Type and Teaching


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How to use the MBTI to improve college teaching and learning

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Type and Teaching

  1. 1. MYERS BRIGGS TYPE INDICATOR (MBTI)<br />Type, Teaching, Learning and <br />Student Development<br />ILIS 12th Week Presentation<br />Dr. Robert Brown<br />Dan Wiseman<br />
  2. 2. What is Type and Why Should We Care?<br />What is the MBTI type? What is my Type (Self Select)<br />Types and Student Development<br />Types and learning styles<br />Type and Teaching <br />Agenda…<br />
  3. 3. What we are good at (Skills)<br />Experiences and Opportunities<br />Family and Cultural Traditions<br />Our Education<br />Preferences<br />How we see ourselves<br />
  4. 4. Assumptions Underlying Type Theory<br />Preferences are Inborn<br />Environment Enhances or Impedes Expression of Type<br />Type is Dynamic, Not Static<br />All of the Types can Equally Valuable<br />We can change and grow over time<br />Fit of type in our environment crucial<br />
  5. 5. Things to Remember About Type<br />There is no right or wrong type, and there are no better or worse combinations of types<br />The purpose of learning your type is to help you understand yourself better<br />
  6. 6. Everyone uses each of the preferences to some degree<br />You are the final judge of your best-fit type<br />Type should not keep you from considering any career, activity, or relationship.<br />More Things to Remember…<br />
  7. 7. Non-preferred Hand<br />Feels unnatural<br />Had to concentrate <br /> while doing it<br />Awkward and clumsy<br />Writing looks childlike<br />Preferred Hand<br />Feels Natural<br />Didn’t think about it<br />Effortless, easy<br />Writing looks neat, legible, adult<br />What are Preferences?<br />
  8. 8. Why Do We Want To Use Our Preferences?<br />When we use our preferred methods, we are generally at our BEST<br />Feel most competent<br />Natural<br />Efficient<br />Energetic and Successful<br />
  9. 9. Go to a computer. Log in to humanmetrics.com. Take the Jung Test. Record or print your result and return. Should take 15 minutes.<br />Here we go…..<br />What’s My Type<br />
  10. 10. The E-I Scale:Extraversion vs. Introversion<br />Where do you prefer <br />to focus your attention?<br />
  11. 11. Extraversion(E)<br />Focuses on the outer world of people and external events<br />Directs energy and attention outward <br />Receives energy from external events, experiences, and interactions<br />
  12. 12. Active<br />Outward<br />Sociable<br />People-Oriented<br />Expressive<br />Breadth of Interests<br />Characteristics of Extraversion<br />
  13. 13. Introversion(I)<br />Focuses on their own inner world of ideas and experiences<br />Directs energy and attention inward<br />Receives energy from their internal thoughts, feelings, and reflections<br />
  14. 14. Characteristics of Introversion<br />Reflective<br />Inward<br />Reserved<br />Private<br />Quiet<br />Depth of Interest<br />
  15. 15. The S-N Scale:Sensing (S) vs. Intuition (N)<br />How do you take in information? <br />
  16. 16. Sensing(S)<br />Like to take in information through their eyes, ears, and other senses<br />Observant of what is going on around them<br />Able to recognize the practical realities of a situation<br />
  17. 17. Detailed<br />Present-Oriented<br />Practical<br />Factual<br />Sequential<br />Reality-Based<br />Trusts Experience<br />Characteristics of Sensing<br />
  18. 18. Intuition(N)<br />Like to take in information by seeing the big picture<br />Want to grasp patterns, relationships and connections between facts<br />Especially good at seeing new possibilities and different ways of doing things<br />
  19. 19. Characteristics of Intuition<br />Insightful<br />Future-Oriented<br />Imaginative<br />Innovative<br />Theoretical<br />Looks for Possibilities<br />Trusts Inspiration<br />
  20. 20. The T-F Scale:Thinking vs. Feeling<br />How Do You Make Decisions?<br />
  21. 21. Thinking(T)<br />Thinkers look at logical consequences in decision making<br />Remove themselves mentally to examine a situation objectively <br />Seek universal truth and the application of principals<br />
