Know Your Students and Yourself

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Know Your Students and Yourself
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Personality Types

• Many schemes
• MBTI
• 4 letters describe type
• Where you focus your attention and energy
• Extraversion focus on outer world
• Energized by and direct energy to outer world
• Introversion focus on inner world
• Energized by and direct energy to inner experience

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Personality Types

• How do you acquire or gather information, or
  become aware?
• Sensing focus on practical matters in here and
  now
• Intuition focus on big picture and essential
  patterns

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Personality Types

• How do you make decisions, arrive at conclusions,
  or make judgments?
• Thinking decide objectively
• Feeling decide by considering what is most
  important to them or to other people

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Personality Types

• How do you relate to the outer world?
• Judging want to structure and organize the
  world
• Perceiving want to adapt to the outer world

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What Personality Type are You?

• For each pairs of words below, choose ONE word
  that most describes the real you.
• Not the behavior that would be required of you in
  a particular setting
• On a sheet of paper, put the following

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What personality type are you?

1.
2.
3.
4.
5.
6.
7.
TOTAL TOTAL
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Where you focus your attention and energy?
E I
1. Lively Calm
2. Talkative Reserved
3. Expressive Quiet
4. Interaction Concentration
5. Outward Inward
6. Talk Listen
7. Outspoken Introspective
TOTAL TOTAL
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How do you acquire or gather information, or
become aware?
S N
1. Concrete Abstract
2. Builder Inventor
3. Realistic Idealistic
4. Practical Ingenious
5. Literal Figurative
6. Application Implication
7. Realities Possibilities
TOTAL TOTAL
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How do you make decisions, arrive at conclusions,
or make judgments?
T F
1. Just Humane
2. Logical Sentimental
3. Thinking Feeling
4. Analyze Empathize
5. Head Heart
6. Critique Appreciate
7. Firm-minded Tender-hearted
TOTAL TOTAL
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How do you relate to the outer world?
J P
1. Scheduled Spontaneous
2. Disciplined Free spirit
3. Decide Wait and see
4. Structure Flow
5. Plan Improvise
6. Organized Free-flowing
7. Finish Start
TOTAL TOTAL
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Your Score

• For each of the 4 tables,
• Add up the total number of checkmarks in each
  column.
• Write that number in the space marked TOTAL
• Circle the larger of the two numbers
• The 4 letters you circled represent your
  Personality Type

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Learning Styles

• Extraversion
• Learn best when in action
• Like to study with others
• Say they are high in verbal and interpersonal
  skills
• Say they need training in reading and writing
  papers
• Background sounds help them study
• Want faculty who encourage class discussion

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Learning Styles

• Introversion
• Learn best by pausing to think
• Prefer studying individually
• Say below average in verbal expression
• Say need training in public speaking
• Need quiet for concentration
• Want faculty who give clear lectures

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Learning Styles

• Sensing
• Seek specific information
• Memorize facts
• Value what is practical
• Follow instructions
• Like hands-on experience
• Trust material as presented
• Want faculty who give clear assignments

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Learning Styles

• Intuition
• Seek quick insights
• Use imagination to go beyond facts
• Value what is original
• Create their own directions
• Like theories to give perspective
• Read between the lines
• Want faculty who encourage independent thinking

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Learning Styles

• Thinking
• Want objective material to study
• Logic guide learning
• Like to critique new ideas
• Can easily see flaws in an argument
• Learn by challenge and debate
• Want faculty who make logical presentations

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Learning Styles

• Feeling
• Want to be able to relate to material personally
• Personal values important
• Likes to please instructors
• Can easily find something to appreciate
• Learn by being supported and appreciated
• Want faculty who establish personal rapport with
  students

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Learning Styles

• Judging
• Like formal instructions to solving problems
• Value dependability
• Plan work well in advance
• Work steadily toward goals
• Likes to be in charge of events
• Drive toward closure
• Want faculty to be organized

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Learning Styles

• Perceiving
• Like to solve problems informally
• Value change
• Work spontaneously
• Work impulsively with bursts of energy
• Like to adapt to events
• Stay open to new information
• Want faculty to be entertaining and inspiring

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• The first two letters of type reveal where you
  focus attention, and how you take in information
• ES students more interested in practical
  usefulness of learning
• IN professors more interested in abtractions and
  learning for its own sake

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• S or N like to focus on facts and reality, or
  abstract concepts and theories
• J or P whether you like to decide on
  information quickly and then move on, or keep
  open to new information
• SP students prefer flexible approach and more
  time
• NJ professors prefer structure and theories

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Type Table for Freshman and Senior Engineering
Students
ISTJ ISFJ INFJ INTJ
Freshmen 15.2 5.6 4.2 9.5
Seniors 17.7 5.2 2.3 9.6
ISTP ISFP INFP INTP
Freshmen 6.1 2.8 4.8 7.1
Seniors 5.8 2.0 3.0 6.1
ESTP ESFP ENFP ENTP
Freshmen 3.9 2.2 4.9 4.9
Seniors 4.8 2.9 2.0 5.1
ESTJ ESFP ENFJ ENTJ
Freshmen 12.0 4.5 3.4 9.0
Seniors 18.2 3.9 1.9 9.5
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Are Certain types more successful in Engineering?

