Learning Style Assessment

My personal learning style, based on the Myers-Briggs-style assessment developed by Shindler and Yang, is INTP: introvert-intuitive-thinker-perceiver. This type is known as "The Architect" (2004, INTP). The letters I/E, S/N, T/F, and J/P, refer to what Shindler and Yang call "the four Jungian dimensions" (2004, Four dimensions). The first dimension measures introversion and extroversion. According to the Shindler and Yang, "introversion and extroversion are ways of orienting ourselves to ideas and people" (2004, Your score, Q. What are the four dimensions?, 2).

Extroverts tend to be more social, focused on the external world and work from the "outside in," whereas introverts tend to be more private, centered first on their own reality and then on how their reality relates to the rest of the world (Your score, Q. What are the four dimensions?, 2). The second dimension, sensation/intuition, refers to "a way of making sense of ideas." As an intuitive learner, I don't see a difference in the realness of an idea as opposed to a thing. Sensate learners, on the other hand, are more grounded in physical reality or real life and see ideas as ways of classifying what exists (Your score, Q. What are the four dimensions?, 3). The third dimension, thinking/feeling, deals with decision-making: thinkers like myself tend to use logic when making a decision; feelers tend to take their emotions into consideration (Your score, Q. What are the four dimensions?, 4). Finally, the judgment/perception dimension tells "how one is oriented to the outer world." As a perceiver, I am keenly aware of my surroundings, and constantly observing and talking it all in. Judgers, on the other hand, are quicker to come to a judgment about something without necessarily having a wealth of information to go by (Your score, Q. What are the four dimensions?, 5).

The four-letter learning style can often explain even more about how a person thinks and learns when we consider how certain letters combine. For example, as an IN, (also called "thoughtful innovator") Shindler and Yang state that I am
the best at solving problems. They [INs] like to work at their own pace on their own ideas. They like to make creative, and scientific things. They would rather express themselves through their thoughts, instead of socializing with lots of others. They don't like doing busy work or things that don't make sense. (2004, Combinations, IN's thoughtful innovators, 1)
As a NT, also called "logical, ingenious type," the scientists say that I

always need to know 'why?'. NT's are less interested in how things have been done, and more interested in how they can improve and change them. They are very imaginative, and are very comfortable in the "world of ideas". They like to be good at things, and always want to be learning. They can appear unemotional, and can be accused of having an "attitude", which is usually not the case. (Combinations, NT's logical ingenious types, 1)

It is also interesting to look at the percentages of people who fit into the different categories. In the case of the above analysis, I fit into the category with the lowest percentage of people in most cases. INs make up 10 % of the population, while 15 % are NTs (2004, Combinations). When you look at each letter individually, introverts make up 40 % of the population, intuitive 35 %, thinkers 35 % of females (55 % of males) and perceivers 55 % (2004, Four dimensions). In only one of the categories, when taking my gender into consideration, am I in the majority and then only by a very narrow margin. This is important for me to consider as it affects my relationship with other people in my courses. It can also affect my relationship with the teacher: Shindler and Yang point out that "most teachers are feelers (F) and judgers (J) and often SJ's (sensate judgers)," and most teachers teach more to their own learning style (2004, Your score, Q. Are there better types to be?, 1). When I am in a class with a teacher who does have the opposite style, I may have difficulty understanding where the teacher is coming from. I should keep this in mind and remember to ask clarifying questions. I will feel more comfortable in a class when I know the reason for doing each assignment as well as how each assignment fits into the overall scheme of the program or the course's objectives. Unfortunately, such questions can annoy some teachers who see me as being overzealous rather than a conscientious student. However, it is in my nature to want to do well and to spend as much time as is necessary on an assignment to do a really good job. When I don't understand the parameters, or if I'm asked to write on a vague topic or one that I don't think is going to help me learn, I can easily become frustrated. In these times, I need to remember that it is only one course and one instructor, that they will most likely be out of my life in a short time, and that as a general rule, I usually do have better learning experiences. This will help me keep my focus when assigned busywork or confusing assignments and it will also help propel me forward.

Researching about my learning style and how I relate to the world and learn has been an eye-opening experience for me. I think one thing that I will definitely continue to work on is to try to interpret people, their unique learning styles, and the difficulties they can cause in understanding one another. I think it is especially important as a future teacher that I learn about how to relate to people of all learning styles and not just stay operating within the familiar box of my own. Although it will always be the most comfortable and basic mode that I fall back into when learning myself, my own learning style places no limits on what methods I can use when teaching others. I have always been interested in some of the more unconventional and inclusive modes of thinking and living, and I believe I should continue to explore these in order to come to a better understanding of myself and those around me. This will help, not only in future learning endeavors, but in future teaching endeavors as well.

References

Shindler, J. & Yang, H. (2004, October 24). Paragon learning style inventory: Four
dimensions. Retrieved July 28, 2005, from http://www.oswego.edu/plsi/4dimen.htm
Shindler, J. & Yang, H. (2004, October 24). Paragon learning style inventory: INTP.
Retrieved July 28, 2005, from http://www.oswego.edu/plsi/intp.htm
Shindler, J. & Yang, H. (2004, October 24). Paragon learning style inventory:
Combinations. Retrieved July 28, 2005, from
http://www.oswego.edu/plsi/combo1.htm
Shindler, J. & Yang, H. (2004, October 24). Paragon learning style inventory: Your
score. Retrieved July 28, 2005, from http://www.oswego.edu/plsi/interp1.htm