MBTI ENTJ (Extraversion, Intuition, Thinking, Judging) Learning Styles

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

 

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Frequency

 

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

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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).

 MBTI ENTJ (Extraversion, Intuition, Thinking, Judging) Learning Styles

Learner Keyword: directive and decisive1

Learner Question

ENTJs, while learning, address the question, “Will this help me solve a problem?”2

Learning Style

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.

Cognitive Environment

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.

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

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.

Learner tips

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.

Instructional Strategies:

  • Active learning
  • Assess and Identify.
  • Cause/effect.
  • Choice board.
  • Classroom Setting Learner
  • Collaboration/cooperative
  • Competition
  • Discussion
  • Examples preferred.
  • Feedback needed.
  • Field trips
  • General concepts.
  • Group Activities
  • Hands-on Activities
  • Modeling
  • Objectives
  • Partnership
  • Practical Application
  • Pre-assess/Preview
  • Problem-Solving
  • Relationships/Patterns.
  • Rubrics
  • Self-instruction.
  • Structure
  • Talking/Verbal
  • Teamwork activities.
  • Visuals

Assessment Strategies:

  • Apply new information to life.
  • Categorize
  • Classroom discussion/debate.
  • Cooperative learning
  • Compare/contrast
  • Competition
  • 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.
  • Memorization
  • Opinion essay.
  • Play Jeopardy.
  • Poster presentation/symposium.
  • Presentations
  • 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:

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.