MBTI Sensing Learning Styles

Sensing Learning StyleMBTI Sensing Learning Styles

 

Do you pay more attention to information that comes in through your five senses (Sensing)?

~Excerpted from www.myersbriggs.org

 

_______________________________________________

Frequency

Sensing (S) 73.3% of the total population

Intuition (N)  26.7 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: Detail-oriented

Learner Question

Sensing students, while learning, address the question, “How does this relate?”

Learning Style

Sensing (S) are energized through learning details, acquiring them almost as if they had a sixth sense. They rely very heavily on their five senses and will describe things in a most literal method.

Sensor prefer factual learning, structure and organization. They are careful, thorough and methodical in their approach to learning which must be based on factual, proven conclusions. Errors are simply not tolerated.

They like to memorize facts, figures and detailed information. Routine and detail are respected and preferred as well as useful information. They prefer to read.

Cognitive Environment

Sensors need to know what is expected of them before all else. Not understanding expectations will swiftly derail learning opportunities and experiences. Clear outlines, guidelines and specifics aid in learning.

They prefer structure and organization within classrooms. Handouts, visuals and hands-on learning experiences are most preferred along with reading.

Sensors are most comfortable:

  • Knowing the expectations required of their work
  • Observation
  • Problem solving
  • Using all five senses in learning
  • Reading
  • Structure and organization

Sensors are least comfortable:

  • Disorganization and chaos
  • Having instructors who do not demonstrate their knowledge or seem to not understand what they are teaching
  • Using creativity and imagination
  • Given only the big picture or general concept without details
  • Complicated situations or discord
  • Struggle with theory

Teacher and classroom tips

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

As an educator, provide sensing students with the ability to learn using all five of their senses: hearing, touching, tasting, smelling, seeing. Implement these senses in examples while teaching. Tie in information with real-life applications.

Organize lectures into:

  1. What needs to be known from the material
  2. Application

Start lessons with a question that needs to be addressed or a problem to solve. Have a well-thought out plan for classroom time.

Allow students the opportunity to evaluate, question and examine test questions. Sensors like to learn from their mistakes and understand their grades.

Use visuals with colors, diagrams and even charts. Invite students to aid in the distribution of handouts or even holding any visuals.

Implement hands-on learning experiences and audio-visuals.

Learner tips

As a sensing learning, prepare to learn by creating questions. Focus on the five Ws and H: who, what, where, when, why and how. Search for the answers to your questions during instruction time.

Create doodles and drawings of the materials in your notes.

Highlight and annotate all reading.

Highlight and annotate notes after the class. Be sure to leave a section of the paper for contemplation and insights. Cornell Notes provides a good template for Sensors.

Let your educators know that you love to learn and would like to understand information through visuals and facts. Ask for tips on how to learn the information using all five senses.

Search for practical application for new information.

Search for additional sources to substantiate classroom learning.

Ask for guidelines, rubrics, objectives and anything to help clarify expectations for learning.

Use colored pens, highlighters.

Avoid taking notes with one color of ink in a listed method. Write in different colors and at angles on the paper. This will help for later recall.

Instructional Strategies:

  • Active learning
  • Aesthetics included
  • Assess and identify
  • Choice board
  • Detail-oriented
  • Engage emotion
  • Examples preferred
  • Field trips
  • Hands-on activities
  • Lecture
  • Modeling
  • Objectives
  • Observation
  • Pace of instruction: Moderate
  • Physical activities
  • Practical application
  • Pre-assess/preview
  • Problem-solving
  • Relationships/patterns
  • Rubrics
  • Structure
  • Talking/verbal
  • Visuals

Assessment Strategies:

  • Act out a scene
  • Annotate Reading.
  • Annotated bibliography
  • Apply new information to life.
  • Categorize
  • Construct a model.
  • Create a cause/effect chart.
  • Create a chart using PowerPoint.
  • Create a drawing or a cartoon.
  • Create a game.
  • Create a Gantt Chart
  • Create a handout to give to younger students
  • Create a relationship chart
  • Create a simulation.
  • 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
  • Diagram and label.
  • Draw a map and label …
  • Experimental method.
  • Find a unique method to use … technology.
  • Find sources to support a belief
  • Graphic Organizers.
  • Hands on Activities.
  • Identify patterns.
  • Make a chart demonstrating the relationships
  • Make a diorama
  • Make a flip book
  • Make a motion chart.
  • Make a video
  • Memorization
  • Memorize and recite a speech
  • Musical presentation.
  • Observe and record the behavior
  • Play Jeopardy.
  • Problem Solving.
  • Ranking -of ideas, principles, alphabetical, most essential, etc.
  • Record findings.
  • Role-play.
  • Set goals.
  • Show a process chart
  • Trivia game -create or play one
  • Write a critique.
  • Write a diary entry from the point of view of …
  • Write a eulogy.
  • Write a poem.
  • Write a song
  • 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 paperback; Kindle; 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.