Transcript Meyers Brigg Personality Test and Learning Styles

Learning Theories and
Their Implications for the
Classroom
Myers-Brigg
Personality Test
Gardner’s Multiple
Intelligences
Bloom’s Taxonomy
Meyers Brigg Personality
Test and Learning Styles
Extravert (E)…Introvert (I)
Sensing (S)…Intuitive (N)
Thinking (T)…Feeling (F)
Judging (J)…Perceiving (P)
Extravert (E)
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CHARACTERISTICS
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CHALLENGES
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WORK BEST IN CLASSROOMS THAT ALLOW TIME FOR DISCUSSION, TALKING
AND/OR WORKING WITH A GROUP.
ARE ACTION ORIENTED
DO WELL WITH ACTIVITIES INVOLVING SOME TYPE OF PHYSICAL ACTIVITY..
AS THEY ARE PULLED INTO SOCIAL LIFE, THEY MAY FIND IT DIFFICULT TO
SETTLE DOWN, READ, OR CONCENTRATE ON HOMEWORK. THEY SOMETIMES
FIND LISTENING DIFFICULT AND NEED TO TALK TO WORK OUT THEIR IDEAS
FIND SOLITARY TASKS CHALLENGING (READING, RESEARCH, WRITING)
THEY TEND TO PLUNGE INTO NEW MATERIAL, AS THEIR TENDENCY IS TO ACT
FIRST AND THINK LATER.
IDEAL LEARNING ENVIRONMENT
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STUDY WITH A FRIEND.
STUDY AS IF THEY ARE PREPARING TO TEACH SOMEONE ELSE.
ALLOW TIME TO THINK THINGS THROUGH BY TALKING, SUCH AS IN
CLASSROOM DISCUSSIONS, OR WHEN WORKING WITH ANOTHER STUDENT.
LEARNING ACTIVITIES THAT HAVE VISIBLE RESULTS AND INVOLVE PEOPLE
INTERACTION.
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Introvert (I)
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CHARACTERISTICS
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CHALLENGES
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IDEAL LEARNING ENVIRONMENT
– ENJOY READING, LECTURES, AND WRITTEN OVER ORAL WORK.
– PREFER TO WORK INDEPENDENTLY, AND NEED TIME FOR
INTERNAL PROCESSING.
– ENJOY LISTENING TO OTHERS TALK ABOUT A TOPIC WHILE
PRIVATELY PROCESSING THE INFORMATION.
– MAY ENCOUNTER DIFFICULTY WITH INSTRUCTORS WHO SPEAK
QUICKLY WITHOUT ALLOWING TIME FOR MENTAL PROCESSING.
– OFTEN UNCOMFORTABLE IN DISCUSSION GROUPS
– MAY HESITATE TO SPEAK UP IN CLASS.
– WORK INDEPENDENTLY WITH THEIR OWN THOUGHTS, THROUGH
LISTENING, OBSERVING, READING, WRITING, AND
INDEPENDENT LAB WORK.
– SUFFICIENT TIME TO COMPLETE THEIR WORK AND TO THINK
BEFORE ANSWERING A QUESTION.
– INSTRUCTORS WHO ALLOW TIME TO PROCESS THEIR
EXPERIENCES AT THEIR OWN PACE.
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– NOT REQUIRED TO SPEAK IN CLASS BUT ARE ALLOWED TO
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VOLUNTARILY CONTRIBUTE.
Sensing (S)
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CHARACTERISTICS
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CHALLENGES
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LIKE CONCRETE FACTS, ORGANIZATION, AND STRUCTURE.
LIKE TO GO STEP BY STEP
BEST AT TASKS THAT CALL FOR CAREFULNESS, OBSERVING SPECIFICS,
AND HAVE A PRACTICAL INTEREST.
FEEL MORE COMFORTABLE WITH THE FAMILIAR, SOLID FACTS BEFORE
THEY CAN GRADUALLY MOVE TOWARD ABSTRACT CONCEPTS AND
PRINCIPLES.
LIKE OUTLINES, CLEAR GUIDELINES, AND SPECIFICS.
EASILY FRUSTRATED AND IMPATIENT WITH COMPLICATED SITUATIONS.
MIGHT IGNORE THE BIG PICTURE AND OVERLOOK GENERAL MEANINGS
AND IMPLICATIONS..
MAY HAVE DIFFICULTY WITH INSTRUCTORS WHO MOVE THROUGH THE
MATERIAL TOO QUICKLY OR JUMP AROUND FROM THOUGHT TO THOUGHT
IDEAL LEARNING ENVIRONMENT
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BEST WITH THEIR SENSES – HEAR, TOUCH AND SEE WHAT THEY ARE
LEARNING.
