MBTI Perceiving Learning Styles

Perceiving Learning Style

 

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

~Excerpted from www.myersbriggs.org

 

_______________________________________________MBTI Perceiving Learning Styles

Frequency

Judging (J)  54.1% 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: Curious

Learner Question

Perceivers, while learning, address the question, “How can I use this knowledge?”

Learning Style

Perceivers (P) are curious, adaptable and spontaneous. They improvise and love surprises. Even rules are flexible as well as deadlines with difficulty completing tasks due to a consistent ebb and flow of learning energy. They work on many tasks at one time, multi-tasking. They will postpone unpleasant tasks.

Perceivers work well under pressure being good in emergencies. They are open to new information, stimulated by anything new or different. They will seek out as much information as possible before answering questions or starting an assignment.

Cognitive Environment

Perceivers prefer to learn in a fast-paced, interactive environment. Frequent breaks are preferred. Little structure with surprises and new information energize this type of learner. They thrive with lots of change, rotating between activities and methodologies: independent, partner, group.

Perceivers are most comfortable:

  • Having frequent changes in learning
  • Approaching change and new information
  • Learning in highly new or experimental learning methodologies
  • Rotating between solitary, partner and group work
  • Unstructured
  • Imaginative and creativity
  • Having choices

Perceivers are least comfortable:

  • Structure
  • Detailed planning
  • Many expectations and due dates
  • Review and summarizing
  • Sitting still for long periods of time

Teacher and classroom tips

As an educator, provide perceivers with frequent change and activity. They will need flexible due dates and many choices. They need to understand why they are learning something, especially when it does not interest them. Find a way to embed creativity into routine tasks.

A variety of information and sources need to be used during teaching to intrigue and engage theses students. Be sure to use open-ended questions and sub-headings in materials and teaching.

Perceivers feel most fulfilled when they understand why they are doing an assignment and have achieved mastery of a topic.

Learner tips

Find ways to be creative in mundane, menial tasks such as:

  • Beating a time
  • Creating ‘x’ number of questions to answer
  • Different ways to complete a task
  • Set up breaks
  • Rewards -both physically active and materially

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

Set deadlines in your mind and planner to be sooner than the expected deadline.

Set up goals and sub-goals to submit assignments on time.

Optimize your flow of energy, working hard on studying and assignments.

Use colors, doodles and diagrams to implement variety in studying and learning.

Instructional Strategies:

  • Active learning
  • Aesthetics preferred
  • Assess and identify
  • Breaks -frequent
  • Choice board
  • Collaboration/cooperation
  • Competition
  • Creativity
  • Detail-oriented
  • Discussion
  • Educational games
  • Experiential learning
  • Field trips
  • General concepts
  • Group activities
  • Hands-on activities
  • Imaginative options
  • Independent work
  • Modeling
  • Pace of instruction: fast
  • Partnership
  • Physical activities
  • Problem-solving
  • Self-instruction
  • Talking-verbal
  • Teaching techniques: new
  • Teamwork activities
  • Unstructured learning activities
  • visuals

Assessment Strategies:

  • Act out a scene.
  • Apply new information to life.
  • Bookmark -create one to remind yourself of …
  • Brainstorm -webbing
  • Classroom discussion/debate.
  • Cooperative learning
  • Compare/contrast
  • Competition
  • Concept maps.
  • Construct a model.
  • Create a business card for a character or historical figure.
  • Create a cause/effect chart.
  • Create a chart using PowerPoint.
  • Create a drawing or a cartoon.
  • Create a game.
  • Create a group project.
  • Create a handout to give to younger students
  • Create a list of valid sources from the internet.
  • Create a relationship chart
  • Create a simulation.
  • Create and maintain a learning journal.
  • Create manipulatives.
  • Debate a point of view with another student
  • Develop a list of …
  • Develop interview questions.
  • Draw a wanted poster.
  • Experimental method.
  • Find a unique method to use … technology.
  • Find sources to support a belief
  • Give a eulogy.
  • Graphic Organizers.
  • Hands on Activities.
  • Identify likes and dislikes.
  • 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 radio show broadcast.
  • Make a unique instrument.
  • Make a video
  • Make an infomercial instead of a persuasion paper.
  • Musical presentation.
  • Perform a song.
  • Play Jeopardy.
  • Poster presentation/symposium.
  • Presentations
  • Problem Solving.
  • Puppet show.
  • Record yourself giving a speech, talk, memorized concept, etc.
  • Recycle/adapt materials for a project.
  • Role-play.
  • Strategize a method to complete a project.
  • Trivia game -create or play one.
  • Verbal survey.
  • Write a critique.
  • 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 advertisement
  • Write an advice column

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.

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