MBTI ESFJ (Extraversion, Sensing, Feeling, Judging) Learning Styles

ESFJ (Extraversion, Sensing, Feeling, Judging) Learning Style

 

Warmhearted, conscientious, and cooperative. Want harmony in their environment, work with determination to establish it. Like to work with others to complete tasks accurately and on time. Loyal, follow through even in small matters. Notice what others need in their day-by-day lives and try to provide it. Want to be appreciated for who they are and for what they contribute..

~Excerpted from Introduction to Type®

by Isabel Briggs Myers

 

_______________________________________________MBTI ESFJ (Extraversion, Sensing, Feeling, Judging) Learning Styles

Frequency

 

ESFJ – 12.3% of the total population
7.5% of the male population
16.9% of the female population

 

Extraversion (E) 49.3% of the total population
Sensing (S) 73.3% of the total population
Feeling (F) 59.8% 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: cooperative and communicative1

Learner Question

ESFJs, while learning, address the question, “Will this help me in my work with others?”2

Learning Style

ESFJs are most interested in learning facts and information about people or related to relationships. They need active communication to learn, learning from verbally working through information. They are both hardworking and conscientious learners.

ESFJs want all learners to be happy and to this end they search for ways to implement what they are learning. They will look for ways to immediately implement what they are learning, seeking the best outcome for all. Engaging all senses and emotions helps the ESFJ to integrate and recall knowledge.

ESFJs prefer to learn in an organized manner. They prefer order and sequential instructions They have strong time management skills. They possess a preference to learn practical information, theory being a frustrater.

Cognitive Environment

ESFJs need an environment that is highly devoted to using all the five senses and engaging emotions. They are a diversified and flexible learner, being able to learn in structured or unstructured classrooms. It is more important for them to have hands-on experiences and real-life examples.

ESFJs can learn independently but they prefer a social atmosphere with discussions and group work. Cooperation and support are essential foundations for this learner as they do not learn well in competitive environments or where there is excessive discord and competition.

ESFJs are supportive and appreciative of other learners and understanding when it comes to the learning needs of these individuals.

ESFJs are most comfortable:

  • Working through information verbally
  • Having practical applications and real-life examples
  • Collaboration
  • Group participation
  • Cooperation and harmony
  • Non-judgement classrooms
  • Being the center of attention
  • Problem solving
  • Experimental methodologies

ESFJs are least comfortable:

  • Observing environments with no participation
  • Theory
  • Competition, disagreement, disharmony
  • Unfair criticism
  • Reading alone
  • Passive learning roles
  • Analyzing data
  • Seeing no benefit or application for the learning experience or knowledge

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

Teacher and classroom tips

As an educator, provide ESFJs with interactions which involve the five senses and engage emotions. This will help them to recall information. Find a human connection to the information for them. Provide real-life examples and hands-on experiences.

Group discussions, devoid of competition and disagreements, are beneficial for ESFJs.

Group work is a preference, but to avoid contentions within the group, provide the group with group dynamics and guidelines.

ESFJs need a caring instructor. Be sure to show interest in their learning and lives. Provide only positive feedback. ESFJs do not welcome criticism.

ESFJs memorize well.

ESFJs need opportunities to question. Provide Q&A sessions for the ESFJ to voice their queries.

Reciprocal teaching is a great methodology to employ with ESFJs.

Learner tips

Being an ESFJ means you are a learner who prefers to experience learning and share what you’ve learned. Be sure to find opportunities to participate in reciprocal teaching.

Work in groups, but set up standards and expectations prior to working. This will aid in keeping the group focused and away from contention. If groups aren’t possible, find a partner or study buddy. Even search out opportunities for supplemental instruction as they will be with others and verbal.

Develop relationships with instructors, classmates and other peers.

Find relationships between newly learned information and people. Integrate emotions and the five senses.

Be physically active while studying. Take a walk. Pace while learning information. Take frequent breaks. Activity will aid in recalling information.

Set learning guidelines, goals and charts -engaging the visual sense in your learning.

Use graphic organizers which aids in visual learning and creating relationships between information.

Find hands-on opportunities for learning.

Look for practical applications for information.

Instructional Strategies:

  • Active learning
  • Aesthetics included
  • Breaks -frequent
  • Centers
  • Choice board.
  • Classroom Setting Learner
  • Close relationship with instructor.
  • Collaboration/cooperative
  • Engage emotion.
  • Examples preferred.
  • Experiential Learning
  • Feedback needed.
  • Field trips
  • Group Activities
  • Hands-on Activities
  • Modeling
  • Objectives
  • Pace of instruction: fast
  • Partnership
  • Physical Activities
  • Positive Feedback
  • Practical Application
  • Relationships/Patterns.
  • Rubrics
  • Structure
  • Talking/Verbal
  • Teamwork activities.
  • Unstructured learning activities
  • Visuals

Assessment Strategies:

  • Act out a scene
  • Apply new information to life.
  • Classroom discussion/debate.
  • Cooperative learning
  • Construct a model.
  • Create a group project.
  • Create a relationship chart
  • Create a simulation.
  • Create manipulatives.
  • Experimental method.
  • Give a eulogy.
  • Graphic Organizers.
  • Hands on Activities.
  • Identify likes and dislikes.
  • Identify patterns.
  • Make a radio show broadcast.
  • Make a video
  • Make an infomercial instead of a persuasion paper.
  • Memorization
  • Memorize and recite a speech
  • Musical presentation.
  • Perform a song.
  • Play Jeopardy.
  • Poster presentation/symposium.
  • Presentations
  • Problem Solving.
  • Puppet show.
  • Recite something -like poetry.
  • Record yourself giving a speech, talk, memorized concept, etc.
  • Recycle/adapt materials for a project.
  • Role-play.
  • Sculpture
  • Set goals.
  • Strategize a method to complete a project.
  • Trivia game -create or play one.
  • Verbal survey.
  • Write a diary entry from the point of view of …
  • Write a eulogy.
  • Write a help wanted ad
  • 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.