Which Of The Following Students Is Most Likely To Display An Analytical Learning Style?

Dwelling house/Index

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Interpretive Materials

Pair-wise Analysis of each of the Four Cognitive Fashion Dimensions

Blazon Dimension Comparison

Effects of Each Preference in Work Situations

The Factor Combinations that Nigh Touch School Life (EN, ES, IN, IS)

The Combinations that Most Bear upon How We See Things

Learning Profiles of each of the Iv Academic Types � IS, IN, ES, EN

Effective Teaching across Type Dimensions

Leadership and Cerebral Mode

Type and Careers: Occupational Trends of the 16 Types

Learning Style and Blazon Dimension Research

Related to Student Characteristics in Counseling Situations

Four Types and Writing Fashion

Classroom Management Tendencies of each Teaching Style

The Four Learning Style Factors - PDF

Interpreting your score : When you lot totaled your choices on the score canvas, the total of a�due south and b�s in each column should take indicated a preference on each of these 4 factors of your learning manner. For example, if in the first column you selected more than a�southward than b�due south, that would have indicated that you would more than likely show an E or Extrovert preference rather than an I or Introverted preference. However, if you lot had a tie, half dozen a�s and six b�southward, or a 7-half dozen score, it is helpful to examine each listing of characteristics for the columns below to determine whether one of the factors is more �like you� than the other. Most people�s �truthful� preference falls more into i column than the other, but being in the heart is possible.

E XTROVERT �( ≈ 46% of males, 52% of females) � learns best from doing � is more at ease and confident socially � likes to know how others are doing it � gets energized from socializing � readily volunteers and offers opinions � ideas start from the outside in	I NTROVERT �( ≈ 54% of males, 48% females) � likes to scout before doing � prefers working alone or with one other � sets ain standards when possible � likes quiet space to piece of work � seems "deep" and hard to understand � ideas start from inside out
S ENSATE � ( ≈ 75% of females, 70% of males) � is more realistic and applied � is more patient and steady � uses his/her experience and common sense � likes routines and order � looks more for what is actual and sensible � lives in the hither and now	INTUITIVE �( ≈ 25% of females, xxx% of males) � is more imaginative and abstract � likes new challenge, works in spurts � trusts what makes sense to her/him � dislikes routine and particular piece of work � looks more than for what is possible � lives toward her/his vision of the future
F EELER �( ≈ seventy% of females: 45% of males) � is more interested in people than ideas � focuses more on personal relationships � likes harmony dislikes disharmonize � is tuned in to others' feelings � is warm and arouses enthusiasm � makes decisions based on his/her heart	T HINKER ( ≈ 55% of males: thirty% of females) � is more interested in fascinating ideas � wants things to be fair and reasonable � stands-up for what he/she thinks � is tuned in to logical consistency � is cool-headed and impartial in disharmonize � makes decisions based on rational idea
J UDGER � ( ≈ 55% of population) � is more decisive than curious � likes planned and scheduled activities � has very set opinions � feels skilful when things are completed � likes order and organization � may make decisions besides quickly	P ERCEIVER � ( ≈ 45% of population) � is more curious than decisive � likes the spontaneous and unplanned � is flexible, adjustable, and tolerant � like to keep options open � seeks more to empathise than manage things � may accept trouble making up her/his mind

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The combination of your four preferences makes up your four factor �learning style.� Taking the underlined letters from the gene titles in a higher place, y'all will obtain one of the 16 possible learning way combinations (i.e., ENTJ, ISFP, ESTP, or INFJ). Remember at that place are no better or more important styles. Those who prefer to piece of work out of each side of the four factors are needed to make things work.

The more than your score savage on one side of the column than the other, the more yous volition likely show a greater condolement working in that manner. While we all accept the power to work in either way, understanding the modes that are the most comfortable for you volition assist you learn to be more than successful and capeesh your unique gifts. You can learn more about how your preferences affect your style of learning, living and acting in the post-obit pages.

