INTP (Introversion, Intuition, Thinking, Perceiving) Learning Style
Seek to develop logical explanations for everything that interests them. Theoretical and abstract, interested more in ideas than in social interaction. Quiet, contained, flexible, and adaptable. Have unusual ability to focus in depth to solve problems in their area of interest. Skeptical, sometimes critical, always analytical.
~Excerpted from Introduction to Type®
by Isabel Briggs Myers
|INTP –||3.3% of the total population|
|4.8% of the male population|
|1.8% 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|
|Perceiving (P)||45.9% 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: analytical and critical1
INTPs, while learning, address the question, “How is this structured?”2
INTPs can easily comprehend complicated and complex information. They can also easily assimilate practical information as well as conceptual knowledge. They search for theories to learn. They prefer deep, analytical information and swiftly make connections between real-world applications and classroom knowledge
INTPs are logical and analytical thinkers who enjoy solving problems. They like to research and enjoy learning. They enjoy demonstrating what they know and their competence which they achieve through asking questions to complete their understanding.
INTPs are problem solvers. They are stimulated by ideas, particularly focusing on abstract applications and patterns which may cause them to overlook some details.
INTPs work well in a flexible, unstructured learning environment although they do have a preference for independent study which is characteristics of most introverts. The prefer some general outlines for learning.
INTPs are especially gifted learners in cognitive environments which promote experimentation, inquiry and questioning. They enjoy assignments and tasks which are innovative and original.
INTPs prefer working alone but can work in small groups. They are interested in discussion and brainstorming.
INTPs are most comfortable:
- Learning theories
- Independent work
- Noticing and making connections between patterns
- Creativity and inspiration
- Solving new problems and having new opportunities
- Listening and observing
- Brainstorming and generating ideas
- Unstructured learning environments
INTPs are least comfortable:
- Structured learning environments which stifles creativity and originality
- Routines and repetition
- Step by step instructions which leaves no room for imagination
- Being the center of attention
- Too much focus on details, facts and figures
Teacher and classroom tips
As an educator, help INTPs to create connections between the classroom knowledge and the world issues, searching for current practical information.
INTPs will be exasperated with wasted time. Be sure to carefully allocate time for activities with no lag between them.
INTPs have respect for strong, logical instructors over interpersonal relationships.
Encourage INTPs to join in group work or teamwork. They will benefit from these interactions but may need some incentives to function in this capacity.
Provide Q&A sessions during class times to allow INTPs to vocalize questions. Recall that INTPs are introverted and will not like being the center of attention. Unless a Q&A time is specified, INTPs may not ask their questions, resulting in a lack of fulfillment for their learning process.
INTPs are independent workers who enjoy time alone, but don’t’ forget the value working in groups can provide you. Be sure to get to know your group members, developing a respect for them.
Create a reservoir of methodologies and activities to keep you busy during ‘wasted’ class time. This aids in the learning process and helps you to not be irritated which detracts from learning.
Use a variety of methods to brainstorm and to generate ideas.
Record your questions as you’re learning. Speak to your instructor about providing a Q&A time during class.
Use a learning journal.
Search for applications for your new knowledge.
- Assess and Identify.
- Choice board.
- Experiential Learning
- General concepts.
- Imaginative options
- Independent Work
- Pace of instruction: moderate
- Reflection time.
- Unstructured learning activities
- Annotate Reading.
- Annotated bibliography
- Apply new information to life.
- Brainstorm -webbing
- Classroom discussion/debate.
- Concept maps.
- Create a Gantt Chart
- Create and maintain a learning journal.
- Design a timeline
- Develop a list of …
- Develop interview questions.
- Do a survey
- 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 chart demonstrating the relationships
- Make a motion chart.
- Observe and record the behavior
- Problem Solving.
- 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.
- Trivia game -create or play one.
- Write a critique.
- Write a process essay.
- 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:
For other learning styles: MBTI Learning Styles – A Practical Approach Available in paperback; Kindle; and pdf versions
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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.