• The logical, decisive types represented by 4
  corners
• ISTJ, INTJ, ESTJ, ENTJ
• Increased from 45.7 to 55.0 as a group
• Greatest losses in enthusiastic, insightful types
  feeling types
• Drawn to social sciences
• Dropped from 17.3 to 9.2

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Why the pattern?

• People learn in different ways
• If instructor teaches one way, some types favored
• Instructors serve as role models for students
• Textbooks can favor learning types

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Econ Students and Faculty
Group SJ GUARDIAN SP ARTISAN NF IDEALIST NT RATIONAL
Economics Students 35 23 20 22
College Students 39 20.5 22.5 18
Econ Faculty 47 3 3 47
University Faculty 30 6 33 31
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Econ Students and Faculty
SJ Guardian and NT Rational students well served
by most economics professors. SP Artisan and NF
Idealist students are likely to feel left out
of the classroom dialogue.
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Male-Female Personality Types
ISTJ Males 12.48 Females6.86 ISFJ Males 5.44 Females 11.47 INFJ Males 2.65 Females 3.79 INTJ Males 5.40 Females 2.16
ISTP Males 6.81 Females 2.45 ISFP Males 4.09 Females 5.74 INFP Males 5.32 Females 5.67 INTP Males 6.63 Females 2.09
ESTP Males 6.72 Females 2.81 ESFP Males 4.41 Females 8.33 ENFP Males 6.26 Females 11.74 ENTP Males 6.77 Females 3.50
ESTJ Males 12.81 Females 8.68 ESFJ Males 5.46 Females 15.05 ENFJ Males 2.98 Females 6.42 ENTJ Males 5.78 Females 3.23
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Typical Fields of Study by Preference Combination
ST SF NF NT
Management/Business Health care Counseling/human services Law
Accounting/banking Teaching Art music Physical Science
Law enforcement Religious service Writing/journalism Computers
Engineering Office work Behavioral science Management
Skilled trades Community service Education Research
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Furhmann-Jacobs Model

• Three styles
• Dependent
• Collaborative
• Independent
• None is badeach is appropriate for different
  contexts or situations

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Learning Styles and Teacher Behaviour
Learner Style Learner Needs Teachers Role Teachers Behaviour
Dependent typically in intro courses, languages, some science When learner comes with little information Structure Direction External reinforcement Encouragement Esteem from authority Expert Authority Lecturing Demonstrating Assigning Checking Encouraging Testing Reinforcing Transmitting content Designing materials Grading
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Learning Styles and Teacher Behaviour
Learner Style Learner Needs Teachers Role Teachers Behaviour
Collaborative Some knowledge, information, and ideas, and would like to share Interaction Practice Probe self others Observation Peer challenge Peer esteem Experimentation Co-learner Environment setter Participation Interacting Questioning Providing resources Modeling Providing feedback Coordinating Evaluating Managing Observing processes Grading
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Learning Styles and Teacher Behaviour
Learner Style Learner Needs Teachers Role Teachers Behaviour
Independent learner has much more knowledge or skill upon entering course may feel instructor cannot add much Internal awareness Experimentation Time Non-judgmental support Facilitator Allowing Providing requested feedback Consulting Listening Negotiating Evaluating
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Grasha-Reichmann Model

• Developed with help of undergraduates
• Independent
• like to think for themselves, but will listen to
  others
• Confident, and will learn what they feel is
  needed
• Dependent
• Little intellectual curiosity, learn what is
  required
• See teacher as source of structure and support,
  look to authorities to be told what to do
• Competitive
• Motivation is to do better than others
• Regard classroom as win-lose environment

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Grasha-Reichmann Model

• Participant
• Desire to learn course content and enjoy
  attending class
• Assume responsibility for getting lots out of
  class
• Seldom do more than is required
• Avoidant
• Do not participate in class activity
• Not interested in learning course content

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All this affects Motivation

• Research
• most successful teachers in engaging students
  develop activities with students' basic
  psychological and intellectual needs in mind

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Time-on-Task In-class Activities

• Ensure course materials relate to students' lives
  and how can be applied in real-life situations

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Time-on-Task In-class Activities

• Allow students to have some degree of control
  over learning
• give students choices between different
  assignments
• minimize adult supervision over group projects
• let students monitor and evaluate their own
  progress

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Time-on-Task In-class Activities

• Assign challenging but achievable tasks for all
  students, including at-risk, remedial, and
  learning disabled students
• Tasks that seem impossible easily discourage
  learners
• Tasks that are rote and repetitive
• Students need to feel successful and that they've
  earned success.

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Time-on-Task In-class Activities

• Arouse students' curiosity about the topic
• use the "mystery" approach
• present fragmentary or contradictory information
  about a subject
• ask to examine available evidence to develop
  their own hypotheses.
• builds on students' needs for competence and
  autonomy, giving students an opportunity to
  direct inquiry and "discover for themselves."

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Time-on-Task In-class Activities

• Design projects that allow students to share new
  knowledge with others.
• when students do assignments that only the
  teacher will read, they are entering into a
  nonreciprocal relationship.
• teacher already knows and has no real need for
  the information the student is providing him or
  her.
• projects are more engaging when students share
  what they are learning in reciprocal
  relationships, as in collaborative projects where
  each student's knowledge is needed by others in
  the group to complete an assignment.