ENTP (Extraversion, Intuition, Thinking, Perceiving) Learning Style
Quick, ingenious, stimulating, alert, and outspoken. Resourceful in solving new and challenging problems. Adept at generating conceptual possibilities and then analyzing them strategically. Good at reading other people. Bored by routine, will seldom do the same thing the same way, apt to turn to one new interest after another.
~Excerpted from Introduction to Type®
by Isabel Briggs Myers
|ENTP –||3.2% of the total population|
|4.0% of the male population|
|2.4% 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|
|Perceiving (P)||45.9% 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).
ENTPs, while learning, address the question, “In what ways can the given problem be solved?”2
ENTPs are clever, creative and imaginative learners. They easily grasp and see information from multiple angles. They enjoy being challenged and learning complex material or concepts, especially when it has a practical application.
ENTPs are flexible learners, but they are also restless learners, needing constant activity and input. They are stimulated by ideas, theory and inspiration.
ENTPs prefer to learn in a fast-paced, interactive environment. Group work, partner work and classroom discussions invigorate ENTPs and inspire them to learn. They are capable of learning independently but prefer a more interactive environment.
ENTPs need an application to the information they are learning. They prefer to learn in loosely structure environments with active tasks. The classroom needs to be flexible.
Innovative approaches to learning appeal to ENTPs as well as discussions, open-ended discussions. They also enjoy debates.
ENTPs are most comfortable:
- Learning in an unstructured, flexible learning environment
- Study groups
- Active learning and being physically active while learning
- Being the center of attention
- Learning theory and general concepts
- Competition and participation
- Diverse learning activities
- Studying with others
- Probing, questioning and finding answers
ENTPs are least comfortable:
- Observing environments with passive learning
- Rigid planning and structured classrooms
- Lectures and teacher-centered classes
- Memorizing facts and figures
- Solitary work
- Repetition and routine
- Precise instructions which do not allow for any flexibility for the learner
- Emotions and feelings in learning
Teacher and classroom tips
ENTPs are active learners which are amazingly flexible in most situations. The greatest need is activity and a variety of instructional methodologies.
Use modeling and examples.
Emphasize exploratory learning for ENTPs, giving them a substantial amount of time to practice methods to solve problems.
Provide a Q&A time for ENTPs. Be sure to encourage them to create questions while studying.
Assist ENTPs in scaffolding. Sometimes they may be moving too quickly through materials to scaffold them into existing schemas.
ENTPs may need space to physically move while learning.
ENTPs are innovative and creative. Be sure to feed that desires, finding ways to learn in unconventional situations and by unconventional means.
Create questions about the material prior to class. Be sure to speak your instructor and preferring an opportunity for Q&A during class time.
Create as many connections as possible between the material and what you may already know. Use graphic organizers and brainstorming to aids in this aspect.
Preview the materials you will be learning. Search for practical, real-world applications.
Create a repertoire of studying techniques which you both enjoy and are effective.
Encourage your curiosity and imagination.
- Active learning
- Assess and Identify.
- Breaks -frequent
- Choice board.
- Experiential Learning
- Field trips
- General concepts.
- Group Activities
- Hands-on Activities
- Imaginative options
- Pace of instruction: fast
- Physical Activities
- Practical Application
- Scaffold to prior knowledge
- Teaching techniques: New
- Teamwork activities.
- Unstructured learning activities
- Act out a scene
- Apply new information to life.
- Brainstorm -webbing
- Classroom discussion/debate.
- Cooperative learning
- Concept maps.
- Construct a model.
- Create a cause/effect chart.
- Create a chart using PowerPoint.
- Create a drawing or a cartoon.
- Create a game.
- Create a group project.
- Create a handout to give to younger students
- Create a jingle
- Create a simulation.
- Create manipulatives.
- Debate a point of view with another student
- Design a graph.
- Design a timeline
- Develop a character sketch
- Develop a homework assignment with key.
- Develop interview questions.
- Do a survey
- Draw a wanted poster.
- Experimental method.
- Find a unique method to use … technology.
- Hands on Activities.
- 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.
- Problem Solving.
- Record yourself giving a speech, talk, memorized concept, etc.
- Recycle/adapt materials for a project.
- Set goals.
- Strategize a method to complete a project.
- Verbal survey.
- 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.