Introversion Learning Style
Where do you put your attention and get your energy? Do you like to spend time in your inner world of ideas and images (Introversion)?
Extraversion (E) 49.3% of the total population
Introversion (I) 50.7% 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: Reflective
Introverts, while learning, address the question, “Will I receive sufficient time to reflect on this information?”
Introverts (I) are energized through quiet times of reflection to integrate new information and knowledge into existing schemas through scaffolding. Quiet is the keyword for the introverted learner as they focus on mental processing and observation.
Introverts desire to be understood but often lack the ability to speak up, sharing their impressions, thoughts and connections. They will figure out things and process completely before talking and sharing what they know.
They enjoy observing and listening. They will study for long stretches without need for interruptions and breaks. Working independently is their strength.
Introverts prefer a quiet learning environment where they have plenty of opportunities for reflection and contemplation. Independent learning and studying are strengths. Silence and thought provoking questions guide the introvert in their scaffolding process.
Introverts can be social while learning, working with a partner but will still need space, time and quiet to recharge. They will observe a process before participating.
Lectures and providing examples work well for them. They will tend to excel in reading and written work.
Introverts are most comfortable:
- Understanding the learning standard required of them.
- Describing something rather than acting it out
- Reading, lectures, written work
- Studying independently and in quiet
- Having substantial time to reflect
Introverts are least comfortable:
- Being the center of attention
- Learning in noise and confusion
- Having frequent breaks during their study time
- Oral work and discussions
Teacher and classroom tips
As an educator, provide introverts with a specified set of learning instructions and standards to aid them in understanding what is expected. Teach them how to scaffold, linking new information to prior knowledge. Give introverts the opportunity to volunteer to participate, rather than forcing participation.
Introverts will need a substantial amount of time and quiet to process information. They will prefer silence and will need to be given some time to work independently.
Being an introvert will provide you with a learning advantage in a traditional classroom over other learning preferences.
Be sure to find quiet times to reflect up on new information. Allow yourself plenty of time to work through information.
Use graphic organizers and notetaking skills to aid in your learning. While taking notes, leave space at the edge of your paper. This space can be used later when reviewing to make additional notes and connections.
Annotate reading. Write in your books. Be sure to include connections to prior knowledge. Record questions as you think them.
Ask for a rubric and don’t be afraid to ask questions about assignments as you grasp the details.
Find partners or groups to participate in. Use these opportunities to listen to what others are thinking of the information. From these experiences, you will gain additional insights.
Try pairing up with an extravert who needs to process information verbally. You will learn by listening to their process. (Don’t forget to also have quiet for yourself, though!)
Keep a learning journal. Record your thoughts and impressions. Periodically review these notes.
Search for other learning options such as other references and sources, listening to other educators on YouTube or TED Talks, etc.
- Assess and identify
- Choice board
- Classroom setting learner
- Examples preferred
- Field Trips
- General concepts
- Imaginative options
- Independent work
- Practical application
- Reflection time
- Scaffold to prior knowledge
- Annotate reading
- Annotated bibliography
- Bookmark -create one to remind yourself of …
- Concept maps
- Create a business card for a character or historical figure
- Create a cause/effect chart
- Create a chart using PowerPoint
- Create a drawing or cartoon
- Create a Gantt chart
- Create a handout to give to a younger student
- Create a list of valid sources from the internet
- Create a relationship chart
- Create a vocabulary game
- Create an inventory
- Create and maintain a learning journal.
- Create associations using color.
- Design a timeline
- Develop a homework assignment with key.
- Develop a list of …
- Develop a sequence
- Develop interview questions.
- Diagram and label.
- Draw a map and label …
- Draw a wanted poster.
- Find sources to support a belief
- Graphic Organizers.
- Identify likes and dislikes.
- Identify patterns.
- Make a chart demonstrating the relationships
- Observe and record the behavior
- Outline reading.
- Poster presentation/symposium.
- Ranking -of ideas, principles, alphabetical, most essential, etc.
- Record findings.
- Set goals.
- Show a process chart
- 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 a song
- Write an advertisement
- 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:
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.