MBTI ENFP (Extraversion, Intuition, Feeling, Perceiving) Learning Styles

ENFP (Extraversion, Intuition, Feeling, Perceiving) Learning Style

 

Warmly enthusiastic and imaginative. See life as full of possibilities. Make connections between events and information very quickly, and confidently proceed based on the patterns they see. Want a lot of affirmation from others, and readily give appreciation and support. Spontaneous and flexible, often rely on their ability to improvise and their verbal fluency.

~Excerpted from Introduction to Type®

by Isabel Briggs Myers

 

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Frequency

 

ENFP – 8.1% of the total population
6.4% of the male population
9.7% 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
Perceiving (P) 45.9% 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: innovative and exploratory1

Learner Question

ENFPs, while learning, address the question, “How does this help me solve a problem for  … (people, relationships)?”MBTI ENFP (Extraversion, Intuition, Feeling, Perceiving) Learning Styles

Learning Style

ENFPs are most interested in information and knowledge related to people and relationships. They enjoy analyzing their feelings toward the information and hearing the opinions of others.  They are highly focused on growth and development.

ENFPs tend to procrastinate assessments and assignments. This is not a reflection of their interest in the topic. They easily learn material but prefer to focus on theory.

ENFPs are idealistic individuals who like to develop their own opinions. They do not like to be told what they think. They enjoy scaffolding knowledge into existing schemas and search for patterns in learning. They look to the future when learning, noting how knowledge can be applied to solve current situations.

ENFPs are most motivated to learn when they see a relationship between the classroom instruction and immediate application.

Cognitive Environment

ENFPs prefer to learn in a fast-paced, interactive environment. They enjoy lively classrooms with discussion, interaction, creativity and the use of imagination. They learn best through unstructured, active communication.

ENFPs prefer group work and discussions but they can learn independently when required or needed. They enjoy exploratory learning activities which will engage the imagination.

Open-ended discussions are highly valuable to the ENFP.

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

ENFPs are most comfortable:

  • Unstructured classrooms.
  • Experimenting and brainstorming
  • Problem-solving
  • Having a diverse amount of learning activities
  • Being the center of attention
  • Presenting and acting
  • Being with other people
  • Questioning
  • Having personal involvement

ENFPs are least comfortable:

  • Observing environments
  • Structured classrooms which are lectures and teacher-centered
  • Routine and details
  • Taking a passive role in the learning experience
  • Independent work -preferring the active, group work but will completely independent work if needed
  • Repetition
  • Detailed instructions which leave no room for imagination and creativity



Teacher and classroom tips

ENFPs need a great amount of space and unstructured time to use both creativity and imagination. Find ways to inspire them to use these learning strengths such as brainstorming.

Give students a substantial amount of time to share opinions and for classroom discussions.

ENFPs value instructor feedback. Be sure to search out opportunities to meet with this type of student.

Allow for Q&A time during class.

Encourage self-directed learning opportunities for ENFPs. This does not mean independent work but learning outside of classroom with little structure.

Provide a variety of assessments and assignments for the ENFPs.

Learner tips

As an ENFP both creativity and imagination are your strengths in learning. Search for ways to use both. Try Mind Mapping or brainstorming.

Search out relationships with other students. Make and strengthen these connections. Discuss classroom material and ask for the opinions of your classmates.

Create groups for discussion.

Look for supplemental instruction courses and time where you can verbalize what you learning.

Work on improving note-taking skills. Try a variety of methods and creatively invent a style that works best for you.

Search for relationships between facts which will help you to integrate new knowledge into existing knowledge.

Set up timetables and learning goals.

Search for strategies to assist you to learn during lectures and teacher-centered classrooms.

Instructional Strategies:

  • Active learning
  • Breaks -frequent
  • Choice board.
  • Collaboration/cooperative
  • Competition
  • Discussion
  • Educational games
  • Engage emotion.
  • Experiential Learning
  • Feedback needed.
  • Field trips
  • General concepts.
  • Group Activities
  • Hands-on Activities
  • Imaginative options
  • Pace of instruction: fast
  • Partnership
  • Peer feedback
  • Physical Activities
  • Practical Application
  • Problem-Solving
  • Scaffold to prior knowledge
  • Self-instruction.
  • Talking/Verbal
  • Teaching techniques: New
  • Teamwork activities.
  • Unstructured learning activities
  • Visuals

Assessment Strategies:

  • Act out a scene
  • Apply new information to life.
  • Brainstorm -webbing
  • Change the beginning or end
  • Classroom discussion/debate.
  • Cooperative learning
  • Competition
  • Concept maps.
  • Construct a model.
  • Create a business card for a character or historical figure.
  • Create a chart using PowerPoint.
  • Create a drawing or a cartoon.
  • Create a game.
  • Create a Gantt Chart
  • Create a group project.
  • Create a relationship chart
  • Create a simulation.
  • Create manipulatives.
  • Debate a point of view with another student
  • Design a graph.
  • Develop a character sketch
  • Develop interview questions.
  • Diagram and label.
  • Do a survey
  • Draw a map and label …
  • Draw a wanted poster.
  • Experimental method.
  • Find a unique method to use … technology.
  • Give a eulogy.
  • Hands on Activities.
  • Identify patterns.
  • Make a chart demonstrating the relationships
  • Make a motion chart.
  • 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.
  • Recycle/adapt materials for a project.
  • Role-play.
  • Sculpture
  • Set goals.
  • Show a process chart
  • Strategize a method to complete a project.
  • Verbal survey.
  • Write a diary entry from the point of view of …
  • Write a song
  • 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.