ENJOY HANDS-ON ACTIVITIES, LEARN BEST WHEN MATERIAL IS TIED IN
WITH “REAL LIFE” SITUATIONS.
WANT TEACHERS TO MAKE IT CLEAR EXACTLY WHAT IS EXPECTED OUT OF
THEM.
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Intuitive (N)
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CHARACTERISTICS
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CHALLENGES
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WANT TO KNOW THE THEORY BEFORE DECIDING THAT FACTS ARE
IMPORTANT
FOCUS ON GENERAL CONCEPTS MORE THAN DETAILS AND PRACTICAL
MATTERS.
RELY MORE ON INSIGHT THAN OBSERVATION.
ARE CREATIVE, INNOVATIVE, WORK WITH BURSTS OF ENERGY, AND
ENJOY NEW MATERIAL.
WILL ALWAYS ASK "WHY" BEFORE ANYTHING ELSE.
WANT TO CLARIFY IDEAS AND THEORIES BEFORE PUTTING THEM INTO
PRACTICE.
MAY NOT READ A TEST QUESTION ALL THE WAY THROUGH, SOMETIMES
MISSING A KEY PART, BECAUSE THEY ACT ON THEIR HUNCHES.
ONCE THEY UNDERSTAND A CONCEPT OR SKILL, MAY FIND CONTINUED
REPETITION OR PRACTICE BORING.
MIGHT BECOME FRUSTRATED WITH INSTRUCTORS WHO PACE THE
MATERIAL TOO SLOWLY FOR THEM.
IDEAL LEARNING ENVIRONMENTS
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THRIVE WHEN THEY HAVE OPPORTUNITIES TO BE INVENTIVE AND
ORIGINAL
WANT CHOICES IN THE WAYS THEY WORK OUT THEIR ASSIGNMENTS.
DO WELL WITH OPPORTUNITIES FOR SELF-INSTRUCTION, BOTH
INDIVIDUALLY AND WITH A GROUP.
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Thinking (T)
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CHARACTERISTICS
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CHALLENGES
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IDEAL LEARNING ENVIRONMENTS
– USE LOGICAL ANALYSIS TO UNDERSTAND MATERIAL.
– ANALYZE PROBLEMS TO BRING LOGICAL ORDER OUT OF
CONFUSION.
– GOOD AT PROBLEM SOLVING
– ENJOY GOING INTO DEPTH AND STRIVE TO GET A SENSE OF
MASTERY OVER THE MATERIAL
– LIKE CLEAR COURSE AND OBJECTIVES THAT ARE PRECISE AND
ACTION-ORIENTED. ACCURACY IS IMPORTANT
– MAY HAVE DIFFICULTY WITH INSTRUCTORS WHO DO NOT
PRESENT MATERIAL IN A LOGICAL ORDER.
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– UNDERSTAND BEST WHEN MATERIAL IS PRESENTED IN A
LOGICAL, ORDERLY FASHION.
– NEED TO HAVE THE LOGIC IN THE MATERIAL POINTED OUT.
– ENJOY FEEDBACK THAT SHOWS THEM THEIR SPECIFIC,
OBJECTIVE ACHIEVEMENTS.
– EXPECT ALL STUDENTS TO BE TREATED FAIRLY AND
OBJECTIVELY BY INSTRUCTORS..
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Feeling (F)
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CHARACTERISTICS
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CHALLENGES
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LOOK FOR A PERSONAL CONNECTION IN CLASSROOM MATERIAL,
SEEK TO RELATE IDEAS AND CONCEPTS TO PERSONAL EXPERIENCES.
ENJOY WORKING IN GROUPS AS LONG AS INDIVIDUAL RELATIONSHIPS
DEVELOP.
LEARN WELL BY HELPING OTHERS AND RESPONDING TO THEIR NEEDS,
STUDY WELL WITH OTHERS.
NEED TO DEVELOP A PERSONAL RAPPORT WITH THE INSTRUCTOR AND
RECEIVE FEEDBACK AND ENCOURAGEMENT.
MIGHT HAVE DIFFICULTY WITH TOPICS THAT DO NOT RELATE TO PEOPLE
OR RELATIONSHIPS.
MAY HAVE DIFFICULTY WITH INSTRUCTORS WHO APPEAR IMPERSONAL OR
DETACHED.
