LEARNING CIRCLES ABOUT LEARNING No. 5: LEARNING STYLES
CHECKING IN
WHERE IS YOUR MIND AT THE MOMENT?
IS THERE ANYTHING THAT IS OBSTRUCTING YOUR FOCUS OF ATTENTION?
TODAY’S OBJECTIVES:
To learn howbehaviours, thinking patterns and emotions are connected to personality types.
To learn howpersonality types effect the way people learn.
RESEARCH STATEMENT
If personality has an effect in the way we think, feel and behave and the way we think, feel and behave also has an effect in the way we learn, then knowing about personality types will help us become more aware on learning styles.
THINKING PATTERNS
Case 1:
Case 3:
Someone gives you a new project. You immediately start thinkingwho to engage, what resources are available now, what actions you need to take now!
You prefer to be in social situations, having people around. You think about organising gatherings, get togethers.
Case 2:
You finishwork and as you travel back home you noticewhat’s around, the context. You pay attention to what people are doing and observe.
THINKING PATTERNS
Case 1:
Case 3:
Someone gives you a new project. You engage in past experiences about similar projects. You recall what processes have been established. What has been done in the past. You focus on internal processing.
You enjoy being with yourself. You need some time for restoration alone, where you can introspect internally
Case 2:
You finishwork and as you travel back home you focus your mind on your own thoughts. You pay attention to your feelings, you enjoy the quietness of the journey home.
THINKING PATTERNS
THINKING PATTERNS
Case 1:
Someone gives you a new project. You start by analysing what the objectives are. You evaluate the information available and seek for cause and effect relationships.
Case 2:
Someone gives you a new project. You start by considering people’s ideas and the effect of the information provided on others. You think of the emotional links between the project and yourself or others.
BEHAVIOURAL PATTERNS
Case 1:
Someone gives you a new project. You start by developing an action plan. You prefer when the plan is well structured, organisedwith time frames. You look for clarity and avoid ambiguity.
Case 2:
Someone gives you a new project. You enjoy gathering a lot of information, exploring the topic and leaving your options open. You act spontaneously and avoid rules or structured agendas. Perhaps you wait until the deadline is close to start!
MYERS BRIGGS QUESTIONS 1. WHERE DO YOU GET ENERGY FROM? 2. WHERE DO YOU FOCUS YOUR ATTENTION?
I NEED TO THINK ABOUT THIS!
LET’S TALK THIS OVER!
MYERS BRIGGS QUESTIONS 1. HOW DO YOU TAKE INFORMATION AROUND YOU?
“I CAN SEE IT ALL NOW”
JUST THE FACTS PLEASE!
MYERS BRIGGS QUESTIONS 1. HOW DO YOU MAKE DECISIONS?
WILL ANYONE BE HURT?
IS THIS LOGICAL?
MYERS BRIGGS QUESTIONS 1. HOW DO YOU APPROACH LIFE?
LET’S WAIT AND SEE…
JUST DO SOMETHING!
NAME
LETTERS
DENOMINATION
THEME
Audrey
ENFP
The Campaigner
DIPLOMATS
Eranda
ESFJ
The Consul
SENTINELS
Eranga
ISFJ
The Defender
SENTINELS
Jacqueline
ISFJ
The Defender
SENTINELS
Kristi
ESFJ
The Consul
SENTINELS
Nikhil
ESFJ
The Consul
SENTINELS
TEAM GRID
Rushali
ESTJ
The Executive
SENTINELS
Seda
ESTJ
The Executive
SENTINELS
Selva
ESTJ
The Executive
SENTINELS
Vlada
ENFJ
The Protagonist
DIPLOMATS
Waseem
ENFP
The Campaigner
DIPLOMATS
Anista
ESFJ
The Consul
SENTINELS
Nali
ESTJ
The Executive
SENTINELS
Daniel
ENTJ
The Commander
ANALYSTS
Anna
ESFJ
The Consul
SENTINELS
Deborah
ISFJ
The Defender
SENTINELS
SENTINELS
Sentinels are cooperative and highly practical, embracing and creating order, security and stability wherever they go. People belonging to one of these types tend to be hard working, meticulous and traditional, and excel in logistical or administrative fields, especially those that rely on clear hierarchies and rules. These personality types stick to their plans and do not shy away from difficult tasks – however, they can also be very inflexible and reluctant to accept different points of view.
DIPLOMATS
Diplomats focus on empathy and cooperation, shining in diplomacy and counselling. People belonging to this type group are cooperative and imaginative, often playing the role of harmonizers in their workplace or social circles. These traits make Diplomats warm, empathic and influential individuals, but also cause issues when there is a need to rely exclusively on cold rationality or make difficult decisions.
ANALYSISTS
These personality types embrace rationality and impartiality, excelling in intellectual debates and scientific or technological fields. They are fiercely independent, open-minded, strong-willed and imaginative, approaching many things from a utilitarian perspective and being far more interested in what works than what satisfies everybody. These traits make Analysts excellent strategic thinkers, but also cause difficulties when it comes to social or romantic pursuits.
