning
  • Structured classrooms
  • Having learning objectives

ENFJs are least comfortable:

  • Observing environments with little to no participation or activity, passive learning
  • Memorization
  • Contention, competition, debate
  • Criticism
  • Unstructured classrooms
  • Routine and repetition
  • Detail work with no wiggle room for imagination
  • Long bouts of solitary work

Teacher and classroom tips

As an educator, provide ENFJs with cooperation and harmony. ENFJs will emotionally and intellectually shut down in contention and disharmony. They cannot learn when the classroom environment is not harmonious. This, or course, will require avoiding debates.

ENFJs need supportive and encouraging instructors. Just as they will not thrive in contention, they will also not respond well to criticism.

ENFJs enjoy a wide variety of instructional methodologies. Avoid routines and repetition.

Provide a wide variety of sources and information for ENFJs.

Develop a respectful interpersonal relationship with ENFJs.

Use a variety of multi-media options in instruction.

In using group, provide the group with objectives, standards and guidelines to aid in their efficiency and to avoid contention.

Learner tips

Develop strong, harmonious relationships with your instructor and peers. If needed let your instructor know that contention creates difficulty for you to learn.

When working on groups, clearly set up expectations and roles to create a harmonious working environment.

Provide a way to brainstorm and be creative. Interact with new knowledge.

Create methods to study, using a variety of methods.

Read ahead of the class if a textbook is used. This will give you an opportunity to seek out practical applications to knowledge in your daily interactions.

Remember to be physical active, even while studying.

Instructional Strategies:

  • Active learning
  • Aesthetics included
  • Assess and Identify.
  • Breaks -frequent
  • Choice board.
  • Close relationship with instructor.
  • Collaboration/cooperative
  • Discussion
  • Educational games
  • Examples preferred.
  • Field trips
  • General concepts.
  • Group Activities
  • Hands-on Activities
  • Imaginative options
  • Objectives
  • Pace of instruction: fast
  • Peer feedback
  • Physical Activities
  • Positive Feedback
  • Problem-Solving
  • Relationships/Patterns.
  • Review
  • Structure
  • Talking/Verbal
  • Visuals

Assessment Strategies:

  • Act out a scene
  • Apply new information to life.
  • Brainstorm -webbing
  • Cooperative learning
  • Compare/contrast
  • Concept maps.
  • Construct a model.
  • Create a business card for a character or historical figure.
  • Create a game.
  • Create a group project.
  • Create a list of valid sources from the internet.
  • Create a relationship chart
  • Create a simulation.
  • Create manipulatives.
  • Develop a character sketch
  • Develop a list of …
  • Develop a sequence
  • Develop interview questions.
  • Experimental method.
  • Find a unique method to use … technology.
  • Hands on Activities.
  • Identify patterns.
  • Make a brochure.
  • Make a chart demonstrating the relationships
  • Make a diorama
  • Make a flip book
  • Make a motion chart.
  • Make a puppet.
  • Make a radio show broadcast.
  • Make a unique instrument.
  • Make a video
  • Make an infomercial instead of a persuasion paper.
  • Musical presentation.
  • Perform a song.
  • Play Jeopardy.
  • Poster presentation/symposium.
  • Presentations
  • Problem Solving.
  • Puppet show.
  • Ranking -of ideas, principles, alphabetical, most essential, etc.
  • Recite something -like poetry.
  • Record yourself giving a speech, talk, memorized concept, etc.
  • Recycle/adapt materials for a project.
  • Role-play.
  • Sculpture
  • Strategize a method to complete a project.
  • Summarize
  • Verbal survey.
  • Write a diary entry from the point of view of …
  • Write a eulogy.
  • Write a help wanted ad
  • Write a song
  • Write an advertisement
  • Write an advice column

Click on one of the sixteen personality types for more information:

Click on one of these dimension for more information:

MBTI Learning Styles - A Practical Approach Cover
For other learning styles: MBTI Learning Styles – A Practical Approach Available in paperback; Kindle; and pdf versions

For other learning styles: MBTI Learning Styles – A Practical Approach Available in paperbackKindle; and pdf versions

References

Bonwell, C. & Eison, J. (1991). Active Learning: Creating Excitement in the Classroom. ERIC Digest. ERIC Clearinghouse on Higher Education, Washington, D.C

