MBTI ESTP (Extraversion, Sensing, Thinking, Perceiving) Learning Styles

ESTP (Extraversion, Sensing, Thinking, Perceiving) Learning Style

 

Flexible and tolerant, they take a pragmatic approach focused on immediate results. Theories and conceptual explanations bore them – they want to act energetically to solve the problem. Focus on the here-and-now, spontaneous, enjoy each moment that they can be active with others. Enjoy material comforts and style. Learn best through doing.

~Excerpted from Introduction to Type®

by Isabel Briggs Myers

 

MBTI ESTP (Extraversion, Sensing, Thinking, Perceiving) Learning Styles

 

 

 

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Frequency

 

ESTP – 4.3% of the total population
5.6% of the male population
4.3% of the female population

 

Extraversion (E) 49.3% of the total population
Sensing (S) 73.3% of the total population
Thinking (T) 40.2% of the total population
Perceiving (P) 45.9% 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: responsive and active1

Learner Question

ESTPs, while learning, address the question, “Will learning this help me act more effectively?”2

Learning Style

ESTPs easily retain information which has a practical application. They prefer to learn concrete, factual information with a real-world application. They want to solve real world problems.

ESTPs are spontaneous, highly active learners who prefer competition and a wide variety of learning options. They are a hand-on learner, needing time to manipulate and to process information verbally.

Cognitive Environment

ESTPs prefer to learn in a fast-paced, interactive environment. Frequent breaks are preferred. Group work, partner work and classroom discussions invigorate extraverts and inspire them to learn. They prefer visible results from their learning and space to talk to process new information. Physical movement may aid in their learning process.

ESTPs need a highly active and interactive environment with a large variety of learning methodologies. They are task-oriented and work best in groups.

Presentations and opportunities to demonstrate their knowledge are highly valuable.

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

ESTPs are most comfortable:

  • With practical applications
  • Problem-solving opportunities
  • Role-play and active learning environments
  • Fast-paced classrooms
  • Learning from engaging instructors
  • Competition as well as teamwork
  • Being the center of attention
  • Being involved with other classmates

ESTPs are least comfortable:

  • Observing, passive learning atmospheres and activities
  • Theory and abstract information
  • Acting without clear guidelines
  • Having to do something without being able to practice it beforehand
  • Solitary, independent work
  • Emotional, engaging emotions in the classroom
  • Detail-oriented

Teacher and classroom tips

ESTPs are excited learners with a drive to learn as much as they can from a variety of methodologies. Provide them with many examples and real-world problems to solve. Use a variety of media. Provide both active and interactive lessons.

They many have difficulty focusing with repetition and many pauses in the classroom. They do not enjoy nor need time to reflect.

ESTPs enjoy a close interpersonal relationship with their instructors. They need immediate feedback.

ESTPs need frequent breaks and checklists or rubrics to understand expectations.

Learner tips

Being ESTPs as a learner can be frustrating. Explain your need for active learning to your instructors. Be sure to find ways to employ active learning in your study time.

Build relationships with your peers and teachers.

Make notes on 3×5 cards to provide you with materials to study while being active.

Look for personal and world applications to new information.

Find a study buddy.

Verbalize information as you process.

Create a repertoire of effective learning strategies.

Instructional Strategies:

  • Active learning
  • Aesthetics included
  • Cause/effect.
  • Centers
  • Choice board.
  • Close relationship with instructor.
  • Competition
  • Discussion
  • Examples preferred.
  • Experiential Learning
  • Feedback needed.
  • Field trips
  • Group Activities
  • Hands-on Activities
  • Imaginative options
  • Objectives
  • Pace of instruction: fast
  • Partnership
  • Peer feedback
  • Physical Activities
  • Practical Application
  • Problem-Solving
  • Review
  • Rubrics
  • Structure
  • Talking/Verbal
  • Teaching techniques: New
  • Visuals

Assessment Strategies:

  • Act out a scene
  • Apply new information to life.
  • Classroom discussion/debate.
  • Cooperative learning
  • Compare/contrast
  • Competition
  • Construct a model.
  • Create a cause/effect chart.
  • Create a game.
  • Create a Gantt Chart
  • Create a group project.
  • Create a relationship chart
  • Create a simulation.
  • Create a vocabulary game.
  • Create manipulatives.
  • Debate a point of view with another student
  • Develop a character sketch
  • Develop interview questions.
  • Do a survey
  • Experimental method.
  • Find a unique method to use … technology.
  • Hands on Activities.
  • Make a brochure.
  • Make a chart demonstrating the relationships
  • Make a motion chart.
  • Make a radio show broadcast.
  • Make a unique instrument.
  • Make a video
  • Make an infomercial instead of a persuasion paper.
  • Musical presentation.
  • Opinion essay.
  • Perform a song.
  • Play Jeopardy.
  • Poster presentation/symposium.
  • Presentations
  • Problem Solving.
  • Puppet show.
  • Ranking -of ideas, principles, alphabetical, most essential, etc.
  • Recite something -like poetry.
  • Record yourself giving a speech, talk, memorized concept, etc.
  • Recycle/adapt materials for a project.
  • Role-play.
  • Sculpture
  • Set goals.
  • Trivia game -create or play one.
  • Verbal survey.

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.

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