APPLICATION IN LEARNING
EXTRAVERTED LEARNERS
Setting:
• Discuss facts and ideas with others in order to understand them • Think out loudwhen processing information • Share information and opinions • Learn in a group setting • Learnwith a partner, mentor, subject area expert or coach
EXTRAVERTED LEARNERS
Prefer to learn by:
Being active and interactive Asking or answering questions
• •
• Plunging in and doing something • Discoveringwhat works through trial and error • Engaging in a variety of learning activities • Changing learning topics, tasks, and activities relatively frequently • Associatingwith a variety of people • Using their network of contacts when researching a topic • Researching a few topics in greater detail
INTROVERTED LEARNERS
Setting:
• Minimise distractions and interruptions • Have time to think about the topic before responding to the group • Sharewell-thought ideas in a private setting • Have calm interactions that respect and provide silent time for processing • Receive one to one assistance or feedback
INTROVERTED LEARNERS
Prefer to learn by:
• Working on a task in a quiet space • Having time to process new information • Understandingmaterial by reflecting on it • Reading, listening, and observing to collect information • Accessing informationwell before being expected to talk about it • Working on individual or small groups • Dealingwith one topic at a time • Concentrating on one topic for a relatively long period • Deciding independently to approach tasks in a certain way • Having access to additional information for studying in depth
SENSING LEARNERS
Setting:
Practical and useful topics
•
• Specific facts and literal details • Information relevant to the current situation • New knowledge that builds onwhat is already known fromexperience • Content related to concrete and immediate learning goals
SENSING LEARNERS
Prefer to learn by:
• Engaging in “hands-on” learning • Participating in practical activities with tangible results • Applying knowledge or skills in the here and now • Organising information and learning processes sequentially • Accessing and learning fromreal-life examples and illustrations • Using a commonsense approach to understand how things work • Engaging the senses • Using visual aids • Focusing first onmemorising specific facts and details of thematerial • Understanding theory through organising facts (second focus)
INTUITION LEARNERS
Setting:
Theories, ideas andmodels
•
• Possibilities, visions of what could be • Information froma number of sources • Relationships between various facts and ideas • Content related to global and far-reaching learning goals
INTUITION LEARNERS
Prefer to learn by:
• Creating, grasping and sharing ideas • Exploring concepts, extrapolating data, and finding patterns • Organisingmaterial conceptually in a nonlinear framework • Using symbols, metaphors, associations or abstractions • Being inspired by novel ideas • Mapping out concepts or creating theoretical frameworks • Integrating new learningwith other ideas, possibilities and theories • Focusing first onmaking a general overviewof thematerial to be learnt • As a second focus: learning facts, and details to build or support ideas
THINKING LEARNERS
Setting:
• Having a logical reason for learning thematerial • Analysing and evaluatingwhat is being learned • Knowing that the information they are learning is credible, accurate and verifiable • Asking questions to understand “why” • Having a brief, concise communication
THINKING LEARNERS
Prefer to learn by:
• Making sense of information by finding cause-effect relationships • Exploring logical consequences and implications • Considering pros and cons of ideas, information and opinions • Having a clear evaluation and performance criteria • Receiving clear corrective feedback about what can be improved and how • Staying on task in groups andworking with capable cohorts • Debating, questioning and critiquing information • Identifying biases and assumptions • Undertaking challenging tasks or competingwith others • Learning froma high subject area expert
FEELING LEARNERS
Setting:
• Finding a personal reason for learning • Relating learning to personal needs, beliefs, values, situations and experiences • Identifying how learningwill benefit people • Learning froma supportive teacher who is encouraging • Being in an environment that values contribution and effort
FEELING LEARNERS
Prefer to learn by:
• Focusing on the effects of ideas and information on people • Accessing relevant case histories and personal stories behind the data • Connecting to other learners • Building a relationshipwith an approachable instructor • Receiving and providing support and positive feedback • Making a unique personal contribution • Hearing about and discussing thoughts, beliefs and experiences • Accepting and validating others’ points of view • Being in a pleasant, harmonious environment • Mentoring, helping, cooperating or collaborating
JUDGING LEARNERS
Setting:
• Take charge, plan actions and come to closure by achieving results • Receive clear guidelines about what results are required • Learn in a structured environment withwell organised instruction • Identify clear learning goals and objectives • Define what is to be learned and the criteria for success
JUDGING LEARNERS
Prefer to learn by:
• Delineating and organising learning activities • Structuring and scheduling time and tasks • Creating deadlines and following through by completing tasks on time • Clarifying others’ expectations • Using time and resources efficiently • Completing a task or goal before taking a break • Finishing one thing before starting another • Organising learning space andmaterials • Managing learning in amethodological way • Starting early and completing projects before deadlines
PERCEIVING LEARNERS
Setting:
• Adjust timelines and deadlines as they go • Engage in a variety of different learning activities • Have options • Take an informal approach to learning • Work within or set a flexible schedule
PERCEIVING LEARNERS
Prefer to learn by:
• Approaching learning in an open-minded, flexible way • Being curious and exploratory • Gatheringmore information • Starting things at the last minute • Using a variety of information sources • Adapting to and initiating changes in plans • Being spontaneous and unstructured • Modifying and adapting the learning situation tomeet their needs • Taking advantage of last-minute or unexpected opportunities • Working under time pressure
TODAY’S OBJECTIVES:
To learn howbehaviours, thinking patterns and emotions are connected to personality types.
To learn howpersonality types effect the way people learn.
LEARNING CIRCLES ABOUT LEARNING No. 5: LEARNING STYLES
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