1. THE MODEL OF THE THREE HUMAN PERSONALITY TYPES
A Unique Tool For The Understanding Of The Individual
Differences In the Teaching-Learning Process
G Paschalidis, Researcher and Author, Award winning International Giuseppe
Sciacca award (2010), Unesco TLEE award (2012), Greece
A Stathopoulou, MD, Child Psychiatrist, Ph Candidate, Department of
Psychiatry , University of Patras, Medical School, Patras, Greece
2. Background
• Few models connect the role of personality and
learning
• Recent research focus on the inter-individual
variability in learning process
• Specific neuroanatomical bases of such individual
differences have not been identified
3. Background
Individual differences in students’ brain, personality
types and learning styles require instruction to adapt
to a more differentiated teaching strategy
4. The Three Human Personality Type Model
(THPTM), discovered by George Paschalidis, comes
to identify individual differences among teachers
and students and their teaching and learning styles
and unravel their neurobiological origin
5. All people are divided
into Only
Three Human
Personality Types
7. Three human types
classified according to:
• Personality traits
• Brain structure & function
• Enterotype
• Skeletal structure
• Biometals & vitamins absorption
• Predisposition & manifestation of disorders
8. Objectives
• Design a differentiated instructional strategy based on THPTM
• Introduce the proposed innovative strategy in the
teaching/learning process
• Identify the neurobiological origin of the learning profiles
• Confirm the benefits of the introduced strategy
• Offer a unique clear and practical teaching tool to open new
pathways to education
9. Methodology
• 150 teachers
• Prospective study : 2150 children (5-18 years old) with no
diagnosed disorder:
Group 1: 300 at kindergarten,550 at primary school, 650 at junior high
school , 500 at senior high school subjected to THPTM, of which 150
students subjected to MRI scans (Group 1A)
Control Group: 150 students not subjected to THPTM, subjected to MRI
scans
• Introduction of the THPTM 1st to the teachers 2nd to the
students and 3rd to the parents
• Lesson Planning Guide for Differentiated Type-based Instruction
to teachers
• Assessment in two phases (before and after the Differentiation)
10. Measures
The Three Human Personality Type
Model Questionnaire
Achenbach Child Behavior Checklist (CBCL)
The Three Type Learning Profile Classification
The Wechsler Intelligence Scale for Children (WISC)
Differential Ability Scales-II (DAS-II)
Magnetic Resonance Images (MRI)
The Student Progress Assessment Scale
11. Framework of Paschalidis’ Instruction
Introduce teachers to the concepts of the model
and identify their type
Teachers introduce the model to the students
and identify their type
Teachers introduce the model to the parents
of their students
12. A new model of Differentiated
Instruction & Collaborative Learning
using three different pedagogical
approaches based
on the Three Human Personality
Types Model
13. The Three Learning Types based on the differences in
specific regions of limbic system and cortical areas
15. Type A Teachers
Teaching Explain briefly or imply what they want to say
Style Prefer oral or visual presentation
Free way creative teaching outside the curriculum
Test students occasionally
Want their students to participate actively
Innovative, able to improvise
Daring
Brief in general, analyze something only if it is
interesting to them
Punctual to their actions
Behavioral Abrupt, concise, laconic, nervous, impatient,
Phenotype impulsive, agile
Needs Patience, be more analytical, not give up easily
16. Type B Teachers
Teaching Explain in excessive detail
Style Think carefully what they say
Teach only the curriculum indicated by the board of
education
Test all that the board of education suggests
Only delivers the lesson in detail without giving time
for creativity
Sermonize
Find hard to impose themselves due to their parental
behavior
Behavioral Analytical, patient, conservative, compassionate,
Phenotype emotional, careful, parental behavior
Needs Creativity, innovation, believe in students’ potential,
brief, more persistence
17. Type C Teachers
Teaching Style Elaborate each information in detail
Teach the curriculum and much more
Impose strict discipline
Test students continuously
Give them a lot of homework
Want their students to stay alert
Behavioral Organized, persistent, efficient, authoritarian,
Phenotype strict, creativity
Needs Give students more space to express themselves,
more flexible, control their strictness, think
education as joy and not as compulsion/ torture,
stop demanding
18. Paschalidis’ Guide
for Lesson
Planning:
A Differentiated
Type-based
Instruction
Designed by George Paschalidis
Designed by George Paschalidis
24. Collaborative learning
I can be
your
supervisor
I will find all the
needed details I will organize
everything
I will carry it
through I like challenging
I will carry it
tasks
through
27. Cognitive/Learning Type A Type B Type C
Abilities
Problem solving Practical, improvise Analytical and Creative and
thoughtful compulsive
Decision Making Quick decision Indecisive Investigates the
decision
Planning Act Think Think & act with
persistence
Thought Concrete Abstract Confused
Task performance Master one way Think many ways Prefer difficult ways
Verbal reasoning Brief, concise Rich, in detail Organized, with
persistence
Multi-tasking Panic reaction Gets lost Starts immediately
Initiation Starting unwillingly- Polite, unwilling and Their persistence
they become leaders stay passive attract attention
Memory Weak, short term, Auditory, remembers Strong, long term with
visual many things and gets persistence in
confused. Learns by traumatic events
heart
Conception of a Quick, see whole Slow, analyzes and Begins to see whole
theme picture and becomes processes all the picture but focuses on
innovative details of the subject problematic details,
gets “stuck” trying to
clarify them
28. I am bored... I
want to go A
outside to play
I am sad I didn’t
Phew! I am
do well in the
exams yesterday C stressed, I have
to go home and
study B
29. Results I
A significant correlation (p<0,05) between the
Three Teaching and Learning Styles A,B,C with
the Personality Types A,B,C was confirmed
30. Results IΙΙ
Improvement of student progress and
Structural changes after differentiation by the
introduction of Paschalidis Instructional Strategy
31. Conclusion
Differentiation through Three Human Personality
Types: A novel discovery for Learning Process
• Using individual brain differences to teach and reach
all learners
• Understanding how these differences affect learning,
and how teaching, intervention and learning
environments change the structure of brains and
influence life-long learning abilities and disabilities.
• Specific-type differentiated instruction remodels
neural circuits involved in learning-teaching
processes, via brain structural plasticity
32. What Makes The Difference!
Existing Differentiated Instructional
Paschalidis’ Instructional Strategy
Practices
30 students- 30 teaching approaches 30 students –only 3 teaching approaches
Learning changes the physiology of the The function of type-specific regions of
brain brain influence learning
Teaching style is influenced by the type of Teachers know their teaching style and
the teachers avoid the extremities of their type
In collaborative learning , groupings are Groupings are made according to students’
made by using of random criteria type
Low performance students and gifted
All students are approached according to
children are approached with many
their type
different ways
Confused outcome Wanted outcome
One barrier to learning: lack of knowledge
Many barriers to learning
of THPTM
33. Benefits of the Introduction of THPTM
• Enhances self-knowledge and hetero-knowledge of teachers,
students and their family environment
• Creates the most ideal class and school environment
• Teachers:
understand the neurobiological cause of their teaching styles and their
students’ behavior and learning profiles
adapt their teaching to the students’ learning style
convey all the knowledge of the human typology to the parents
• A unique vocational guide
• Unlock the athletic abilities of each student
• The learning process becomes more easy, more interesting and
more effective
34. Until today it was impossible to individualize
instruction for each student.
By using Paschalidis’ Instruction Strategy all
students’ needs can be met by only identifying
the type of the student
