Personality Types and Learning Styles

The most important lesson for teachers to learn is that it is unrealistic to expect the stereotypical ‘good student’. As research by Myers & McCaulley (1985) shows, the variety of personality types is fairly evenly distributed in society. Figure 1 shows the percentages of individuals from the various types in US society. As such, the biggest challenge facing teachers is determine how to ensure that only some personality types are not catered for – that no personality type is discriminated against. While studies have found (see for example data from the Centre for Applications of Psychology Type - http://www.capt.org/) that the population distribution among the 16 personality types in US undergraduates does not exactly reflect the national pattern, the amount of diversity even among them highlights the importance of catering to multiple learning styles.

Owing to the outward focus of Extravert types, they thrive on learning by interacting with others and the environment. Reading aloud and explaining to others are activities which stimulate the internalizing of knowledge for this personality type. In contrast, since introverts are energized by reflection, thought and contemplation, they need time to reflect and construct their own knowledge before being asked to contribute in a group. Asynchronous communication, as that provided through net based discussion forums provide an environment in which they could thrive.

By using inferential statistics an estimate of the preferences found in the US population has been gathered - http://en.wikipedia.org/wiki/Myers-Briggs_Type_Indicator

Sensing types take their information from real tangible facts and as such require practical examples if learning is to be effective. They also demand structure and organization (preferably linear) in the material they are presented with. They are good at memorization and pay careful attention to detail. Sensing types thrive in knowing beforehand the plan of the course, its objectives, what each lesson is meant to cover and how it will be evaluated. Intuitive learners try to discover patterns and relationships in the material presented to them in order to see the ‘big picture’. In trying to look for the big picture however, Intuitive students may miss important details. Once a concept is grasped, the intuitive student may lose interest and get bored or distracted. In order to assist them to avoid this, teachers would need to introduce some method of self-assessment in their teaching.

Thinking types will usually rely on logical reasoning in order to understand material presented in a course. They like to see the relationship between the various components taught and the reason for needing to know them. They also expect all students to be treated fairly and would be affected negatively if the teacher is not perceived to be reasonable. Feeling types are not only concerned about content that is taught but how it affects those who learn. They would in general seek to relate what is taught to personal experience. They will also thrive in an environment where they are able to help others learn. Teacher support and feedback are crucial to their internalizing process of knowledge.

The Judging type learner is one who wants to be in control of the learning process. They thrive on sticking to schedules and getting tasks done early. Clear instruction and consistency are essential in order to motivate judging types. Perceiving types thrive on spontaneity and are repulsed by being ‘boxed in’. They would often seek deadline extensions in order to gather more information to perfect their work. They could start many tasks enthusiastically but be unable to complete many of them. Breaking up a large assignment into sub-assignments is one strategy which could help perceiving types to complete work.