MBTI ISFJ (Introversion, Sensing, Feeling, Judging) Learning Styles

ISFJ (Introversion, Sensing, Feeling, Judging) Learning Style

 

Quiet, friendly, responsible, and conscientious. Committed and steady in meeting their obligations. Thorough, painstaking, and accurate. Loyal, considerate, notice and remember specifics about people who are important to them, concerned with how others feel. Strive to create an orderly and harmonious environment at work and at home.

~Excerpted from Introduction to Type®

by Isabel Briggs Myers

 

_______________________________________________MBTI ISFJ (Introversion, Sensing, Feeling, Judging) Learning Styles

Frequency

ISFJ – 13.8% of the total population

8.1% of the male population

Introversion (I)  50.7% of the total population

Sensing (S)  73.3% of the total population

Feeling (F)  59.8% of the total population

Judging (J)  54.1% 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: practical and reflective1

Learner Question

ISFJs, while learning, address the question, “Will this help me in my work?”2

Learning Style

ISFJs are energized by applying what they are learning, especially when examples are used. They have an innate ability to scaffold new information into existing schemas with seemingly no effort. Yet, they still need to be able to see and understand the relevance of new knowledge, preferring a systematic method for learning.

ISFJs are very curious learners who enjoy studying additional information from other sources. They thrive on adding depth to their knowledge. They also possess an ability to retain facts. They are good at learning, focusing and concentrating for long periods of time.

ISFJs prefer to learn factual and practical information over theory.

Cognitive Environment

ISFJs prefer to learn in an environment which will allow time and space for reflection. Structure, organization and discipline are essential component of the best environment for this learner type. They need detailed instructions, objectives and rubrics to succeed.

ISFJs enjoy visuals and examples more than talking and discussion although they can learn in both situations. They benefit from organized classrooms with logical purpose. Traditional classrooms are well-suited for the ISFJ learner, although they prefer to learn independently.

ISFJs are most comfortable:

  • Knowing the expectations required of their work
  • Need objectives and rubrics
  • Prefer traditional teaching methods
  • Observing, listening and reading
  • Thinking before acting -reflection time
  • Structure and clear purpose
  • Practical information than theoretical
  • In-depth learning
  • Independent work or solitary study/learning
  • Learning information which is relevant and practical
  • Planning
  • Enjoy the learning process



ISFJs are least comfortable:

  • Being forced to be the center of attention
  • Lacking objectives, guidelines and rubrics
  • Unstructured learning environments
  • Working on projects without planning
  • Instruction which lacks a logical flow or disorganization
  • Detailed work
  • Any action without having a substantial amount of time to reflect on consequences.
  • Studying theory -lacking practical application
  • Group work
  • Experimentation
  • Too much personal interaction
  • Leading
  • Lack of rewards or benefits for learning

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

Teacher and classroom tips

As an educator, provide ISFJs students structure within the classroom with substantial guidelines, objectives and rubrics. They need to know what is expected of them.

Vary activities for ISFJs between small group, classwork, and independent time including examples, metaphors, visuals and even analogies.

Provide ISFJ with explanations as to the importance of the information and where it can be used.

ISFJs need feedback in a personal manner -not in front of others, especially built on a positive instructor relationship. This relationship is easily built and maintained when the educator is logical and organized.

Provide additional resources for further study for ISFJs.

Give a preview of information and materials. This gives ISFJs an ability to organize information in their minds and to start the ­scaffolding process. ­

Using examples and modeling.

Learner tips

Being an ISFJ means you are a curious, even natural learner, but don’t sit back and expect information to come easily or with no effort.

Prepare ahead of time for classes by previewing the material, having questions reading to ask and preparing a general outline of the information.

Set learning goals.

Create an additional resources list for more in-depth study.

Ask questions during class-time to increase understanding.

Search for ways to apply new knowledge and information. This is especially beneficial for you when you are forced into learning situations built around theory or abstract material.

Ask for guidelines, objectives and rubrics to help your understanding of exactly what is expected of you.

Arrange a time to meet with your teacher face-to-face. Ge to know them as an individual. Explain your learning type and why you look forward to building a relationship with this instructor.

Provide time for reflection.

Use graphic organizers to integrate knowledge and provide additional understanding.

Instructional Strategies:

  • Cause/effect.
  • Centers
  • Choice board.
  • Classroom Setting Learner
  • Collaboration/cooperative
  • Educational games
  • Engage emotion.
  • Examples preferred.
  • General concepts.
  • Hands-on Activities
  • Independent Work
  • Lecture
  • Modeling
  • Objectives
  • Observation
  • Pace of instruction: moderate
  • Practical Application
  • Pre-assess/Preview
  • Reflection time.
  • Rubrics
  • Scaffold to prior knowledge
  • Self-instruction.
  • Structure
  • Teaching techniques: Traditional
  • Visuals

Assessment Strategies:

  • Annotate Reading.
  • Annotated bibliography
  • Apply new information to life.
  • Bookmark -create one to remind yourself of …
  • Categorize
  • Cooperative learning
  • Create a business card for a character or historical figure.
  • Create a cause/effect chart.
  • 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.
  • Design a timeline
  • Develop a homework assignment with key.
  • Develop a list of …
  • Develop a sequence
  • Develop interview questions.
  • Diagram and label.
  • Do a survey
  • Draw a map and label …
  • Find sources to support a belief
  • Graphic Organizers.
  • Hands on Activities.
  • Memorization
  • Observe and record the behavior
  • Opinion essay.
  • Outline reading.
  • Play Jeopardy.
  • Problem Solving.
  • Record findings.
  • Reflection time.
  • Set goals.
  • Show a process chart
  • Strategize a method to complete a project.
  • Summarize
  • Write a critique.
  • Write a diary entry from the point of view of …
  • Write a help wanted ad
  • Write a process essay.
  • 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:

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.