MBTI Intuition Learning Styles

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

 

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Frequency

Sensing (S)  73.3% of the total population

Intuition (N) 26.7 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: InnovatorMBTI Intuition Learning Styles

Learner Question

Intuition learners address the question, “How will this help me solve a problem?”

Learning Style

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.

Cognitive Environment

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:

  • Details
  • Sticking to information presented in handouts and visuals
  • Observing, watching
  • Repetition
  • Slow paced learning

Teacher and classroom tips MBTI Learning Styles - A Practical Approach Cover

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.’

Learner Tips

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.

Instructional Strategies:

  • Active learning
  • Aesthetics included
  • Assess and identify
  • Breaks -frequent
  • Cause and effect
  • Choice board
  • Collaboration/cooperative
  • Creativity
  • Experiential learning
  • General concepts
  • Imaginative options
  • Pace of instruction: fast
  • Partnership
  • Peer feedback
  • Pre-assess/preview
  • Problem-solving
  • Relationships/patterns
  • Scaffolding
  • Self-instruction

Assessment Strategies:

  • Apply new information to life.
  • Brainstorm -webbing
  • Categorize
  • Cooperative learning
  • Compare/contrast
  • 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:

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 paperback; Kindle; 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.