Style Dimension Comparing - PDF

Introversion		Extroversion
Withdrawing to peace	�� Free energy from . . .	Immersion into activity
Watching first	�� Learn from . . .	Doing showtime
Look to be approached	Interaction	Initiate the interaction
Serial of� i-on-ones	Socializing	In groups
Externally reserved	Expression	Shows what�s going on
Inside/Autonomous	Thinking	Exterior/Accommodating
Sensate		Intuitive
Applied reality	World	Socially synthetic
Respect for what is	Reality	Imagine what could exist
Present	Fourth dimension orientation	Future
Experience	Effectiveness ������ comes from . . .	Ingenuity
What works	Data for tasks	What makes sense
Feeling		Thinking
People	Basic Value	Rational
Wholes/Similarities	Looking at things	Patterns/Differences
More often than not resist it	Approach to Conflict	Can do information technology casually
Warm and readable	Touch on	Cool and reserved
Praise and encouragement	Motivation	Achievement/Goal attainment
Judging		Perceiving
Decisive	Decision Fashion	Open up-minded
Convergent	Approach to information	Divergent
Linear/Sequential	Cognitive Pattern	Random/Circular
Clock time is valid	Time	General/Flexible
Completion	Comfort in tasks	Getting Started

Effects of Each Preference In Work Situations � PDF
Extraverts Like diversity and activity Are often practiced at greeting people Are sometimes impatient with long wearisome jobs Are interested in how others do their jobs Often enjoy talking on the phone Like to take people effectually in the working environs May prefer to communicate past talking rather than writing Like to larn a new task by talking it through with someone		Introverts Like serenity for concentration Have trouble remembering names and faces Can piece of work on one project for a long time Are interested in the idea backside the jobs. Dislike telephone interruptions Often human activity quickly, sometimes without thinking Work alone contentedly Think earlier they act, sometimes without acting May prefer communications to exist in writing
Sensing types Are aware of the uniqueness of each issue Focus on what works at present Like an established way of doing things Relish applying what they take already learned Work steadily, with a realistic idea of how long it will take Usually achieve a conclusion stride by step Are not oftentimes inspired, and may not trust the inspiration ��� when they are Are careful about the facts May be expert at precise work Can oversimplify a task Accept current reality every bit a given to piece of work with		Intuitive types Are aware of new challenges and possibilities Focus on how things could be improved Dislike doing the aforementioned thing repeatedly Enjoy learning new skills Work in bursts of energy powered by enthusiasm, with slack ��� periods in betwixt May leap to a conclusion speedily Follow their inspirations and hunches May get their facts a chip wrong Dislike taking time for precision Tin �overcomplexify� a task Ask why things are as they are
Thinking types Are practiced at putting things in logical guild Answer more than to people�southward ideas than their feelings Conceptualize or predict logical outcomes of choices Need to be treated fairly Tend to be firm and tough-minded Are able to reprimand or fire people when necessary May hurt people�south feelings without knowing information technology Have a talent for analyzing a problem or situation		Feeling types Similar harmony and will work to make it happen Reply to people�s values equally much every bit to their thoughts Are good at seeing the effects of choices on people Need occasional praise Tend to be sympathetic Dislike telling people unpleasant things Enjoy pleasing people Have an interest in the person behind the job or idea
Judging types Work best when they tin can programme their piece of work and follow the program Like to get things settled and finished May decide things likewise speedily May dislike interrupting one project for a more urgent one���� May start as well many projects, having difficulty in finishing them Tend to be satisfied once they reach a judgment on a thing, ���� situation, or person Want only the essentials needed to begin their piece of work Schedule projects then that each pace gets done on time Use lists as agendas for action		Perceptive types Do non mind leaving things open for last-infinitesimal changes Conform well to changing situations May have trouble making decisions May postpone unpleasant jobs Desire to know all about a new job Become a lot accomplished at the concluding minute under deadline ��� pressure Utilize lists as reminders of all the things they accept to practice

From: A Guide To the Development and Apply of the Myers Briggs Blazon Indicator (1998).

The Factor Combinations that Most Affect School Life � PDF

The two factors that almost bear on how one acts and learns in schoolhouse are those of introversion/extroversion and sensation/intuition. Introverts may exist more cogitating while extroverts may exist more outgoing. Practical skills may come more than easily to sensates, while intuitives may be more comfortable with imagination. The key to bookish and social success is to get to know your learning style and your comfort areas and then employ those strengths to piece of work on your less adult areas. The chart below shows the four possible combinations.

