MBTI INFJ (Introversion, Intuition, Feeling, Judging) Learning Styles

INFJ (Introversion, Intuition, Feeling, Judging) Learning Style

 

Seek meaning and connection in ideas, relationships, and material possessions. Want to understand what motivates people and are insightful about others. Conscientious and committed to their firm values. Develop a clear vision about how best to serve the common good. Organized and decisive in implementing their vision.

~Excerpted from Introduction to Type®

by Isabel Briggs Myers


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Frequency

 

INFJ – 1.5% of the total population
1.3% of the male population
1.6% of the female population

 

Introversion (I) 50.7% of the total population
Intuition (N) 26.7% of the total population
Feeling (F) 59.8% 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: reflective and connectionist1

Learner Question

INFJs, while learning, address the question, “Is it good for people?”2

Learning Style

INFJs are energized by making connections between people, feelings, values and knowledge. They are visionaries who are future-oriented, always seeking and looking at possibilities. The often think metaphors.

INFJs are task-oriented learners who enjoy making connections, recognizing relationship between information. They enjoy playing with ideas and possibilities.

INFJs seek the purpose of learning to be for personal growth and development.

Cognitive Environment

INFJs like a structured learning environment which is task-oriented. They prefer to learn through independent options. Any group option or partnership is stressful for INFJs.

INFJs prefer a teacher-centered classroom where this is no opportunity for them to be the center of attention. Therefore, lectures are valuable to this learner.

INFJs need time to reflect. They enjoy reading and learn easily from this methodology.

Friendly and cooperative environments are more conducive for learning for the INFJs than competition and disharmony.

INFJs need time to not just to reflect but to generate ideas and to use their imagination.

INFJs are most comfortable:

  • Knowing what they will be learning prior to class -such as a preview
  • Independent work
  • Structure
  • Reading and solitary study times
  • Learning abstract information
  • Creativity, inspiration -having time to generate ideas
  • Observing

INFJs are least comfortable:

  • Unstructured learning environments
  • Simple answers – INFJs are skeptical of simplicity.
  • Facts and figures, statistics
  • Confining assignments which do not allow space for creativity and innovation
  • Being the center of attention
  • Being volunteered to answer or participate without sufficient time to think or preparation time

Teacher and classroom tips

As an educator, provide INFJs with a structured classroom with more traditional teaching methodologies which keep the focus on the instructor. Do not use anything showy or presentation style for learning. INFJs are not only not interested in learning in this manner but are almost skeptical at times, losing focus on what is important.

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

Provide time for reflection

INFJs need to have their imaginations stimulated. Use their learner question of “Is it good for people?’ to assist in this aspect.

INFJs like straight-forward feedback. Criticism is not a problem for INFJs.

Assist INFJs in scaffolding.

Use many resources and sources to validate information for INFJs. Encourage them to follow through with more in-depth learning.

Provide a Q&A time for INFJs to share questions.

Learner tips

Look for opportunities to scaffold new information into existing information. Seek guidance from your educator who is professionally trained with a variety of methodologies to do this.

Search for additional resources, especially when not provided by your instructor.

Set learning goals.

Be sure to take times to reflect.

Create questions on the topic or knowledge. Be prepared to address this questions and have answers during class.

Use a notetaking system such as Cornell notes which allows for space on the page to include personal notes and reflections.

Seek out other INFJs (who are rare) and find out what strategies they use for learning and studying.



Instructional Strategies:

  • Aesthetics included
  • Assess and Identify.
  • Cause/effect.
  • Centers
  • Choice board.
  • Classroom Setting Learner
  • Close relationship with instructor.
  • Educational games
  • Engage emotion.
  • Examples preferred.
  • General concepts.
  • Imaginative options
  • Independent Work
  • Lecture
  • Modeling
  • Objectives
  • Observation
  • Pre-assess/Preview
  • Problem-Solving
  • Reflection time.
  • Relationships/Patterns.
  • Rubrics
  • Scaffold to prior knowledge
  • Self-instruction.
  • Structure
  • Visuals

Assessment Strategies

  • Annotate Reading.
  • Annotated bibliography
  • Apply new information to life.
  • Bookmark -create one to remind yourself of …
  • Brainstorm -webbing
  • Change the beginning or end
  • Cooperative learning
  • Compare/contrast
  • Concept maps.
  • Construct a model.
  • Create a business card for a character or historical figure.
  • Create a drawing or a cartoon.
  • Create a game.
  • Create a Gantt Chart
  • Create a handout to give to younger students
  • Create a jingle
  • Create a list of valid sources from the internet.
  • Create a relationship chart
  • Create a simulation.
  • Create and maintain a learning journal.
  • Create associations using color.
  • Create manipulatives.
  • Design a graph.
  • Design a timeline
  • Develop a character sketch
  • Develop a homework assignment with key.
  • Develop interview questions.
  • Draw a wanted poster.
  • Experimental method.
  • Find a unique method to use … technology.
  • Find sources to support a belief
  • Graphic Organizers.
  • Identify likes and dislikes.
  • Identify patterns.
  • Make a brochure.
  • Make a chart demonstrating the relationships
  • Make a diorama
  • Make a flip book
  • Make a motion chart.
  • Make a puppet.
  • Make a radio show broadcast.
  • Memorization
  • Observe and record the behavior
  • Opinion essay.
  • Outline reading.
  • Play Jeopardy.
  • Poster presentation/symposium.
  • Problem Solving.
  • Record findings.
  • Reflection time.
  • Set goals.
  • Show a process chart
  • Strategize a method to complete a project.
  • Write a critique.
  • Write a help wanted ad
  • 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.

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