MBTI Judging Learning Styles

Judging Learning Style

 

What are the behaviors others tend to see? Do you prefer a more structured and decided lifestyle (Judging)? This preference may also be thought of as your orientation to the outer world.

~Excerpted from www.myersbriggs.org

 

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Frequency

Judging (J)  54.1% of the total population

Perceiving (P)  45.9% of the total population

_______________________________________________MBTI Judging Learning Styles
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: Overachieving Learner

Learner Question

Judgers, while learning, address the question, “How does this create order in my life?”

Learning Style

Judgers (J) focus on rules and order above all else. They are decisive, self-regimented and planners, being task-oriented. They need the essentials. They create intricate, steady study plans, structuring study to avoid any emergencies. One assignment will be completed prior to another one starting.

Deadlines are sacred to Judgers. They will not be late. They are quick to take action, especially when a deadline is expected. They prefer to make a decision and move on.

Judgers answer questions based on their current knowledge but cannot tolerate loose ends and unanswered questions in their learning process

Cognitive Environment

Judgers need order, control and rules. Objectives and rubrics are essential to their learning process. They like detailed instructions

Their environment needs to be structured, learning toward more traditional teaching techniques. They can participate effectively in a group atmosphere but need guidelines, efficiency and order.

Judgers are most comfortable:

  • Knowing the expectations required of their work
  • Structure
  • Order
  • Prefer independent work and studying
  • Group work not disliked but not needed to enhance learning experiences
  • Creating plans

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

Judgers are least comfortable:

  • Surprises
  • Not planning
  • Having an educator who seems disorganized
  • Inefficient group work
  • Not understanding expectations and objectives
  • Slow moving classrooms with no plans

Teacher and classroom tips

As an educator, provide judging students with firm deadlines but not too many deadlines one time. Excessive deadlines on top of each other will frustrate this learner as they approach only one assignment at a time.

Use Bloom’s taxonomy to develop objectives.

Encourage planning -providing time for Judgers to create plans on how to complete assignments.

Give students time to ask questions about assignments and expectations.

Allow students to create their classroom environment by discussing rules and expectations within the classroom.

Avoid surprises in the classroom.

Stick to traditional teaching techniques.

This learner fills most fulfilled when things are getting done correctly.

Learner tips

Being a Judger recognize your need for order, planning and decisiveness. Ask questions to clarify expectations. Be sure you understand exactly what is needed by asking for objectives and rubrics.

Start early on assignments to get the required work completed. Create a task list and a calendar of due dates as needed.

Use an efficient method of notetaking such as Cornell notes which will permit space to back through information.

Create a list of questions when approaching a learning situation -whether in the classroom or in an independent learning situation.

When working in a group or partner situation, set up expectations from each member.

Instructional Strategies:

  • Assess and identify
  • Choice board
  • Classroom setting learner
  • Detail-oriented
  • Examples preferred
  • General concepts
  • Independent work
  • Lecture
  • Modeling
  • Objectives
  • Observation
  • Pace of instruction: fast
  • Practical application
  • Problem-solving
  • Relationships/patterns
  • Rubric
  • Self-instruction
  • Structure
  • Teaching techniques: traditional
  • Visuals

Assessment Strategies:

  • Annotate Reading.
  • Annotated bibliography
  • Categorize
  • Compare/contrast
  • Create a cause/effect chart.
  • Create a Gantt Chart
  • 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
  • Diagram and label
  • Draw a map and label
  • Find sources to support a belief
  • Graphic organizers
  • Identify patterns.
  • Memorization
  • Metacognition
  • Outline reading
  • Play Jeopardy
  • Problem solving
  • Reading
  • Reflection time
  • Set goals
  • Show a process chart
  • Strategize a method to complete a project.
  • Write a process essay.
  • 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.