Thinking Learning Style
This third preference pair describes how you like to make decisions. Do you like to put more weight on objective principles and impersonal facts (Thinking)?
~Excerpted from www.myersbriggs.org
Thinking (T) 40.2% of the total population
Feeling (F) 59.8% 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).
Thinkers, while learning, address the question, “How is this proved?”
Thinkers (T) rely on logic, analysis, values and principles above all else. Their actions and learning are based on objectives with precision and action-oriented reasoning. To learn most efficiently, they need a reason to do so. They love to be involved in problem solving and find flaws in materials.
These learners may seem impersonal at times in that they value justice, fairness and may be excessively blunt in their criticisms and sharing their opinions. They value logical consequences for everyone.
Accuracy motivates their learning which they will study until they master a topic or piece of information. They build learning on a foundation of standards, values and principles.
More than instructional methodologies, thinkers value justice and fairness. Their learning environment needs to be built on a foundation of structure, facts and a logical orderly fashion.
Thinkers will learn best with concise and clear objectives. Rubrics are essential for their understanding. They prefer fact-based knowledge, analytical study.
Thinkers are most comfortable:
- Knowing the expectations required of their work in detail
- Need a purpose for learning knowledge
- Prefer to study data, statistics and analytics
- Clearly set up objectives
- Having an educator who is fair and knowledgeable
Thinkers are least comfortable:
- Using emotions or in an emotional situation
- Touchy, feeling teaching
- Trial and error experimentation in learning
- Lack of objectives or a rubric
- Learning simply for learning sake
Teacher and classroom tips
As an educator, provide thinkers with a reason to learn information through objectives and rubrics. Create concise and detailed rubrics for students to easily understand exactly what is expected of them.
Bloom’s taxonomy works well for thinkers, especially those within the critical thinking level. Give thinkers time and information to analyze problems. They need to have all knowledge and facts validated. This can be accomplished by providing sources and giving students additional resources for further study.
Thinkers need to have respect from their teacher.
Practice patience in dealing with other students, recognizing that there are varied learning types beyond thinkers which rely heavily on data, statistics and facts.
As you need respect from your teacher, be sure to also demonstrate respect.
Search for problems to solve while learning.
Try debating, critiquing and questioning information with another student. Judging preferences would be a good partner as they rely on logic, order and rules.
Search for data and analytics when this information is not provided in class.
Set goals and use Gantt charts in approaching large projects.
When working in a study group, initiate common group goals and roles to assist in fairness and equality while working together.
- Assess and identify
- Choice board
- Feedback needed
- General concept
- Independent work
- Practical application
- Teaching techniques: traditional
- Teamwork activities
- Annotate Reading.
- Annotated bibliography
- Change the beginning or end
- Cooperative learning
- Concept maps.
- Create a cause/effect chart.
- Create a Gantt Chart
- Create a group project.
- Create a list of valid sources from the internet.
- Create an inventory
- Debate a point of view with another student
- Design a graph.
- Design a timeline
- Develop a list of …
- Develop a sequence
- Develop interview questions.
- Diagram and label.
- Do a survey
- Draw a map and label …
- Find sources to support a belief
- Graphic Organizers.
- Identify likes and dislikes.
- Identify patterns.
- Make a brochure.
- Make a radio show broadcast.
- Make a video
- Outline reading.
- Play Jeopardy.
- Problem Solving.
- Ranking -of ideas, principles, alphabetical, most essential, etc.
- Record findings.
- Set goals.
- Show a process chart
- Trivia game -create or play one.
- Write a critique.
- 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:
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.