ISFJ (Introversion, Sensing, Feeling, Judging) Learning Style
Quiet, friendly, responsible, and conscientious. Committed and steady in meeting their obligations. Thorough, painstaking, and accurate. Loyal, considerate, notice and remember specifics about people who are important to them, concerned with how others feel. Strive to create an orderly and harmonious environment at work and at home.
~Excerpted from Introduction to Type®
by Isabel Briggs Myers
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Frequency
ISFJ – 13.8% of the total population
8.1% of the male population
Introversion (I) 50.7% of the total population
Sensing (S) 73.3% of the total population
Feeling (F) 59.8% 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: practical and reflective1
Learner Question
ISFJs, while learning, address the question, “Will this help me in my work?”2
Learning Style
ISFJs are energized by applying what they are learning, especially when examples are used. They have an innate ability to scaffold new information into existing schemas with seemingly no effort. Yet, they still need to be able to see and understand the relevance of new knowledge, preferring a systematic method for learning.
ISFJs are very curious learners who enjoy studying additional information from other sources. They thrive on adding depth to their knowledge. They also possess an ability to retain facts. They are good at learning, focusing and concentrating for long periods of time.
ISFJs prefer to learn factual and practical information over theory.
Cognitive Environment
ISFJs prefer to learn in an environment which will allow time and space for reflection. Structure, organization and discipline are essential component of the best environment for this learner type. They need detailed instructions, objectives and rubrics to succeed.
ISFJs enjoy visuals and examples more than talking and discussion although they can learn in both situations. They benefit from organized classrooms with logical purpose. Traditional classrooms are well-suited for the ISFJ learner, although they prefer to learn independently.
ISFJs are most comfortable:
- Knowing the expectations required of their work
- Need objectives and rubrics
- Prefer traditional teaching methods
- Observing, listening and reading
- Thinking before acting -reflection time
- Structure and clear purpose
- Practical information than theoretical
- In-depth learning
- Independent work or solitary study/learning
- Learning information which is relevant and practical
- Planning
- Enjoy the learning process
ISFJs are least comfortable:
- Being forced to be the center of attention
- Lacking objectives, guidelines and rubrics
- Unstructured learning environments
- Working on projects without planning
- Instruction which lacks a logical flow or disorganization
- Detailed work
- Any action without having a substantial amount of time to reflect on consequences.
- Studying theory -lacking practical application
- Group work
- Experimentation
- Too much personal interaction
- Leading
- Lack of rewards or benefits for learning
For other learning styles: MBTI Learning Styles – A Practical Approach Available in paperback; Kindle; and pdf versions
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:
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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