IDEAL LEARNING ENVIRONMENTS
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WILL WORK HARDER WHEN THEY HAVE DEVELOPED PERSONAL
RELATIONSHIPS WITH THEIR INSTRUCTORS AND OTHER STUDENTS
NEED SPECIFIC, POSITIVE FEEDBACK FROM THEIR INSTRUCTORS,
WANT INSTRUCTORS TO ALSO SHOW APPRECIATION FOR STUDENTS.
UNDERSTAND BEST WHEN THEY CAN SEE THE RELATIONSHIP OF THE
MATERIAL TO PEOPLE
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Judging (J)
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CHARACTERISTICS
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CHALLENGES
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IDEAL LEARNING ENVIRONMENTS
– PLAN THEIR WORK AND STICK TO THE PLAN, OFTEN GETTING
WORK DONE EARLY.
– PREFER TO WORK ON ONLY ONE THING AT A TIME.
– AVOID LAST-MINUTE STRESSES
– WANT TO KNOW WHAT THEY ARE ACCOUNTABLE FOR AND BY
WHAT STANDARDS THEY WILL BE GRADED.
– DON’T WORK WELL UNDER LAST-MINUTE PRESSURE.
– DISLIKE SURPRISES AND THRIVE ON ORDER
– THRIVE WITH STRUCTURE, CLEAR INSTRUCTIONS AND
CONSISTENCY.
– CLEAR, DETAILED OUTLINE WITH SPECIFIC GRADING
PROCEDURES
– DO BEST WITH ADVANCED PLANS WITHOUT SURPRISES
– EXPECT THEIR INSTRUCTORS TO FOLLOW THEIR OUTLINES AND
RETURN ASSIGNMENTS WHEN THEY SAY THEY WILL.
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Perceiving (P)
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CHARACTERISTICS
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CHALLENGES
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START MANY TASKS, WANT TO KNOW EVERYTHING ABOUT EACH TASK,
AND WORK IN FLEXIBLE WAYS, FOLLOWING IMPULSES.
ARE STIMULATED BY THE NEW AND DIFFERENT.
STUDY BEST WHEN SURGES OF IMPULSIVE ENERGY COME TO THEM.
GOOD AT INFORMAL PROBLEM SOLVING AND ADEPT AT MANAGING
ARISING PROBLEMS.
FEEL ENERGIZED BY LAST-MINUTE PRESSURES AND OFTEN DO THEIR
BEST WORK UNDER PRESSURE.
THRIVE ON SPONTANEITY AND DON’T MIND SURPRISES
BIGGEST PROBLEM IS PROCRASTINATION.
MAY MAKE A CALENDAR OF THINGS TO DO BUT OFTEN WON’T FOLLOW
IT.
OFTEN FIND IT DIFFICULT TO COMPLETE TASKS.
NEED TO FIND NOVEL WAYS TO DO ROUTINE ASSIGNMENTS TO
INCREASE THEIR INTEREST..
IDEAL LEARNING ENVIRONMENTS
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FOR LENGTHY ASSIGNMENTS OR PROJECTS, THEY WILL WORK BEST IF
THEY DIVIDE THE WORK INTO SEVERAL SUB-ASSIGNMENTS.
LIKE SOME CHOICES IN ASPECTS OF ASSIGNMENTS.
WORK BEST WHEN THEY UNDERSTAND THE REASONS FOR ASSIGNMENTS
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AND WHEN ASSIGNMENTS MAKE SENSE TO THEM.
ENJOY VARIETY AND SPONTANEITY.
Gardner’s Multiple
Intelligences
Learning Types:
Visual
Auditory
Kinesthetic (Physical)
Gardner’s Multiples
Intelligences
• Visual/Spatial Intelligence
• Verbal/Linguistic Intelligence
• Logical/Mathematical Intelligence
• Bodily/Kinesthetic Intelligence
• Musical/Rhythmic Intelligence
• Interpersonal Intelligence
• Intrapersonal Intelligence
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Visual/Spatial Intelligence
DESCRIPTION
• ability to perceive the visual.
– tend to think in pictures
– need to create vivid mental images to retain information.
– enjoy looking at maps, charts, pictures, videos, and
movies.
SKILLS
– puzzle building, reading, writing, understanding charts
and graphs
– good sense of direction, sketching, painting, creating
visual metaphors and analogies
– manipulating images, constructing, fixing, designing
practical objects, interpreting visual images.
POSSIBLE CAREER INTERESTS:
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– navigators, sculptors, visual artists, inventors,
architects, interior designers, mechanics, engineers
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Verbal/Linguistic Intelligence
DESCRIPTION
• ability to use words and language.