  22. 22. Objective<br />Logical Problem Solvers<br />Non-Personal<br />Reasonable<br />Analytical<br />Precise<br />Fair<br />Strive for the Objective Truth<br />Characteristics of Thinking<br />
  23. 23. Feeling(F)<br />Consider what is important to them and others when making decisions<br />Utilize person-centered values in decision making<br />Seek harmony and recognition of individuals<br />
  24. 24. Subjective<br />Sympathetic<br />Caring<br />Guided by Personal Values<br />Appear Tender-Hearted<br />Appreciative<br />Compassionate<br />Accepting<br />Characteristics of Feeling<br />
  25. 25. The J-P Scale:Judgment vs. Perception<br />How do you deal with the outer world?<br />
  26. 26. Judgment (J) (or Structure)<br />Tend to live in a planned, orderly way, wanting to regulate and control life<br />They make decisions, come to closure, and move on<br />Seek structure and organization, and like to have things settled<br />
  27. 27. Organized<br />Structured<br />Decisive<br />Deliberate<br />Likes Closure<br />Planned<br />Deadline Oriented<br />Productive<br />Characteristics of Judgment<br />
  28. 28. Perception (P) (or Spontaneous)<br />Prefer to live in a flexible, spontaneous way<br />Seeks to experience and understand life rather than control it<br />Plans and decisions feel confining. Prefer to stay open to experience and last-minute options<br />
  29. 29. Flexible<br />Curious<br />Spontaneous<br />Open to Change<br />Casual<br />Adaptable<br />Receptive<br />Characteristics of Perception<br />
  30. 30. Put on paper how you self select<br />What Type Are You?<br />
  31. 31. Students will bring a variety of preferences<br />Their understanding of themselves may be limited or evolving<br />You likely have a preferred style that works with some or most students<br />Not all students will click with your style<br />How Does This Relate to Teaching and Learning?<br />
  32. 32. Developing Your Type<br /><ul><li>Extroverts: Stop, Look, and Listen
  33. 33.  Introverts: Express yourself
  34. 34. Sensors: There’s more to conflicts than just the facts
  35. 35.  Intuitives: Stick to the issues
  36. 36.  Thinkers: Allow some genuine expressions of emotions
  37. 37. Feelers: Be direct and specific
  38. 38. Judgers: You’re not always right
  39. 39. Perceivers: Take a clear position</li></li></ul><li>Extroverts: like group activities, opportunities to share stories, need to talk and engage each other and teacher. Need energetic and humorous examples. They think on their feet<br />Introverts: like time to reflect and ponder, give time to write out responses, give questions and exercises in advance, reluctant to share unless prepared, uneasy is big groups, and can well thought out ideas.<br />Extroverts and Introverts in the Classroom<br />
  40. 40. What does your type do well as a teacher or staff member<br />What aspects of teaching or being a staff member are challenging for you. <br />How can I use more of my strengths and adapt to my challenges?<br />Talk with some near you who will listen to you. Share your wisdom <br />Type Application Exercise<br />
  41. 41. <ul><li>Tend to pay attention to detail, and approach things with warmth and value
  42. 42. Seek a highly personal work environment
  43. 43. Enjoy providing practical help and services for people
  44. 44. In classroom concrete examples and personal attention. Sensitive to feedback.</li></ul>SF Types<br />
  45. 45. Prefer to focus attention on facts and handle them with impersonal analysis<br />Enjoy using technical skills with facts, objects, or money<br />Have a preference for putting facts in logical order with an eye toward accuracy, fairness, and consequences<br />ST Types<br />
  46. 46. Prefer to focus on possibilities for people<br />Enjoy understanding and communicating with people<br />Seek meaning, authenticity and social significance in work<br />NF Types<br />
  47. 47. NT Types<br />Prefers to focus on the big picture<br />Not good with details or emotions-rather analytic<br />Discuss strategies and tactics-problem solving<br />Like to challenge orthodoxy (play devils advocate)<br />Seeks out patterns and connections<br />