MBTI Extraverts Learning Style
Where do you put your attention and get your energy? Do you like to spend time in the outer world of people and things (Extraversion)?
~Excerpted from www.myersbriggs.org
Extraversion (E) 49.3% of the total population
Introversion (I) 50.7% 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: Interactive
Extraverts, while learning, address the question, “Will be able to actively participate in my learning experience?”
Extraverts (E) are energized through interactions with other people. They love to talk, participate and socialize in nearly all situations. They are active and interactive. They think quickly while talking. Talking provides the ability for them to think through things, enhancing clarity and process information.
Extraverts jump into material quickly with little thought, preferring a trial and error methodology in learning. Quickly changing topics and activities helps to engage this type of learner as well as doing something active. They prefer to demonstrate their knowledge rather than write about their knowledge.
Extraverts prefer to focus on the general concepts, finding details tedious and overwhelming.
Extraverts 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.
Extraverts are most comfortable:
- Knowing the expectations required of their work
- Participating and socializing
- Group work and discussion atmosphere
- Verbal and interactive learning environments
- Taking frequent breaks from the learning environment
- Physical activity
Extraverts are least comfortable:
- Observing environments
- Solitary and independent work situations
- Slow paced instruction or reviewing
- Reading alone, writing, research
- Required to sit still and quiet -listening for extended amounts of time
Teacher and classroom tips
As an educator, provide extravert students with space to move and talk. They prefer little instruction and few guidelines while participating in trial and error options for learning. A fast-paced instructional environment with frequent learning breaks should be provided these students with many alternatives to learning. A lecture environment will distract extraverts from learning.
These students will learn best with a partner or group orientation. They love to discuss their learning which aids in the scaffolding process. Additionally, provide these students with a method to demonstrate their learning through visible results.
Extraverts will learn best when they are teaching someone else. Therefore, options such as presentations or poster symposiums are optimal choices for learning and assessment.
Being an extravert in a traditional classroom may be difficult, especially participating traditional college tasks such as lectures, reading, writing and research. Be sure to incorporate frequent breaks in study times. Avoid procrastinating as this inevitable requires a student to sit and study for long periods of time.
Add physical movement to study times. Try taking notes on more versatile supplies such as 4×6 cards. These cards will be easier to move with the student, making studying an option while walking, running or simply pacing.
Avoid distractions. This may be the most difficult piece of advice. Observe and pay attention to what is the greatest distractor during study sessions. People? Animals? Technology? The distractor will be different for each student.
Find a study buddy or partner who will help to keep you on track. An introvert who has the ability to study for long periods of time will help keep on task.
Study verbally. Locate a place and time when talking is a possibility. Read out loud notes and textbooks.
Turn on noise. Try something unfamiliar -such as music or even the news.
Study in a public place.
Ensure to exercise, eat and be well-hydrated prior to studying. Not only will this aid in the process to learn new material, but will cut down on unnecessary distractions.
Choose a space to study and only to study. The mind will then set itself to a study mode, knowing that nothing else would occur in the same space.
Another similar trick is to use the same pencil or pen which would only be used for studying.
Teach someone else what you are learning!
- Active learning
- Frequent breaks
- Choice board
- Educational Games
- Experiential Learning
- Feedback needed
- Field trips
- General concepts
- Group activities
- Hands-on activities
- Pace-of-instruction: fast
- Peer feedback
- Physical activities
- Practical application
- Teaching techniques: New and innovative
- Unstructured learning
- Act out a scene
- Brainstorm or webbing
- Classroom discussion/debate
- Cooperative learning
- Create a game
- Create a group project
- Debate a point of view with another student
- Do a survey
- Experimental methodology
- Find a unique way to use … technology
- Graphic organizers
- Hands-on activities
- Make a radio broadcast
- Make a video
- Make an infomercial instead of a persuasion paper
- Memorize and recite a speech
- Perform a song
- Puppet show
- Record yourself giving a speech, talk, memorized concept, etc.
- Verbal survey
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
Myers-Briggs, Retrieved from www.myersbriggs.org/my-mbti-personality-type/my-mbti-results/how-frequent-is-my-type.htm
by Tracy Atkinson
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.