– have highly developed auditory skills and are generally
elegant speakers.
– think in words rather than pictures.
SKILLS
– listening, speaking, writing, story telling, explaining,
teaching, using humor
– understanding the meaning of words, remembering
information.
– convincing someone of their point of view, analyzing
language usage.
POSSIBLE CAREER INTERESTS
– Poet, journalist, writer, teacher, lawyer, politician,
translator
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Logical/Mathematical
Intelligence
DESCRIPTION
• ability to use reason, logic and numbers.
– think conceptually in logical and numerical patterns making
connections between pieces of information.
– Always curious about the world around them, these learner ask
lots of questions and like to do experiments.
SKILLS
– problem solving, classifying and categorizing information,
– handling long chains of reason to make local progressions, doing
controlled experiments, questioning and wondering about natural
events,
– performing complex mathematical calculations, working with
geometric shapes
POSSIBLE CAREER INTERESTS
– Scientists, engineers, computer programmers, researchers,
accountants, mathematicians
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Bodily/Kinesthetic Intelligence
DESCRIPTION
• ability to control body movements and handle objects
skillfully.
– express themselves through movement.
– have a good sense of balance and eye-hand co-ordination.
(e.g. ball play, balancing beams).
– remember and process information Through interacting with the
space around them
SKILLS
– dancing, physical co-ordination, sports, hands on
experimentation,
– using body language, crafts, acting, miming, using their hands
to create or build
– expressing emotions through the body
POSSIBLE CAREER INTERESTS
– Athletes, physical education teachers, dancers, actors,
firefighters, artisans
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Musical/Rhythmic Intelligence
DESCRIPTION
• ability to produce and appreciate music.
– musically inclined learners think in sounds, rhythms and
patterns. They immediately respond to music either
appreciating or criticizing what they hear. Many of
these learners are extremely sensitive to environmental
sounds (e.g. crickets, bells, dripping taps).
SKILLS
– singing, whistling, playing musical instruments,
– recognizing tonal patterns, composing music, remembering
melodies,
– understanding the structure and rhythm of music
POSSIBLE CAREER INTERESTS
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– musician, disc jockey, singer, composer
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Interpersonal Intelligence
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DESCRIPTION
ability to relate and understand others.
– try to see things from other people's point of view in order to
understand how they think and feel.
– often have an uncanny ability to sense feelings, intentions and
motivations.
– are great organizers, although they sometimes resort to manipulation.
– Generally try to maintain peace in group settings and encourage cooperation.
– use both verbal (e.g. speaking) and non-verbal language (e.g. eye
contact, body language) to open communication channels with others.
SKILLS
– seeing things from other perspectives, listening, using empathy,
– understanding other people's moods and feelings, counseling, cooperating with groups, noticing people's moods, motivations and
intentions.
– communicating both verbally and non-verbally, building trust, peaceful
conflict resolution, establishing positive relations with other people.
POSSIBLE CAREER INTERESTS
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– Counselor, salesperson, politician, business person
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Intrapersonal Intelligence
DESCRIPTION
• ability to self-reflect and be aware of one's
inner state of being.
– try to understand their inner feelings, dreams,
relationships with others, and strengths and weaknesses.
SKILLS
– Recognizing their own strengths and weaknesses,
reflecting and analyzing themselves
– Awareness of their inner feelings, desires and dreams,
evaluating their thinking patterns
– Reasoning with themselves, understanding their role in
relationship to others
POSSIBLE CAREER INTERESTS
– Researchers, theorists, philosophers
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Bloom’s Taxonomy
Learning Types
Cognitive
Intellectual Knowledge
Affective
Emotional Attitude
Psychomotor
Physical Skills
Bloom’ Taxonomy
Cognitive Domain:
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Recall
Comprehension
Application
Analysis
Synthesis
Evaluation
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Recall – Knowledge &
Comprehension
Knowledge - Recall data or information.
Comprehension - Understand the meaning, translation,
interpolation, and interpretation of instructions and
problems. State a problem in one's own words.
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Application
Use a concept in a new situation or
unprompted use of an abstraction. Applies
what was learned in the classroom into novel
situations.
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Analysis
Separates material or concepts into component parts so
that its organizational structure may be understood.
Distinguishes between facts and inferences.
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Synthesis
Builds a structure or pattern from diverse elements.
Put parts together to form a whole, with emphasis on
creating a new meaning or structure.
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Evaluation
Make judgments about the value of ideas or materials.
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