MBTI INTJ (Introversion, Intuition, Thinking, Judging) Learning Styles

INTJ (Introversion, Intuition, Thinking, Judging) Learning Style

MBTI INTJ (Introversion, Intuition, Thinking, Judging) Learning Styles

Have original minds and great drive for implementing their ideas and achieving their goals. Quickly see patterns in external events and develop long-range explanatory perspectives. When committed, organize a job and carry it through. Skeptical and independent, have high standards of competence and performance – for themselves and others.

~Excerpted from Introduction to Type®

by Isabel Briggs Myers

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Frequency

 

INTJ – 2.1% of the total population
3.3% of the male population
2.1% of the female population

 

Introversion (I) 50.7% of the total population
Intuition (N) 26.7% of the total population
Thinking (T) 40.2% 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: analytical and innovative1

Learner Question

INTJs, while learning, address the question, “Why is this so?”2

Learning Style

INTJs are energized through searching for answers. They thrive on learning why and easily learn new information. They are highly accurate in reproducing visual information.

INTJs are planners. They are organized learners who plan their learning experiences. They enjoy asking questions and learning about theories as well as models.

INTJs are highly analytical, seeing practical applications for knowledge. They hold themselves to high learning standards, believing that all learning leads to improvement in self and others.

INTJs will build strong relationships with other learners who are determined to also be high-performing.

INTJs enjoy asking questions.

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



Cognitive Environment

INTJs prefer to learn in a moderately-paced, independent environment which focuses on highly complex materials. They are problem solvers, needing problems to solve within the classroom.

INTJs like structured, orderly classrooms based on predictable, systematic teaching with objectives, rubrics and clear directions.

Discussions which are in-depth and relevant intrigue INTJs. They can work in small groups, if necessary but would rather self-teach.

INTJs do not enjoy assessments with only one answer such as a multiple-choice exam. They prefer essays, projects or presentations. They learn effectively from visuals.

INTJs are most comfortable:

  • Working independently or self-teaching
  • Reflections -especially before acting
  • Structured learning environments
  • Intellectual challenges
  • Listening and reading
  • Having a purpose or objective for learning
  • Creating action plans
  • Visual information

INTJs are least comfortable:

  • Knowledge presented in an illogical manner
  • Cramming
  • Memorizing – as they see no reason to do it
  • Disorganized instruction, teaching an directions
  • Exams or assessments with only one answer
  • Unstructured classrooms
  • Repetition
  • Detail work
  • Action without planning
  • Emphasizing emotions and feeling in learning

Teacher and classroom tips

As an educator, provide INTJs with visuals, examples, metaphors and analogies. Vary activities -especially between class, group and independent learning.

Since INTJs enjoy self-teaching, provide additional sources for further learning and knowledge.

Allow classroom time for reflection.

INTJs prefer to learn from organized instructors. Be sure to be on time and to have all materials, notes organized for teaching.

INTJs need one-on-one feedback, personally given.

Initiate a Q&A session during class.

Learner tips

As an INTJ learner, avoid being too rigid in your learning plans and goals that you forget to enjoy the learning process.

Build relationships with peers and classmates.

Preview and read information prior to class. Study material. Create questions while studying to address and seek answers during class.

Create strategic plans that will aid in learning. Look for new resources to aid in this aspect such as Gantt charts.

Use a learning journal. As INTJs are highly effective visual learners, be sure to write at different angles. Use different colored inks and highlighters.

Notetaking – be sure to leave space at the edge of your notes to reflect and scaffold information into existing schemas. Cornell notes is a good example to use.

Look for practical applications for knowledge.

Instructional Strategies:

  • Choice board.
  • Classroom Setting Learner
  • Discussion
  • Examples preferred.
  • Feedback needed.
  • Field trips
  • General concepts.
  • Independent Work
  • Lecture
  • Objectives
  • Observation
  • Pace of instruction: moderate
  • Practical Application
  • Problem-Solving
  • Reflection time.
  • Rubrics
  • Scaffold to prior knowledge
  • Self-instruction.
  • Structure
  • Visuals

Assessment Strategies:

  • Annotate Reading.
  • Annotated bibliography
  • Apply new information to life.
  • Brainstorm -webbing
  • Classroom discussion/debate.
  • Cooperative learning
  • Compare/contrast
  • Concept maps.
  • Create a chart using PowerPoint.
  • Create a Gantt Chart
  • Create a handout to give to younger students
  • Create a list of valid sources from the internet.
  • Create a vocabulary game.
  • Create an inventory
  • Create and maintain a learning journal.
  • Create associations using color.
  • Design a graph.
  • Develop a character sketch
  • Develop a homework assignment with key.
  • Develop a list of …
  • Develop interview questions.
  • Draw a map and label …
  • Find a unique method to use … technology.
  • Find sources to support a belief
  • Graphic Organizers.
  • Identify patterns.
  • Make a brochure.
  • Make a chart demonstrating the relationships
  • Make a motion chart.
  • Observe and record the behavior
  • Opinion essay.
  • Outline reading.
  • Problem Solving.
  • Record findings.
  • Recycle/adapt materials for a project.
  • Reflection time.
  • Set goals.
  • Strategize a method to complete a project.
  • 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 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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