Career Assessment. (2017). The 16 Myers-Briggs Type Indicator Personality Types (MBTI personality types). Retrieved from: http://careerassessmentsite.com/tests/myers-briggs-tests/about-the-myers-briggs-type-indicator/the-16-myers-briggs-personality-types/

CPP, Inc. (2017). Linking MBTI® Personality Type to Learning Style – Strategies and Insights. Retrieved from: http://www.cppblogcentral.com/cpp-connect/linking-mbti-personality-type-to-learning-style-strategies-and-insights/

Defiance College. (2106). What’s Your Personality Type? Retrieved from: http://library.defiance.edu/learningstyles/myersbriggs

Gregory, G. (2008). Differentiated instructional strategies in practice: training, implementation, and supervision (2nd ed.). Thousand Oaks, CA: Corwin Press. p. 97-99.

Humanmetrics. (2017). Learning Styles. Retrieved from: http://www.humanmetrics.com/personality/learning-styles

Kiser, H. (2017). Choice board.  Retrieved from: https://hillarykiser.blogspot.com/2012/10/choice-board.html?showComment=1491939410939#c9063789945839625994

Krafka, K. (2017) Learning Menus. Retrieved from:  http://prescriptionforgiftedsuccess.weebly.com/learning-menus.html

Litemind. (2017). What is mind mapping? Retrieved from: https://litemind.com/what-is-mind-mapping/

Martinez, M. (2006). What is metacognition. Phi Delta Kappan, 64(10), 696-699.

Melvin, J. (2017). Personality Type as an Indicator of Learning Style. University of Rochester. Retrieved from: file:///C:/Users/Tracy/Downloads/JMelvinSGf13paper%20(2).pdf

Myers & Briggs Foundation. (2017). How frequent is my type? Retrieved from: http://www.myersbriggs.org/my-mbti-personality-type/my-mbti-results/how-frequent-is-my-type.htm

Myers & Briggs Foundation. (2017). Type and Learning. Retrieved from: http://www.myersbriggs.org/type-use-for-everyday-life/type-and-learning/

Myers, I. (1998). Introduction to Type: A Guide to Understanding Your Results on the MBTI Instrument. Consulting Psychologists Press.

Myers, I., McCaulley, M., Quenk, N. & Hammer, A. (2009). MBTI Manual: A Guide to the Development and Use of the Myers-Briggs Type Indicator Instrument. Consulting Psychologists Press.

Okoro, C. & Chukwudi, E. K. (2011). Metacognitive skills: A viable tool for self-directed learning. Journal of Educational and Social Research, 1(4), 71-76.

Pelley, J.W. (2008). The Success Types Learning Style Type Indicator. Retrieved from: Texas Tech University. https://www.ttuhsc.edu/som/success/lsti.aspx

Smith, C. V. & Cardaciotto, L. (2011). Is active learning like broccoli? Student perceptions of active learning in large lecture classes.  Journal of the Scholarship of Teaching and Learning, 11(1), 53-61.

University of Texas. (2017). Experiential Learning. Retrieved from: https://facultyinnovate.utexas.edu/teaching/strategies/overview/experiential-learning

Western Nevada College. (2017). Personality Types and Learning. Retrieved from:  http://www.wnc.edu/mbti/personality-types/

 

Tracy Atkinson is certified in Myers Briggs Type Indicator (MBTI) by CPP, Inc. The findings on learning styles derive from research, experience and observations.

Tracy Atkinson, a mother of six, lives in the Midwest with her husband and spirited dachshunds. She is a teacher, having taught elementary school to higher education, holding degrees in elementary education and a master’s in higher education. Her passions include researching, studying and investigating the attributes of self-directed learners. She has published several titles, including: The Art of Learning JournalsCalais: The Annals of the HiddenRachel’s 8 and Securing Your Tent. She is currently exploring the attributes of self-directed learners: The Five Characteristics of Self-Directed Learners.

 

Tracy Harrington-Atkinson

Tracy Harrington-Atkinson, mother of six, lives in the mid-west with her husband. She loved storytelling and sharing her stories with her children. As they grew, she started writing her stories down for them. She is a teacher, having taught from elementary school to higher education, holding degrees in elementary education, masters in higher education and continued on to a PhD in curriculum design. Her husband, Kerry and Tracy breed miniature dachshunds and love to spend time with their growing family. She has published several books including Calais: The Annals of the Hidden, Rachel's 8 and Securing Your Tent.

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