The terms used for each dichotomy have specific technical meanings relating to the MBTI, which differ from their everyday usage. For example, people who prefer judgment over perception are not necessarily more "judgmental" or less "perceptive", nor does the MBTI instrument measure aptitude ; it simply indicates for one preference over another.
On the other hand, people with a group style preference are likely to be more dependent on a group or an external authority to define their identity and role; they tend to be motivated by extrinsic rewards and punishments; they may benefit from being given a work plan and rely more heavily on the features of the task itself.
So the first, and perhaps easiest, way to identify learning styles is to describe them in terms of polar oppositions, as we have just done for a more in-depth discussion see Prokop and Schmeck ; see also Note 1. I think it is all right to do so, provided we keep in mind three basic points.
In describing styles they do not have positive or negative implications, and, as we shall soon see, they can all be useful and important approaches to learning.
Second, these terms describe tendencies rather than absolute features. Many people can be placed somewhere along a continuum between, e.
This means that many people are actually rather versatile- they can make use of different learning styles according to different Personality types and learning styles and subject matters to be learned. So, under normal conditions, the differences are more likely to be matters of degree. Finally, I think it makes sense to bring together the three basic kinds of descriptions, the cognitive, the affective and the social ones, because this reminds us that we are actually talking about a whole person, and not just an artificial collection of pieces.
I would like to give you an example of this interaction between cognitive and affective features. If you tend to be an introverted type of person, this will probably mean that a single stimulus of low intensity will activate your mental processing; you will dislike excessive input.
A single picture, a single sentence or a single grammatical point will draw your attention and will be enough to start your mind working.
In other words, you will tend to be the analytical and sequential sort of learner. On the other hand, if you tend to be an extroverted type of person, this will probably mean that you need a stimulus of higher intensity to activate your mind; you will like a richer and more varied input.
A series of pictures, a longer passage, an overview of a whole grammatical area will be necessary to engage your attention. In other words, you will tend to be the synthetic and non-sequential type of learner.
How can we get information about learning styles? Let s now turn to our second main sub-theme - how can we get information about our students learning styles? Basically, this can be done in two ways - formally and informally. If you take a formal approach, you can devise tests, questionnaires and interviews, or use one of the several ready-made questionnaires and interview formats which are now available see e.
Alternatively, you can informally observe students while they are actually doing a task and make notes about the tactics and techniques that they use - these may provide valuable insights into their strategies and, in turn, their preferred learning styles.
In designing the questionnaire which I have used in my project on learning styles 2I obviously had to face the problem of deciding which descriptions of learning styles to include and which ones to leave out.
I started from the wide range of polar oppositions that we have just discussed. It was obvious from the very start that I had to select the parameters which I thought were most relevant in my particular case, that is, English language learning in an Italian classroom context.
I wanted my project to be practical rather than academic, to contribute first and foremost to the improvement of communication in the classroom -so I chose those parameters which I felt would be most interesting for both students and teachers to think and talk about:Your personality type is a detailed classification of the innate characteristics that make you who you are.
There are a total of 16 personality types. Quick Guide to the 16 Personality Types and Teams: Applying Team Essentials to Create Effective Teams [Linda V. Berens, Linda K. Ernst, Melissa A. Smith] on timberdesignmag.com *FREE* shipping on qualifying offers.
As individuals, we are each complex and adaptable, and oneÂ s behavior may not reflect natural preferences but rather the demands of the situation and the ways one has developed. Personality, a characteristic way of thinking, feeling, and timberdesignmag.comality embraces moods, attitudes, and opinions and is most clearly expressed in interactions with other people.
|True Colors (personality) - Wikipedia||The second letter in the personality type acronym corresponds to the preference within the sensing-intuition dimension:|
|The Basics of Jung's Typology||These learners think conceptually in logical and numerical patterns making connections between pieces of information.|
|Lack of Evidence||The second letter in the personality type acronym corresponds to the preference within the sensing-intuition dimension: The third letter in the personality type acronym corresponds to the preference within the thinking-feeling pair:|
It includes behavioral characteristics, both inherent and acquired, that distinguish one person from another and that can be observed in people’s relations to the environment and to the social group. Personality Types and Learning Students have different learning styles; they preferentially focus on different types of information, tend to operate on perceived information in different ways, and achieve understanding at different rates.
A large portion of past research has focused on identifying learning styles, personality types, intelligence and adaptive strategies of teaching to meet the learning needs of students Learning style research has also provided valuable insight regarding the relationship between personality type and learning style.
The Quick Guide to the 16 Personality Types in Organizations is written by leading experts in the theory of personality type and its applications.
This booklet helps you develop your personal effectiveness within the workplace by providing two full pages of information about each of the sixteen personality types under the topics of Problem Solving, Leadership, Creativity, Teams, Stress.