INTJ (Introversion, Intuition, Thinking, Judging) Learning Style
Have original minds and great drive for implementing their ideas and achieving their goals. Quickly see patterns in external events and develop long-range explanatory perspectives. When committed, organize a job and carry it through. Skeptical and independent, have high standards of competence and performance – for themselves and others.
~Excerpted from Introduction to Type®
by Isabel Briggs Myers
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Frequency
| INTJ – | 2.1% of the total population |
| 3.3% of the male population | |
| 2.1% of the female population |
| Introversion (I) | 50.7% of the total population |
| Intuition (N) | 26.7% of the total population |
| Thinking (T) | 40.2% of the total population |
| Judging (J) | 54.1% of the total population |
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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 innovative1
Learner Question
INTJs, while learning, address the question, “Why is this so?”2
Learning Style
INTJs are energized through searching for answers. They thrive on learning why and easily learn new information. They are highly accurate in reproducing visual information.
INTJs are planners. They are organized learners who plan their learning experiences. They enjoy asking questions and learning about theories as well as models.
INTJs are highly analytical, seeing practical applications for knowledge. They hold themselves to high learning standards, believing that all learning leads to improvement in self and others.
INTJs will build strong relationships with other learners who are determined to also be high-performing.
INTJs enjoy asking questions.
Cognitive Environment
Take an in-depth look at the INTJ – the mastermind personality type
INTJs prefer to learn in a moderately-paced, independent environment which focuses on highly complex materials. They are problem solvers, needing problems to solve within the classroom.
INTJs like structured, orderly classrooms based on predictable, systematic teaching with objectives, rubrics and clear directions.
Discussions which are in-depth and relevant intrigue INTJs. They can work in small groups, if necessary but would rather self-teach.
INTJs do not enjoy assessments with only one answer such as a multiple-choice exam. They prefer essays, projects or presentations. They learn effectively from visuals.
INTJs are most comfortable:
- Working independently or self-teaching
- Reflections -especially before acting
- Structured learning environments
- Intellectual challenges
- Listening and reading
- Having a purpose or objective for learning
- Creating action plans
- Visual information
INTJs are least comfortable:
- Knowledge presented in an illogical manner
- Cramming
- Memorizing – as they see no reason to do it
- Disorganized instruction, teaching an directions
- Exams or assessments with only one answer
- Unstructured classrooms
- Repetition
- Detail work
- Action without planning
- Emphasizing emotions and feeling in learning
Learn More:
For more information on teacher and classroom tips, learner tips, instructional strategies and assessment strategies, see MBTI Learning Styles: A Practical Approach or learn more on Udemy.
Click on one of the sixteen personality types for more information:
Click on one of these dimension for more information:
Take a journey into the intricacies of the INTJ personality type – understanding and developing the type in the intellectual, physical, professional, psychological and even physical domains.
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 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.
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