MBTI ISTJ (Introversion, Sensing, Thinking, Judging) Learning Styles

ISTJ (Introversion, Sensing, Thinking, Judging) Learning Style

 

Quiet, serious, earn success by thoroughness and dependability. Practical, matter-of-fact, realistic, and responsible. Decide logically what should be done and work toward it steadily, regardless of distractions. Take pleasure in making everything orderly and organized – their work, their home, their life. Value traditions and loyalty.

~Excerpted from Introduction to Type®

by Isabel Briggs Myers

_______________________________________________MBTI ISTJ (Introversion, Sensing, Thinking, Judging) Learning Styles

Frequency

ISTJ – 11.6% of the total population
16.4% of the male population
6.9% of the female population

 

Introversion (I) 50.7% of the total population
Sensing (S) 73.3% of the total population
Thinking (T) 40.2% 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: reflective and systematic1

Learner Question

ISTJs, while learning, address the question, “Is this practical and useful to me?”2

Learning Style

ISTJs prefer to use knowledge to gain experience and in practical application. Knowledge needs to have a logical flow with a systematic, step by step instructions.

ISTJs need to understand the details in what they are doing and how these details apply to life. They possess a linear, organized and even systematic method to thinking. They are detail-oriented, preferring specificity to vague generalities, being fact driven.

ISTJs enjoy experiencing, doing and practicing. They like proof and practicing helps to solidify the proof they need as they experience the practical application. They are good at focusing and can concentrate for long periods of time. Rational and logic drive their learning process, especially when attached to a clear goal or desirable product.

ISTJs are motivated by personal achievement, status and recognition within their learning.

Cognitive Environment

ISTJs prefer to learn in structured classrooms which offer hands-on experiences. Within these structured learning environments, ISTJs also prefer objectives and rubrics for all learning, assignments and assessments.

ISTJs are independent learners. They learn well on their own. They enjoy research opportunities and real-life examples.

ISTJs value high quality teaching with informative instructors.

ISTJs are most comfortable

  • Knowing the expectations required of their work -using objectives and rubrics
  • Enjoy hands-on learning
  • Independent learning
  • Details and facts over theory and general concepts
  • Structure
  • Need to assimilate and prepare in advance -need to know what they will be learning and studying
  • Prefer to review and summarize
  • Research
  • Having a clear purpose for learning
  • Need immediate opportunities for practical application of the new knowledge

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

ISTJs are least comfortable:

  • Faced-paced instruction
  • Group work
  • Being with people who are easily distracted
  • Theory, abstract information and general concepts
  • Lack of objectives, rubrics, unstructured learning environments
  • Encountering obstacles to their learning and applying solutions
  • Surprises – doing something without or with little warning

Teacher and classroom tips

As an educator, provide ISTJs with a task. They learn best when given a task or situations where the information can be applied. Use real-life examples to demonstrate and prove new knowledge. Model information for ISTJs.

Prepare teaching to have a logical flow. If you are in doubt about the details of what a logical flow would look like for an ISTJs, be sure to approach a colleague or friend with a similar MBTI personality type.

ISTJs need help in scaffolding. Provide them with links to prior knowledge for previous academic work, either within your course or within their frame of reference.

Provide time for ISTJs to process and reflect. Encourage learning journals for ISTJs.

ISTJs need detailed feedback as well as assignments and assessment details. They will not be offended by criticism, but rather will find it highly effective in their learning process. Include objectives and rubrics.

ISTJs need opportunities to prepare in advance for learning. Be sure to give them a preview and objectives for learning experiences.

ISTJs can learn in groups but need the groups to be highly organized and efficient. Provide groups with standards, roles and expectations to help them to be productive and structured.

ISTJs are motivated by personal achievement, status and recognition within their learning.

Learner tips

Being ISTJ means that you are highly systematic in your learning process. Be sure to ask for objectives, rubrics and standards of expectations from your instructor. Look for step by step instructions, flow charts and even graphic organizers to help in understanding both expectations and new information.

Use these same ideas above for group projects. Be sure everyone understands the expectations and their role within the group.

Prepare in advance for classwork and learning. Take time to preview what is coming. Ponder, reflect and think. Take time and space to process information. Learning journals are a valuable resource in this aspect.

Find ways to apply new knowledge. Look for application. Ask instructors and mentors for help in this aspect.

Create relationship charts to aid in scaffolding.

Pay attention to what helps and aids in your learning process. Be sure to make a conscious note of these items.

When proof and resources are not provided by the instructor, search for them. Be sure to look up sources to validate information.

Instructional Strategies:

  • Choice board.
  • Classroom Setting Learner
  • Collaboration/cooperative
  • Competition
  • Detail-oriented.
  • Examples preferred.
  • Experiential Learning
  • Feedback needed.
  • Field trips
  • Hands-on Activities
  • Independent Work
  • Modeling
  • Objectives
  • Observation
  • Partnership
  • Practical Application
  • Pre-assess/Preview
  • Problem-Solving
  • Reflection time.
  • Review
  • Rubrics
  • Scaffold to prior knowledge
  • Self-instruction.
  • Structure
  • Teamwork activities.

Assessment Strategies:

  • Annotate Reading.
  • Annotated bibliography
  • Apply new information to life.
  • Brainstorm -webbing
  • Categorize
  • Change the beginning or end
  • Cooperative learning
  • Competition
  • Concept maps.
  • Create a business card for a character or historical figure.
  • Create a cause/effect chart.
  • Create a chart using PowerPoint.
  • Create a game.
  • Create a Gantt Chart
  • Create a list of valid sources from the internet.
  • Create a relationship chart
  • Create a simulation.
  • Create an inventory
  • Create and maintain a learning journal.
  • Create associations using color.
  • Create manipulatives.
  • 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.
  • Draw a map and label …
  • Experimental method.
  • Find sources to support a belief
  • Graphic Organizers.
  • Hands on Activities.
  • Identify patterns.
  • Make a chart demonstrating the relationships
  • Observe and record the behavior
  • Outline reading.
  • Poster presentation/symposium.
  • Problem Solving.
  • Ranking -of ideas, principles, alphabetical, most essential, etc.
  • Record findings.
  • Reflection time.
  • Role-play.
  • Set goals.
  • Strategize a method to complete a project.
  • Summarize
  • Write a process essay.
  • Write an advertisement
  • 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.