Sensing Learning Style
Do you pay more attention to information that comes in through your five senses (Sensing)?
~Excerpted from www.myersbriggs.org
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Frequency
Sensing (S) 73.3% of the total population
Intuition (N) 26.7 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: 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
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
References
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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.
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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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