	Extroverts (E)	Introverts (I)
Sensates (S)	ESs� Action oriented realists� ( ≈ 36%) This type loves action and things happening.� They like to get practical results from their piece of work, and like to work in groups. For them too much watching is a waste of time, they want to do. They like to share what they are doing and thinking. They get impatient when things are as well tiresome, complicated, or abstract.	ISs� Thoughtful realists� ( ≈ 36%) This type is the well-nigh careful and steady. They don't mind working alone or with one other. They similar applied results and are expert with details, and technical things. They are often the least expressive; they come across much but usually share little. They don't like careless ideas, plans, or too many new things at once.
Intuitives (N)	ENs� Action oriented innovators� ( ≈ xvi%) This type is really motivated and likes to make things happen. They like to work in groups on new and interesting things. They similar to take their theories and apply them with others. They share easily, specially what'due south inside. They don't like details, routines, or the same onetime thing for too long.	INs� Thoughtful innovators� ( ≈ 12%) This type is the all-time at solving problems. They like to work at their own pace on their own ideas. They like to make artistic 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.

The Combinations that Virtually Affect How Nosotros See Things

When sensation is combined with the last (J/P) category, and intuition is combined with the third (T/F) category, four combinations are created that are often chosen the four temperaments types. When looking at a problem each of the iv types may see information technology, and approach solving information technology, very differently. But for a squad to be nearly successful it needs to incorporate the ideas and perspectives of each of these 4 learning styles.

Sensates	SPs� Sensible, Adaptable, Agile types� ( ≈ xxx%) When sensate qualities are combined with perceiver qualities the result is usually someone very tuned in to the here and now. They like doing and playing today, and not existence too worried near tomorrow. They are the most spontaneous and piece of cake-going. They like to get involved in new and interesting activities. School tin exist boring for the SP, if it is means sitting notwithstanding and doing all written work, but information technology can be fun too, because that'southward frequently where the action is.	SJs� Sensible, Controlling types� ( ≈ twoscore%) When sensate qualities are combined with judging qualities the result is usually someone who is very dependable and responsible. The SJ is very service-oriented and are skilful "team players.� They most like situations that are spelled-out and well organized. SJs similar institutions similar schoolhouse, teams, church and family. They usually don't mind pace-by-pace work, and they like and practise well in school (partly considering most teachers are SJs themselves).
Intuitives	NFs� Enthusiastic, Insightful types� ( ≈ twenty%) When intuition is combined with feeling qualities the result is someone who is very good with people and language. The NF is usually very enthusiastic and warm. They are very oriented toward cooperative things, and away from competitive things. They usually accept very strong feelings virtually things and people, they really like them or really don't. NFs are very personal types, and thrive in supportive, creative, and harmonious situations.	NTs� Logical, Ingenious types� ( ≈ 10%) When intuition is combined with a thinking style the result is someone who e'er needs to know "why?� NTs are less interested in how things have been done, and more than interested in how they can meliorate and change them. They are very imaginative, and are very comfortable in the "earth of ideas.� They similar to be skillful at things, and always want to be learning. They tin announced unemotional, and can be defendant of having an "attitude," which is commonly not the instance.

