MBTI ESTJ (Extraversion, Sensing, Thinking, Judging) Learning Styles

ESTJ (Extraversion, Sensing, Thinking, Judging) Learning Style

 

Practical, realistic, matter-of-fact. Decisive, quickly move to implement decisions. Organize projects and people to get things done, focus on getting results in the most efficient way possible. Take care of routine details. Have a clear set of logical standards, systematically follow them and want others to also. Forceful in implementing their plans.

~Excerpted from Introduction to Type®

by Isabel Briggs Myers

 

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Frequency

ESTJ – 8.7% of the total population
11.2% of the male population
6.3% of the female population

MBTI ESTJ (Extraversion, Sensing, Thinking, Judging) Learning Styles

 

Extraversion (E) 49.3% of the total population
Sensing (S) 73.3% 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).

 

Learner Keyword: analytical and decisive1

Learner Question

ESTJs, while learning, address the question, “Does this solve a problem?”2

Learning Style

ESTJs are energized through interactions with other people and practical applications. They thrive on logical frameworks, devoid of emotion. ESTJs are highly organized learners being both decisive and analytical in their approach to knowledge. They prefer knowledge linked to facts and figures. Statistics help to solidify the veracity of information as they tend to be critical until proof is presented.

ESTJs will quickly apply any information they learn. They are verbal learners, preferring to process their thinking out loud. They enjoy analyzing, focusing and possess an exceptional ability to focus.

ESTJs are most fulfilled in their learning when they feel that they are more productive than their peers.

Cognitive Environment

ESTJs prefer to learn in an interactive environment which is structured and possesses valuable feedback.  They require a knowledgeable instructor over a personable instructor.

Frequent breaks are preferred. Group work, partner work and classroom discussions invigorate ESTJs and inspire them to learn. But these discussions and group work opportunities need to be highly structured with objectives and clear expectations as ESTJs are highly efficient learners, valuing their time.

Active learning is important for ESTJs to learn, but still need bouts of quiet and reflection to fully integrate information and knowledge. They do learn better with others than alone; So be sure to carefully balance the quiet with the interactive learning.

ESTJs prefer traditional classrooms with ‘proven’ learning methodologies. They need examples, demonstrations and hands-on learning. Competitive opportunities for learning will only assist in their learning.

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

ESTJs are most comfortable:

  • Knowing the objectives of the lesson
  • Having sources, facts, figures and statistics to substantiate knowledge
  • Being active learners
  • Leading or being the center of attention
  • Group work and discussions
  • Problem-solving environments
  • Having practical applications for information

ESTJs are least comfortable:

  • Observing environments
  • Being required to have patience
  • Independent work
  • In imaginative or creative situations that lack practical applications
  • Having unstructured instructions and expectations – lacking objectives and clear outcomes
  • Theory and general concepts or abstractions
  • Passive learning
  • Analyzing great quantities of data

Teacher and classroom tips

As an educator, provide ESTJ students with space to move and talk. They prefer many alternatives to learning including varied activities. A lecture environment will distract extraverts from learning. Use real-life examples and visuals.

Be sure to include a Q&A time for ESTJs to address any questions. This will solidify their learning experience and help to scaffolding information into existing schemas.

Be knowledgeable in your topic. ESTJs require knowledgeable instructors. Be sure to use timely feedback. The ESTJ learner needs a professional and formal relationship with their educators.

Give ESTJs objectives and learning goals. They also need evidence of knowledge. Proof is foundational to their learning process.

Model, as necessary.

ESTJs need a little time for quiet and reflection, but not an excessive amount.

Learner tips

Being an ESTJ means you have little patience for others’ learning processes. Be respectful of others. Find methods to help to deal with this irritation. Try counting. Pondering on ways to apply the knowledge in your life.

Use a variety of methods to learn. Try new things. Stretch your learning beyond the traditional methodologies.

Ask questions. Approach instructor and learning times with a list of questions which you prepared prior to class. Ask your instructor for Q&A time.

Take time to reflect. Find ways which will help you to scaffold and reflect. Graphic organizers. Charts. Learning journals.

Search for valid and reliable sources to substantiate information.

Take an active role in your learning process. Do not wait for educators, teachers and mentors to provide you with everything you need to learn.

Instructional Strategies: 

  • Active learning
  • Cause/effect.
  • Choice board.
  • Classroom Setting Learner
  • Collaboration/cooperative
  • Competition
  • Discussion
  • Examples preferred.
  • Experiential Learning
  • Feedback needed.
  • Field trips
  • Group Activities
  • Hands-on Activities
  • Modeling
  • Objectives
  • Partnership
  • Physical Activities
  • Practical Application
  • Problem-Solving
  • Reflection time.
  • Rubrics
  • Structure
  • Talking/Verbal
  • Teaching techniques: Traditional
  • Teamwork activities.
  • Visuals

Assessment Strategies:

  • Act out a scene
  • Apply new information to life.
  • Brainstorm -webbing
  • Categorize
  • Classroom discussion/debate.
  • Cooperative learning
  • Competition
  • Construct a model.
  • Create a business card for a character or historical figure.
  • Create a cause/effect chart.
  • Create a chart using PowerPoint.
  • Create a game.
  • 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 manipulatives.
  • Debate a point of view with another student
  • Design a timeline
  • Develop a character sketch
  • Develop a homework assignment with key.
  • Develop a list of …
  • Develop a sequence
  • Diagram and label.
  • Do a survey
  • Draw a wanted poster.
  • Experimental method.
  • Find a unique method to use … technology.
  • Give a eulogy.
  • Hands on Activities.
  • Identify likes and dislikes.
  • Identify patterns.
  • Make a brochure.
  • Make a chart demonstrating the relationships
  • Make a diorama
  • Make a motion chart.
  • Make a radio show broadcast.
  • 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.
  • Ranking -of ideas, principles, alphabetical, most essential, etc.
  • Record yourself giving a speech, talk, memorized concept, etc.
  • Recycle/adapt materials for a project.
  • Reflection time.
  • Role-play.
  • Sculpture
  • Set goals.
  • Show a process chart
  • Strategize a method to complete a project.
  • Summarize
  • Trivia game -create or play one.
  • Verbal survey.
  • Write a process essay.

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.