ISTP (Introversion, Sensing, Thinking, Perceiving) Learning Style
Tolerant and flexible, quiet observers until a problem appears, then act quickly to find workable solutions. Analyze what makes things work and readily get through large amounts of data to isolate the core of practical problems. Interested in cause and effect, organize facts using logical principles, value efficiency.
~Excerpted from Introduction to Type®
by Isabel Briggs Myers
|ISTP –||5.4% of the total population|
|8.5% of the male population|
|2.4% 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|
|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: analytical and pragmatic1
ISTPs, while learning, address the question, “How does this work?”2
ISTPs are most interested in learning how the information will help them to achieve their goals and how things work. They learn best through practical application as well as active application. However, they are independent learners. ISTPs enjoy complex challenges and problem solving.
ISTPs like to investigate the small details and look at sequential information. They are most intrigued by logical and linear learning.
ISTPs are quick to apply learning and knowledge to their situations. The will devote themselves to learning until they master the content. Yet they are highly critical of themselves.
ISTPs are driving by a desire to learn skills and to be actively it to use.
ISTPs need an active, hands-on learning environment. They enjoy detail work and independent working environments. However, clear guidelines are needed. Small group and partner work are effective for ISTPs but prefer to work independently.
ISTPs need opportunities to ask questions during class and to have a variety of activities. They are effective and efficient researchers.
ISTPs are most comfortable:
- Being independent learners
- Creating relationships with the new knowledge
- Hands-on experiences and practical applications
- Reviewing knowledge
- Facts and figures over theory and abstract knowledge
ISTPs are least comfortable:
- Participating in group work
- Being the center of attention
- Any activity related to building interpersonal relationships
- Theory and abstract knowledge
- Seeing no immediate need for the information
- Lack of lesson objectives and guidelines
- Pointless or circular discussions and reasoning
- Being detail-oriented
Teacher and classroom tips
ISTPs prefer to learn from highly knowledgeable instructors, preferring knowledgeable teachers over personable educators. Be sure to have a high command of information before teaching ISTPs. They may even require the instructor to proof their command of the knowledge
Provide real-life examples.
Give opportunities and encouragement for scaffolding. The more connections the ISTP learner will make, the greater the memory of the new knowledge.
Set up challenges and problem-solving opportunities.
ISTPs need Q&A times during instruction. Encourage their questions and meet these questions with sincerity.
Give ISTPs time to reflect.
ISTPs are effective learners, desire proficiency and mastery over topics. Take time to find real-life applications.
Take time to reflect and organize ways to build and scaffold knowledge.
Organize your learning. Use charts, goals and journaling as needed.
Create your own challenges. Don’t wait for instructors to provide challenges as they may let you down.
Have patience with others and especially instructors who may have a command and be experts in the field but lack the ability to convey their expertise.
Be sure to find time to meet with instructors. Emphasize the need for clear objectives.
- Active learning
- Assess and Identify.
- Choice board.
- Classroom Setting Learner
- Close relationship with instructor.
- Experiential Learning
- Field trips
- Hands-on Activities
- Imaginative options
- Independent Work
- Pace of instruction: moderate
- Practical Application
- Reflection time.
- Scaffold to prior knowledge
- Teamwork activities.
- Annotate Reading.
- Annotated bibliography
- Apply new information to life.
- Brainstorm -webbing
- Concept maps.
- Create a cause/effect chart.
- Create a chart using PowerPoint.
- Create a Gantt Chart
- 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.
- 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.
- Experimental method.
- 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 chart demonstrating the relationships
- Make a diorama
- Observe and record the behavior
- Outline reading.
- Problem Solving.
- Record findings.
- Reflection time.
- Set goals.
- Show a process chart
- Strategize a method to complete a project.
- Write a critique.
- Write a process essay.
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.