1. Knowing Your Audience: Part 2 Personality Typology
Developed by: Kiana Wilson, Education Training Manager, Online

2. Note to Viewer:
This LEAP module covers important information and practices that will become relevant on a day to day basis throughout your first year and beyond.
Please take out a notepad and pen to make notes throughout the session. Use the pause button where necessary to allow time for digesting the details.
Be certain to note the RECOMMENDED READINGS, and “DEMO THIS” style activities to review with your mentor upon completion of this module.
Thank you for taking the time to view this session. We wish you a successful First Year Experience!

3. Objectives
Examine personality typology and its role in how students learn
Identify lessons and/or activities for each personality type that can be incorporated into the classroom

4. Terms to Know 1) Personality Typology 2) Extroversion 3) Introversion
4) Sensing
5) Intuitive
6) Thinking
7) Feeling
8) Perceiving
9) Judging
10) Teaching Style

5. Session Summary: What will we cover?
By the end of this module, you will be able to:
Identify the characteristics of various personality types
Determine which activities/assignments would be best suited for teaching each of the personality types
Explain the 16 personality types and its importance in the classroom
This module is meant to serve as an introduction and should be used in the planning phase of course instruction.

6. Personality Typology
The Myers-Briggs Type Indicator (MBTI) is one of the most widely used personality assessment instruments What is your personality type?

7. “How People Charge their Batteries”

8. Extrovert Students Find energy in things and people
Prefer interaction with
others and are action
oriented
Interactors and
“on-the-fly” thinkers
Motto: Ready, Fire, Aim…
For the extrovert there is no
impression without expression

9. Introvert Students Find energy in the inner world
of ideas, concepts, and
abstractions
Can be sociable but need quiet
time to recharge
Want to understand the world
Concentrators and Reflective
thinkers
Motto: Ready, Aim, Aim…
For the introvert, there is no impression
without reflection

10. Teaching Extroverted Students
Learn by explaining to others
Incorporate this into your classroom by assigning team leads, initiating class discussions and other activities.
Enjoy working in groups
Consider in-class or outside-of-class group exercises and projects.
Teaching Introverted Students
Want to develop frameworks that integrate or connect the subject matter
To an introvert, disconnected chunks are not knowledge, merely information. Knowledge means interconnecting material and seeing the “big picture.”

11. Fun Facts The majority of undergraduate students are extroverts
The majority of university faculty
are introverts
Over 83% of college student leaders are extroverts
Over 65% of business students are extroverts

12. “How Information is Absorbed”

13. Sensing vs. Intuitive Students
Are detail oriented, want facts, and trust them
Intuitive
Seek out patterns and relationships
among the facts that they have gathered
Trust hunches and their intuition and look for the “big picture.”

14. Teaching Sensing Students
Sensing students prefer organized, linear, and structured lectures.
Three methods for organizing a lecture includes:
The what must be known organizing strategy
The application theory application organizing strategy
The advanced organizer
Teaching Intuitive Students
Intuitive students prefer either the traditional Theory-Application-Theory approach or the A-T-A approach using discovery learning.
Intuitive students must have the big picture, or an integrating framework, to understand a subject. The big picture shows how the subject matter is interrelated.

15. Fun Facts The majority of undergraduates are sensing students.
83% of national merit scholarship
finalists and 92% of Rhodes scholars
are intuitive students.
Over 65% of business majors are sensing students.
The majority of university faculty are intuitive.

16. “How Decisions are Made”

17. Thinking vs. Feeling Students
Thinking Students
Make decisions impersonally on
analysis, logic, and principle
Value fairness – they focus on the
situation’s logic, and place great weight
on objective criteria in making a decision
Feeling Students
Make decisions by focusing on human value
Value harmony – they focus on human values
and needs as they make decisions or arrive at
judgments
Tend to be good at persuasion and facilitating differences among group members

18. Teaching Thinking Students
Like clear course and topic objectives
Clear course or topic objectives avoid vague words or expressions and objectives are precise and action-oriented.
Teaching Feeling Students
Like working in groups, especially harmonious groups
They enjoy small group exercises such as TAPPS.

19. Fun Facts About 64% of all males have a
preference for thinking, while only
34% of all females have a preference
for thinking.
Over 70% of male and female undergraduate
business students are thinking students.
The majority of university faculty have a preference for thinking.

20. “How Quickly Action is Taken”

21. Judging Students Are decisive, planful, and self-regimented.
Focus on completing the task,
only want to know the essentials,
and take action quickly.
They plan their work and work their plan. Deadlines are sacred.
Motto: Just do it!

22. Motto: On the other hand…
Perceptive Students
Are curious, adaptable, and spontaneous.
Start many tasks, want to know everything about each task, and often find it difficult to complete a task.
Deadlines are meant to be stretched.
Motto: On the other hand…

23. Teaching Judging Students
Often reach too-quick closure when completing assignments.
Pose questions for additional analysis and reflection.
Teaching Perceptive Students
Often postpone doing an assignment until the very last minute.
They are not lazy. Quite the contrary, they seek information to the very last minute. It is recommended to decompose a complex project or paper into a series of sub-assignments and provide deadlines for each sub-assignment. The deadlines may keep the perceptive students on target.

24. Fun Facts The majority of undergraduate students are judging students.
Almost 64% of Rhodes Scholars are
perceptive students.
Over 70% of undergraduate business
The majority of university faculty has a preference for judging.

25. Review: What did we learn?
Personality types can impact the learning process of students.
Incorporating each personality typology into assignments and activities will allow for students to learn in alignment with their personality.
Teaching styles should be adjusted to address each personality type.
Center for applied psychological type – Suggested activities for teaching each type

26. Recommendations: To Continue Growing in this area …
Jung Typology Test
Myers-Briggs
Center for Applications of Psychological type

27. Demo This … Schedule time with your mentor to perform the following:
Present the results of your Jung Typology Test to your mentor and discuss how your “type” may influence your lesson planning and/or perception of student performance.
Link to the Jung Typology Test for your reference:

28. References CAPT: Training, Books, Research for MBTI, Archetypes,
Leadership, Psychological Type. (n.d.). Retrieved September 5, 2012, from Center for Applications of Psychological Type website:
My MBTI Personality Type. (n.d.). Retrieved September 5,
2012, from The Myers-Briggs Foundation website: type/mbti- basics/
Sherfield, R. M., & Moody, P. G. (2010). Cornerstone: Opening
doors to career success. Upper Saddle River, NJ: Prentice Hall.

29. Knowing Your Audience: Part 2 Personality Typology
Developed by: Kiana Wilson, Education Training Manager, Online