MBTI INFP (Introversion, Intuition, Feeling, Perceiving) Learning Styles

INFP (Introversion, Intuition, Feeling, Perceiving) Learning Style

Idealistic, loyal to their values and to people who are important to them. Want an external life that is congruent with their values. Curious, quick to see possibilities, can be catalysts for implementing ideas. Seek to understand people and to help them fulfill their potential. Adaptable, flexible, and accepting unless a value is threatened.

~Excerpted from Introduction to Type®

by Isabel Briggs Myers

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Frequency

INFP – 4.4% of the total population
4.1% of the male population
4.6% 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
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).MBTI INFP (Introversion, Intuition, Feeling, Perceiving) Learning Styles

Learner Keyword: reflective and personal1

Learner Question

INFPs, while learning, address the question, “Are we doing the right thing?”2

Learning Style

INFPs have the greatest desire to find solutions for all humanity. They prefer to engage emotions and aesthetics in learning. They are especially good at theory, particularly when associated with the humanities. They enjoy both the depth and breadth of material.

INFPs have an internal compass based on intuition which directs their actions and learning. They are independent learners, motivated by interpersonal and human values. They lean toward any knowledge which will improve the lives of others.

INFPs are personal learners, enjoying both abstractions and patterns.

Cognitive Environment

INFPs prefer individualized and personalized approaches to their learning. They are independent learners who prefer to learn outside the confines of the classroom.

To engage the INFP learner, engage emotions within the classroom. Provide cooperative and unstructured activities. Some small group work and partners are acceptable for INFPs.

INFPs need both creativity and imagination.

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

INFPs are most comfortable:

  • Learning about or studying the humanities
  • Learning theory over facts, figures and details
  • Participating in independent and solitary work
  • Generating ideas, brainstorming, creativity, imagination
  • Observation -preferring to watch, think and check their understanding
  • Reflection
  • Unstructured, cooperative environments

INFPs are least comfortable:

  • Logistics and anything not related to the humanities
  • Group work, especially large group work
  • Competition, contention and disharmony
  • Debates
  • Being the center of attention
  • Need to participate or be active without having time to plan
  • Too much structure
  • Repetition
  • Detail-work

Teacher and classroom tips

As an educator, provide INFPs with a large amount of flexibility.

Provide them with a substantial amount of time for solitary work and time to reflect on information.

Give them frameworks to scaffold new knowledge.

Engage emotions in class.

INFPs need a strong relationship with the instructor. This is more important to them than the presentation of the materials.

Feedback needs to be given in a positive and compassionate manner.

INFPs love studying human behavior and activity. Find ways to incorporate a human connection into knowledge.

Learner tips

Take periodic times out to reflect and to ponder.

Build relationships with instructors and peers. Acknowledge their contributions to your learning process.

Discover, link and scaffold new information to existing knowledge schemas.

Set learning goals and timetables to complete assignments.

Use graphic organizers to create the necessary connections and relationships between information.

Brainstorm and find clever ways to be creative and use your imagination.

Expand your horizons by pushing to work in groups.

As humanities are a strength for you, search for human connections to knowledge. Find ways to solve problems and critical evaluate the necessity of the information.

Instructional Strategies:

  • Active learning
  • Choice board.
  • Close relationship with instructor.
  • Collaboration/cooperative
  • Discussion
  • Engage emotion.
  • Experiential Learning
  • General concepts.
  • Independent Work
  • Lecture
  • Modeling
  • Observation
  • Partnership
  • Practical Application
  • Pre-assess/Preview
  • Problem-Solving
  • Reflection time.
  • Scaffold to prior knowledge
  • Self-instruction.
  • Teamwork activities.
  • Unstructured learning activities
  • Visuals

Assessment Strategies:

  • Annotate Reading.
  • Annotated bibliography
  • Apply new information to life.
  • Brainstorm -webbing
  • Categorize
  • Cooperative learning
  • Compare/contrast
  • Concept maps.
  • Construct a model.
  • Create a cause/effect chart.
  • Create a Gantt Chart
  • Create a handout to give to younger students
  • 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.
  • Design a graph.
  • Design a timeline
  • Develop interview questions.
  • Do a survey
  • Experimental method.
  • Find sources to support a belief
  • Graphic Organizers.
  • Hands on Activities.
  • 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.
  • Memorization
  • Observe and record the behavior
  • Opinion essay.
  • Outline reading.
  • Problem Solving.
  • Puppet show.
  • Ranking -of ideas, principles, alphabetical, most essential, etc.
  • Record findings.
  • Reflection time.
  • Set goals.
  • Show a process chart
  • Strategize a method to complete a project.
  • Summarize
  • Write a critique.
  • Write a diary entry from the point of view of …
  • Write a eulogy.
  • Write a help wanted ad
  • Write a poem.
  • Write a process essay.
  • Write a song
  • Write an advice column

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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