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
|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|
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
INTJs, while learning, address the question, “Why is this so?”2
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.
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
- Memorizing – as they see no reason to do it
- Disorganized instruction, teaching an directions
- Exams or assessments with only one answer
- Unstructured classrooms
- Detail work
- Action without planning
- Emphasizing emotions and feeling in learning
Teacher and classroom tips
As an educator, provide INTJs with visuals, examples, metaphors and analogies. Vary activities -especially between class, group and independent learning.
Since INTJs enjoy self-teaching, provide additional sources for further learning and knowledge.
Allow classroom time for reflection.
INTJs prefer to learn from organized instructors. Be sure to be on time and to have all materials, notes organized for teaching.
INTJs need one-on-one feedback, personally given.
Initiate a Q&A session during class.
As an INTJ learner, avoid being too rigid in your learning plans and goals that you forget to enjoy the learning process.
Build relationships with peers and classmates.
Preview and read information prior to class. Study material. Create questions while studying to address and seek answers during class.
Create strategic plans that will aid in learning. Look for new resources to aid in this aspect such as Gantt charts.
Use a learning journal. As INTJs are highly effective visual learners, be sure to write at different angles. Use different colored inks and highlighters.
Notetaking – be sure to leave space at the edge of your notes to reflect and scaffold information into existing schemas. Cornell notes is a good example to use.
Look for practical applications for knowledge.
- Choice board.
- Classroom Setting Learner
- Examples preferred.
- Feedback needed.
- Field trips
- General concepts.
- Independent Work
- Pace of instruction: moderate
- Practical Application
- Reflection time.
- Scaffold to prior knowledge
- Annotate Reading.
- Annotated bibliography
- Apply new information to life.
- Brainstorm -webbing
- Classroom discussion/debate.
- Cooperative learning
- Concept maps.
- Create a chart using PowerPoint.
- Create a Gantt Chart
- Create a handout to give to younger students
- Create a list of valid sources from the internet.
- Create a vocabulary game.
- Create an inventory
- Create and maintain a learning journal.
- Create associations using color.
- Design a graph.
- Develop a character sketch
- Develop a homework assignment with key.
- Develop a list of …
- Develop interview questions.
- Draw a map and label …
- Find a unique method to use … technology.
- Find sources to support a belief
- Graphic Organizers.
- Identify patterns.
- Make a brochure.
- Make a chart demonstrating the relationships
- Make a motion chart.
- Observe and record the behavior
- Opinion essay.
- Outline reading.
- Problem Solving.
- Record findings.
- Recycle/adapt materials for a project.
- Reflection time.
- Set goals.
- Strategize a method to complete a project.
- 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 process essay.
- Write an advice column
- 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.