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MBTI and Learning Style

. Learning style: an individual's preferred way of gathering, interpreting, organizing, and thinking about information.Davis, B.G., 1993, Tools for Teaching. Comparing Two Learning Style Models. Information processing modelConcrete Experience (feeling)Reflective Observation (watching)Abstr

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MBTI and Learning Style

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    1. MBTI® and Learning Style Valerie N. Williams Associate Dean for Faculty Affairs, College of Medicine Director, OUHSC Faculty Leadership Program

    2. Learning style: an individual’s preferred way of gathering, interpreting, organizing, and thinking about information. Davis, B.G., 1993, Tools for Teaching

    3. Comparing Two Learning Style Models Information processing model Concrete Experience (feeling) Reflective Observation (watching) Abstract Conceptualization (thinking) Active Experimentation (doing) Kolb,D. 1984 Personality model Four dichotomous preferences Extravert – Introvert INtuitive – Sensing Thinking – Feeling Judging – Perceiving 16-Types

    4. Learning Styles and Disciplinary Differences Katherine- Mother; Isabel- DaughterKatherine- Mother; Isabel- Daughter

    5. MBTI® Myers-Briggs Type Indicator Theory: Carl Jung’s Psychological Type; normal personality differences (1923 Jung’s book Psychological Types translated to English) Developers: Katherine Cook Briggs and Isabel Briggs-Meyers (1923-41 begin study of Jung’s work and people behavior) Application: Identify natural preferences Best use: understand self– potential strengths/blind spots; appreciate differences, unique contributions offered by self/others Worst use: pigeon hole self or others Katherine- Mother; Isabel- Daughter Developers: Katherine Cook Briggs (1875-1968) and Isabel Briggs-Meyers (1897-1980) Theory: Carl Jung’s (1875-1961) Psychological Type;Katherine- Mother; Isabel- Daughter Developers: Katherine Cook Briggs (1875-1968) and Isabel Briggs-Meyers (1897-1980) Theory: Carl Jung’s (1875-1961) Psychological Type;

    6. Mental Processing Perceiving Information intake Judging Information organization; drawing conclusions Katherine- Mother; Isabel- DaughterKatherine- Mother; Isabel- Daughter

    7. “Attending” to the World… We use the 4 essential mental processes daily though an internal or external focus on the world. External focus on people, things, experience and external events is Extraversion Internal focus on inner processes, thoughts and reflections is Introversion

    8. Four preferences… Extraverting or Introverting are the ways we get our energy Sensing or INtuiting describes how we prefer to gather information Thinking or Feeling are how we organize information and make judgments about that information Judging or Perceiving are about our lifestyle and how we prefer to organize and relate to the world around us

    9. Considered together… Our mental processing preferences and attending to the world preferences include sixteen variations based on four dichotomies (E or I; S or N; T or F; J or P) These variations are the 16 MBTI® Types

    10. Sixteen Variations…

    11. MBTI® Myers-Briggs Type Indicator Strength of preference is indicated by a score on the MBTI instrument. Picture it this way for Extraversion and Introversion: Katherine- Mother; Isabel- DaughterKatherine- Mother; Isabel- Daughter

    12. Extravert-Introvert

    13. Learning Implications?

    14. Learning Implications…Examples

    15. Sensing-Intuition

    16. Learning Implications?

    17. Thinking-Feeling

    18. Learning Implications?

    19. Judging-Perceiving

    20. Learning Implications?

    21. Fast Tracking for Learning Enhancement Using Four Preference Themes Called “Function Pairs” Faculty can use Jung’s perceiving (sensing and intuition) and judging (thinking & feeling) functions as focus for core learning style. Upside– reduces variations from 16 to four. More manageable for planning teaching approach and monitoring learning engagement. Downside– ignores energy source. May be important as resource for active learning.

    22. Preference Theme “ST” Function

    23. Preference Theme “SF” Function

    24. Preference Theme “NF” Function

    25. Preference Theme “NT” Function

    26. Summary & Questions

    27. References & Resources Briggs-Myers, I. Introduction to Type, 5th Edition. Palo Alto: CA: Consulting Psychologists Press: 1993. Davis, BG. Tools for Teaching, p. 185, San Francisco: Jossey-Bass: 1993. Jung, C.G., (1971). Psychological Types. A Revision by RFC Hull of the Translation by HG Baynes. Princeton, NJ, Princeton University Press. Kolb, DA. Experiential Learning: Experiences as a Source of Learning and Development. Englewood Cliffs: NJ: Prentice-Hall, 1984. Provost, J.A., and Anchors, S. (Eds.) (1987) Applications of the Myers-Briggs Type Indicator in Higher Education Palo Alto, CA: Davies-Black Publishing. Svinivki, MD, and Dixon, NM. “Kolb Model Modified for Classroom Activities.” College Teaching, 1987, 35(4), 141-146. Briggs Myers, I., McCaulley, M.H., Quenk, N.L., Hammer, A.L. MBTI Manual: A Guide to the Development and Use of the Myers-Briggs Type Indicator®, Third Edition (Form M). Palo Alto CA: CAPT

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