ENTJ (Extraversion, Intuition, Thinking, Judging) Learning Style
Frank, decisive, assume leadership readily. Quickly see illogical and inefficient procedures and policies, develop and implement comprehensive systems to solve organizational problems. Enjoy long-term planning and goal setting. Usually well informed, well read, enjoy expanding their knowledge and passing it on to others. Forceful in presenting their ideas.
~Excerpted from Introduction to Type®
by Isabel Briggs Myers
|ENTJ –||1.8% of the total population|
|2.7% of the male population|
|0.9% of the female population|
|Extraversion (E)||49.3% of the total population|
|Intuition (N)||26.7% of the total population|
|Thinking (T)||40.2% of the total population|
|Judging (J)||54.1% of the total population|
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: directive and decisive1
ENTJs, while learning, address the question, “Will this help me solve a problem?”2
ENTJs are highly analytical thinkers, enjoying theory but still searching for active and practical applications for the information. They absorb information quickly being intrigued by ideas and theory.
ENTJs value the competency and mastery of information. They search out and create innovative and original solutions to problems. ENTJs tend to be perfectionistic in their acquisition of knowledge.
ENTJs are abstract thinkers. They are motivated by achievement and enjoy being in charge. They are natural leaders.
ENTJs prefer organized and structured classrooms. They enjoy critical thinking and are more task oriented. Due to these attributed, they need clear objectives and expectations of their work.
ENTJs enjoy social attributes in their learning environment. Group work is highly effective, providing an efficient learning manner for their learning style. They need personal involvement including competition, collaboration and participation.
ENTJs enjoy problem solving and debating.
ENTJs are most comfortable:
- Knowing the expectations required of their work through objectives
- Learning theory
- Being a leader
- Competition against oneself and others
- Problem solving
- Being the center of attention
- Participation in a structured learning environment
- Intellectual challenges
- Being involved with others
ENTJs are least comfortable:
- Observing environments – especially long-winded presentations with seemingly no objective
- Socratic teaching methodology
- Solitary work although they do enjoy reading
- Detail work
- Providing a conclusion or solution without completely understanding
- Having too many option without exploring the situation fully
Teacher and classroom tips
ENTJs need a classroom which is structured and organized. Be sure to approach class time prepared to teach.
Bloom’s taxonomy is a valuable resource when creating objectives for ENTJs.
Be sure to include objectives, expectations and guidelines when organizing groups for member to more efficiently use their group time.
Provide additional resources and sources for ENTJs.
Although ENTJs do not need a close relationship with their instructors, they do prefer personalized feedback in a timely manner. Their instructors need to be competent in the eyes of the ENTJ.
Avoid the Socratic method when teaching.
Create learning goals with objectives and rewards for oneself. Be competitive with yourself.
Create a study space which works best for you. Don’t forget to track what works best in studying -noise, no noise, interruptions, writing utensils, etc.
Look for practical applications for knowledge.
Get to know your instructor. Be sure to take time to meet with them. Get feedback. Clarify instructions. Seek for wisdom from your instructor on the most efficient study methods for knowledge -especially anything that is not theory.
Organize study groups. Find guidelines to assist in working more efficiently together.
- Active learning
- Assess and Identify.
- Choice board.
- Classroom Setting Learner
- Examples preferred.
- Feedback needed.
- Field trips
- General concepts.
- Group Activities
- Hands-on Activities
- Practical Application
- Teamwork activities.
- Apply new information to life.
- Classroom discussion/debate.
- Cooperative learning
- Concept maps.
- Construct a model.
- Create a cause/effect chart.
- Create a chart using PowerPoint.
- Create a Gantt Chart
- Create a group project.
- Create a list of valid sources from the internet.
- Create a relationship chart
- Create a simulation.
- Create an inventory
- Debate a point of view with another student
- Design a graph.
- Design a timeline
- Develop a homework assignment with key.
- Develop interview questions.
- Do a survey
- Find a unique method to use … technology.
- Find sources to support a belief
- Hands on Activities.
- Identify likes and dislikes.
- Identify patterns.
- Make a chart demonstrating the relationships
- Make a motion chart.
- Make a radio show broadcast.
- Make a video
- Make an infomercial instead of a persuasion paper.
- Opinion essay.
- Play Jeopardy.
- Poster presentation/symposium.
- Problem Solving.
- Ranking -of ideas, principles, alphabetical, most essential, etc.
- Record yourself giving a speech, talk, memorized concept, etc.
- Recycle/adapt materials for a project.
- Set goals.
- Show a process chart
- Strategize a method to complete a project.
- Verbal survey.
- Write a critique.
- Write a process essay.
- Write the script for a documentary
Click on one of the sixteen personality types for more information:
Click on one of these dimension for more information:
For other learning styles: MBTI Learning Styles – A Practical Approach Available in paperback; Kindle; and pdf versions
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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 Journals, Calais: The Annals of the Hidden, Rachel’s 8 and Securing Your Tent. She is currently exploring the attributes of self-directed learners: The Five Characteristics of Self-Directed Learners.