Learning Profiles of each of the Four Academic Types � IS, IN, ES, EN

	Extroverts (E)	Introverts (I)
Sensates (S)	ESs� Action-Oriented Realists� ( ≈ 36%) Let me piece of work with my easily and create something practical. Some people may call me a �kinesthetic� learner, but I would rather telephone call myself a �doer.� I like to be part of a squad and see practical results from my/our work. I take a strong need to contribute and exist recognized. Don�t just explain how to practice something to me, at least show me, and better even so, permit me try it out. I larn from doing and then reflecting on what I have done. If you want me to sympathise an abstraction let me observe it inductively, or I can have a difficult fourth dimension integrating it into a big picture understanding. Written directions can be actually helpful to me. If yous wait me to continually sit down and listen to a lecture and so do well on a test later on, I will likely disappoint you much of the time .	ISs� Thoughtful Realists� ( ≈ 36%) Let me work independently on tasks that are clearly spelled out. Let me work with facts and information and I will be able to utilise my power of insightful realism to come to sound well idea-out conclusions. Give me a chance to be careful and thoughtful. I will be your most undecayed and steady student if yous give me piece of work where the directions are clear and the desired result is understood beforehand. Requite me recognition for my intendance and persistence since those are my strengths and I may not draw as much attention to myself as some of the other students. When you give vague careless directions or just wait me to �be artistic� with no guidelines, I volition probable experience some uneasiness and maybe even some resentment.
Intuitives (Due north)	ENs� Action-Oriented Innovators� ( ≈ 16%) Permit me work in situations where I tin use my communications skills in my learning. If I am working in a group where at that place are chances to be creative, I can go really motivated. I am a much better student when I am �into the job� every bit opposed to when I am �not into the chore.� I like to exist inspired and encounter the purpose behind the work. I have an expressive energy that comes out when I am comfortable, and it helps me describe out my creativity and make connections beyond content. Talking, discussing, function-playing, debating are natural ways for me to tap that free energy source. Peer tutoring a subject that I am good at is one of my favorite things to do. Projects where I tin can solve issues and draw free energy from working with others and overcoming challenges are too areas where I feel very confident. When there are as well many details, routines, lectures or the same old thing all the time, I may turn my artistic energies into behavior that yous may not like .	INs� Thoughtful Innovators� ( ≈ 12%) Let me work in situations where I tin come up upward with my own ideas whenever possible. I don�t have as much trouble as some of the other students in beingness creative. I am oftentimes surprised when I see that I sometimes come across deeper realities that other students miss. I like to come with stories, draw pictures, or think of new means of doing something. Some people call me a �visual learner� but I just experience more than comfortable studying something for a while and understanding how it works before I try to do it or talk nigh information technology. I volition exist the last to volunteer usually, but I will work to main it long after the other students have moved on to something else. I need to be able make connections with the current field of study and the previous subjects, so let me know the purpose behind what we are doing earlier you tell me what to exercise. If you enquire me to do work that is pointless, inconsistent, or irrelevant then you volition probably see me become at least a bit contemptuous and/or irreverent.

Effective Teaching across Blazon Dimensions

Introverts pedagogy Extroverts	Extroverts educational activity Introverts
� Employ grouping work and cooperative learning � Apply await time with questioning � Provide time for motion � Value expression	� Provide individual tasks � Call on all students regularly � Provide written venues for thinking � Value reflection
Sensates instruction Intuitives	Intuitives teaching Sensates
� Provide opportunities for inventiveness � Requite students the �large picture� of their piece of work � Use concept attainment and problem-based strategies on occasion � Teach inductively on occasion � Don�t overemphasize the details	� Provide easily on activities � Give articulate step-by-pace directions � Explain the applied awarding to work � Avoid long abstract or theoretical lectures � Value the quality of students work
Thinkers instruction Feelers	Feelers education Thinkers
� Think to evidence your warm feelings � Avert excessive conflict in your teaching style � Include praise in your feedback � Avert being too disquisitional � Express your joy or pleasure whenever possible � Value feeling in written work	� Practice not rely also heavily on praise � Requite concrete feedback � Attempt to accept some caste of healthy conflict � Be consistent in your awarding of principles � Don�t exist afraid to give honest feedback/critique � Value logic in written work
Judgers teaching Perceivers	Perceivers teaching Judgers
� Permit for some flexibility in consignment format � Use variety � Provide clear written consignment guidelines � Allow for flexible time frames for completion � Value novelty and open-mindedness	� Provide clear written consignment guidelines � Fix students for changes in plans � Effort to keep to the agreed upon schedule � Provide some routine in the twenty-four hour period � Value accurateness and punctuality

In general:� Teachers who are enlightened of their own fashion and those of their students will exist more successful with more types of students. Teachers who provide a challenging meaningful curriculum, a safe and communal classroom climate, and articulate assessments, using well-designed rubrics, volition exist more successful with all students. Educational activity to a variety of modalities or styles may exist the improve approach than trying to individualize instruction, peculiarly at the secondary level.

Leadership and Cognitive Style (expanded exercises) (exercises PDF)

Understanding your cerebral style tin can be very useful in developing your leadership fashion. Information technology may be helpful to use the conceptual framework illustrated in the diagram below to assistance you lot in exploring effective leadership behavior within the dimensions of cerebral preference.

