ISFP (Introversion, Sensing, Feeling, Perceiving) Learning Style
Quiet, friendly, sensitive, and kind. Enjoy the present moment, what’s going on around them. Like to have their own space and to work within their own time frame. Loyal and committed to their values and to people who are important to them. Dislike disagreements and conflicts, do not force their opinions or values on others.
~Excerpted from Introduction to Type®
by Isabel Briggs Myers
|ISFP –||8.8% of the total population|
|7.6% of the male population|
|9.9% of the female 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|
|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: reflective and personal1
ISFPs, while learning, address the question, “Do I like this and is it beautiful?”2
ISFPs seek aesthetic pleasure through learning. They enjoy engaging emotions into the learning process which helps them to retain new information. Active learning, participation and sensory stimulation are the root foundations for exceptional learning opportunities. They need personal involvement in their learning process. Although they need the be actively engaged in the learning process, they still require the opportunity to think before speaking, which is common to introverts.
ISFPs are detail-oriented learners, preferring the details over the general concepts and theory. They quickly learn and retaining knowledge, especially when associated with personal and human values.
Practical knowledge has great value to ISFPs. They make quick connections to prior knowledge, efficiently scaffolding information. They are experts at memorization, doing, and experiencing knowledge.
Despite these attributes, occasionally the ISFPs will cram.
The most fulfillment they receive in learning is when it benefits others and their social circles.
ISFPs prefer to learn in an active environment although independently. They prefer an unstructured learning environment with a mixture of activities including a small amount of group work and discussion. Groups need to be small and personal for ISFPs as well as their classroom size so that they can develop strong relationships with their peers and instructors. Their learning thrives in an atmosphere of loyalty and cooperation.
ISFPs enjoy personalized instruction which contains substantial amount of time for reflection and independence. Deep reflection is critical for the ISFPs to comprehend and scaffold information.
Interaction, visuals, reflection, personalized instruction and a moderate teaching pace should be components of the ISFPs cognitive environment.
ISFPs are most comfortable:
- Learning details and facts
- Having practical knowledge which can be immediately used
- Experiencing learning
- Unstructured teaching
- Diversity of activities of learning within the classroom
- Listening and observing for spells
- Time for quiet reflection and deep integration of knowledge
- Opportunities to implement information
- Problem solving
ISFPs are least comfortable:
- Learning theory and general concepts
- Seeing no need or relevance to what they are learning
- When educators are not engaged with the material
- Having no opportunities to practice
- Being the center of attention
- Classrooms with the same instructional methods used repeatedly with little to no variation
Teacher and classroom tips
As an educator, provide ISFPs with a classroom filled with varying ideas, methodologies and concepts. However, be sure to create a balance between these activities, not showing preference or too much time to one methodology or another. Use multi-sensory teaching and frequent breaks.
Give real-life examples which will help ISFPs to integrate these ideas into their social circles, especially examples which address the question of how to solve something. They, additionally, will need resources and sources to verify knowledge. ISFPs will return to these sources to learn more.
ISFPs need time for reflection and quiet. This aids in scaffolding. Repetition is valuable for ISFPs.
ISFPs need a strong relationship with their teacher above all else. Strong relationships with peers are essential. They need feedback but criticism is highly frustrating. Positive feedback has a great impact on ISFPs.
When organizing groups, be sure to provide standards and guidelines for the ISFPs as they will not learn well in an atmosphere of discord and competition.
Recall, the most fulfillment ISFPs receive in learning is when it benefits others and their social circles.
Being an ISFP means that you take learning personal and require personal connections to the new knowledge. Search for these connections and relationships which will help you to better retain the new information. Find ways to connect knowledge into your personal relationships and social circles.
Repetition of information is helpful, but be sure to use a variety of methods.
Plan your study time. Use a variety of methods and frequent breaks. Use activity as you study – moving. Employ emotions and the five senses. Find active learning opportunities to interact with the new knowledge.
Frequently change up your study methods -avoiding getting stuck in a rut.
Develop relationships with classmates and instructors. But if you choose to study with them or in a group setting, carefully set up roles and expectations.
Competition and discord will distract from learning.
Find times for reflection. Use a learning journal to notice and record the best learning strategies as well as information you are acquiring.
- Active learning
- Aesthetics included
- Breaks -frequent
- Choice board.
- Classroom Setting Learner
- Close relationship with instructor.
- Engage emotion.
- Examples preferred.
- Experiential Learning
- Feedback needed.
- Field trips
- Group Activities
- Hands-on Activities
- Independent Work
- Pace of instruction: moderate
- Positive Feedback
- Practical Application
- Reflection time.
- Repetition activities
- Scaffold to prior knowledge
- Teamwork activities.
- Unstructured learning activities
- Act out a scene
- Annotate Reading.
- Annotated bibliography
- Apply new information to life.
- Cooperative learning
- Concept maps.
- Construct a model.
- Create a cause/effect chart.
- Create a chart using PowerPoint.
- Create a game.
- Create a Gantt Chart
- Create a handout to give to younger students
- Create a jingle
- Create a list of valid sources from the internet.
- Create a relationship chart
- Create a simulation.
- Create and maintain a learning journal.
- Create associations using color.
- Create manipulatives.
- Design a graph.
- Design a timeline
- Develop a character sketch
- Develop a list of …
- Diagram and label.
- Draw a map and label …
- Find a unique method to use … technology.
- Find sources to support a belief
- Graphic Organizers.
- Hands on Activities.
- Identify likes and dislikes.
- Identify patterns.
- Make a brochure.
- Make a chart demonstrating the relationships
- Make a diorama
- Make a flip book
- Make a motion chart.
- Make a puppet.
- Make a unique instrument.
- Make a video
- Make an infomercial instead of a persuasion paper.
- Musical presentation.
- Observe and record the behavior
- Opinion essay.
- Outline reading.
- Perform a song.
- Play Jeopardy.
- Poster presentation/symposium.
- Problem Solving.
- Puppet show.
- Ranking -of ideas, principles, alphabetical, most essential, etc.
- Record findings.
- Recycle/adapt materials for a project.
- Reflection time.
- Set goals.
- Show a process chart
- Strategize a method to complete a project.
- Trivia game -create or play one.
- Write a diary entry from the point of view of …
- Write a eulogy.
- Write a help wanted ad
- Write a poem.
- Write a song
- Write an advice column
For other learning styles: MBTI Learning Styles – A Practical Approach Available in paperback; Kindle; and pdf versions
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 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.