MBTI Feeling Learning Styles

Feeling Learning Style

This third preference pair describes how you like to make decisions. Do you put more weight on personal concerns and the people involved (Feeling)?

~Excerpted from www.myersbriggs.org

 

_______________________________________________MBTI Feeling Learning Styles

Frequency

Thinking (T)  40.2% of the total population

Feeling (F)  59.8% 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: Personal

Learner Question

Feelers, while learning, address the question, “How will this help others?”

Learning Style

Feelers (F) learn through focusing on human values and needs. They are quick to recognize human consequences to knowledge and information as well as swiftly relating ideas and concepts to personal experiences. They are quick to forgive, being peacemakers, and excel in counseling situations. They search for opportunities to praise others.

These learners need solid and well established relationships with teachers and other learners. Feelers work hardest in an atmosphere of personal relationships built on compassion, trust and respect. Information and facts are learned most efficiently by relating and connecting ideas and concepts to personal experiences.

Feelers are persuasive. They prefer to study what appeals most to them but also strive to please others.

Cognitive Environment

Feelers prefer to learn in a positive, harmonizing environment. They prefer to learn from a personable educator than an organized teacher. The relationship with the teacher needs to be personal and warm. Contentions within the classroom derail this type of learner.

These students learn best when connecting with others. Group work and partner work are essential components of successful learning for them.

Feelers are most comfortable:

  • Having a harmonious classroom
  • Enjoying personal, close relationships with teachers and other students
  • Information best retained with interpersonal connections
  • Study well with others -craving that interaction such as groups and partner work
  • Enjoy teaching others

Feelers are least comfortable:

  • With discord and competition
  • Criticism or critical feedback
  • Studying topics with do not relate to people and interpersonal aspects
  • Learning from impersonal instructors

    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 feeling students with opportunities to learn within relationships. When using group activities, give students guidelines on how to increase effective production, communication and collaboration within their groups.

Reciprocal teaching is a magnificent opportunity to help feelers integrate new knowledge into existing scaffolds. This preference is most fulfilled when helping others or mentoring.

The most essential piece of information to remember when teaching feelers is correction. All correction must be completed in a personal atmosphere, done with tact, understanding and compassion. Criticism is difficult for feelers which can result in putting up walls to further learning experiences.

Learner tips

Most importantly, recall that not all learners are like you are. Not all discord is about the Feeler. Not all learners want an interpersonal relationship. This should not be a reflection on the Feeler.

Get to know other learners. Find out what helps them to learn best and most effectively.

Find a study buddy. An Intuition learner would be a good match as they enjoy using the five senses and consistently search for answers to the questions ‘why.’

Use reciprocal teaching.

Study as if you are preparing to teach someone else, even if you are not.

Use colors, highlighters and methods to make items stand out while studying.

Ponder ways to connect new information in an interrelationship way, making it personal.

Ponder: “How can this information help me to help others?”

Instructional Strategies:

  • Aesthetics included
  • Choice board
  • Close relationship with instructor
  • Collaboration/cooperative
  • Discussion
  • Engage emotion
  • Group activities
  • Pace of instruction: moderate
  • Partnership
  • Positive feedback
  • Relationships/patterns
  • Teamwork activities

Assessment Strategies:

  • Apply new information to life
  • Cooperative learning
  • Concept maps
  • Create a business card for a character or historical figure.
  • Create a cause/effect chart.
  • Create a group project
  • Create a list of valid sources from the internet.
  • Create an inventory
  • Develop a character sketch
  • Find sources to support a belief
  • Give a eulogy
  • Graphic organizer
  • Identify likes/dislikes
  • Identify patterns
  • Illustrations
  • Make a chart demonstrating the relationships
  • Mime
  • Musical presentation
  • Observe and record the behavior
  • Opinion essay
  • Presentations
  • Problem solving
  • Recite something -like poetry
  • Record findings
  • Role-play
  • Set goals
  • Show a process chart
  • Storyboarding
  • Write a diary entry from the point of view of …
  • Write a eulogy.
  • Write a help wanted ad
  • Write a poem.
  • Write a song
  • Write an advice column
  • 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:

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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