Intuition Learning Style
Do you pay more attention to the patterns and possibilities that you see in the information you receive (Intuition)?
~Excerpted from www.myersbriggs.org
Sensing (S) 73.3% of the total population
Intuition (N) 26.7 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).
Intuition learners address the question, “How will this help me solve a problem?”
Intuition (N) learners are energized through new material, working through knowledge in brief spurts of energy. They are both creative and innovative within their learning process and with the knowledge they acquire.
They look for relationships, patterns and search for the general concept or big picture. Details and specifics are only recognized as they relate to a pattern or build upon an existing relationship. Many times details will simply be ignored.
Intuition learners search for patterns in knowledge, trusting upon their hunches while learning. They enjoy possibilities, innovations and describe things in a poetic manner. All original ideas and new facts inspire and energize them.
They are patient in learning and find errors or mistakes to be another learning opportunity. They will practice until perfection. They see possibilities and focus on the future applications of knowledge.
Intuition learners prefer a fast-paced learning environment with the ability to work in either a quiet or noisy atmosphere. Their ability to work in quiet or noise is more dependent upon their extravert or introvert preference.
They have a desire to be innovative and therefore prefer choice in the assignments, lacking specific instructions. Problem solving motivates learning.
Learning can occur most effectively in either a partner relationship or through self-instruction.
Intuition learners are most comfortable:
- In a creative, innovative learning atmosphere where imagination is permitted if not emphasized and praised.
- Learning challenging information
- Identify patterns and relationships
- Learning general concepts
- Fast-paced environment
Intuition learners are least comfortable:
- Sticking to information presented in handouts and visuals
- Observing, watching
- Slow paced learning
As an educator, recognize that intuition learners need opportunities to be creative, innovative and find new ways to use information, especially if the information is perceived as being old or stale.
Never dumb down information. Intuition learners love challenges and feel boxed in as well as defeated when information is regurgitated or presented in a manner which closely follows handouts and visuals. These students prefer a general outline of concepts to be taught.
They love to approach theory and find ways to use it. Provide trial and error learning opportunities for these students as well as graphic organizers to assist in scaffolding new and old knowledge. Partnerships work well for these types of learners as well as encouraging them to ask ‘why.’
Patterns and relationships will assist best in retaining information. Try to use graphic organizers and always go back over notes to create relationships between old and new knowledge.
Pair up with another student -especially a perceiving learner who is highly adaptable and thrives on curiosity. This relationship with a perceiver will aid in scaffolding information.
As details tend to be more difficult in learning, search for relationships between the general concept and details.
Ask questions, especially ask why.
Attempt to anticipate the presenter/speaker or teacher’s words. What will come next? Where are they headed?
Create patterns in notetaking.
Annotate reading which will aid in scaffolding and recognizing patterns.
Try using metaphors, abstractions and symbols.
Maximize on energy bursts for studying by creating a plan.
- Active learning
- Aesthetics included
- Assess and identify
- Breaks -frequent
- Cause and effect
- Choice board
- Experiential learning
- General concepts
- Imaginative options
- Pace of instruction: fast
- Peer feedback
- Apply new information to life.
- Brainstorm -webbing
- Cooperative learning
- Concept maps.
- Create a cause/effect chart.
- Create a relationship chart
- Create a simulation.
- Create and maintain a learning journal.
- Create associations using color.
- Create manipulatives.
- Develop a character sketch
- Develop a sequence
- Develop interview questions.
- Do a survey
- Experimental method.
- Find a unique method to use … technology.
- Graphic Organizers.
- Identify likes and dislikes.
- Identify patterns.
- Make a chart demonstrating the relationships
- Observe and record the behavior
- Opinion essay.
- Problem Solving.
- Ranking -of ideas, principles, alphabetical, most essential, etc.
- Record findings.
- Recycle/adapt materials for a project.
- Set goals.
- Show a process chart
- Write a critique.
- Write a diary entry from the point of view of …
- Write a poem.
- Write a process essay.
- Write an advice column
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.