This diagram depicts the 3 critical and interrelated dimensions of constructive leadership. First, a good leader needs to be able to develop and communicate a collective vision for the group as it moves toward its goals. Next, a leader needs to exist able to make decisions based on practiced information and the will of the grouping. Finally, an effective leader is one who understands that no event will last unless it is grounded in shared values and has loftier levels of group ownership. It may be helpful to breakdown each of these areas of leadership within the cognitive dimensions that near define them. For example, the way one conceives a vision seems to be well-nigh dependent on a combination of the first two dimensions (Eastward/I and South/N), shared values would be the center two (S/N and T/F), and decisions would be the last two (T/F and J/P).

The following exercise may helpful in the evolution of your leadership abilities. Commencement, consider how the other type combinations are about comfy operating in each of the 3 areas, and and so use the set up of guiding questions to help yous develop a more well-rounded approach to leading.

For each of the 4 type combinations, VISION is typically based in:

ES � shared action and experience

IS � tasks and accomplishments

EN � shared principles and activeness

IN � an internal interpretation of the big picture show

If I were to have whatsoever of the other styles, what would be my approach to developing and communicating a vision for the grouping? What can I learn from the other approaches? What would be the various needs of the other members of my group when information technology came to feeling as though group action was a reflection of a commonage emergent vision?

For each of the four type combinations, the priority VALUES are typically:

SF � people�due south feelings and getting applied needs met

ST � consistency and practical realities

NF � meaningful outcomes and emotional harmony

NT � logical consistency and relevancy

If I were to accept any of the other styles, what would exist the values I would use to assess if the group was functioning well? If I ignored these other ways of thinking, what important values might I be neglecting? Given the other types, what needs must I address to make the group members comfortable in the procedure?

For each of the 4 type combinations, the typical Decision-Making style will look similar this:

FP - flexible given the needs of people

FJ � principle-driven based on how things affect people

TP � logical but open to change

TJ � decisive and objective

If I were to have whatsoever of the other styles, what would I demand to feel comfortable with whatsoever determination? If I am a very decisive �judger,� what can I larn from the more measured and/or open up-minded group members? If I have a strong �perceiving� preference, what could be accomplished by occasionally making decisions without complete balls? As a feeler, am I willing to take the need for logical outcomes? As a �thinker,� am I willing consider the human needs fifty-fifty if they feel less objective?

Learning Style and Careers: Occupational Trends of the xvi Types � PDF

ISTJ Management Assistants Law Enforcement Accounting Or any other occupations where they tin use their experience, attention to particular and dedication to organizational goals to achieve practical tasks.	ISFJ Educational activity Health Care Religious Settings Or any other occupations where they can use their experience and/or their understanding of organizational standards to aid others and support the �team.�	INFJ Faith Counseling Instruction Arts Writing Or whatever other occupations where they can facilitate the emotional, intellectual and spiritual development of others and/or express their ideas in writing and plans.	INTJ Scientific discipline Computers Police force Academics Or whatsoever other occupations where they tin can use their intellectual creativity to create plans and schemes and/or their ease with applied science to solve issues.
ISTP Skilled Trades Technical Fields Computers Agriculture Armed forces Or any other occupations where they can use their practical expertise to solve technical problems and/or procedure information finer.	ISFP Wellness Intendance Concern Law Enforcement Or whatsoever other occupations where use their attending to detail in a service-oriented field.	INFP Counseling Writing Arts Or any other occupations where they tin use their creativity in independent ways and/or where they experience the freedom to grow.	INTP Sciences Technical Fields Computers Design Or any other occupations where they can use their analytical ability in independent ways to solve problems, invent and observe.
ESTP Marketing Skilled Trades Business Law Enforcement Applied Technology Or any other occupations where they can utilize their �doer� nature to find technical solutions and brand sure practical work is carried out successfully.	ESFP Health Care Coaching Skilled Trades Childcare Public Relations Or whatever other occupations where they tin can utilise their outgoing nature and people skills to help people with their practical needs.	ENFP Counseling Teaching Religion Arts Public Relations Or any other occupations where they tin utilise their energy and people skills to motivate and aid groups and individuals grow and/or work together better.	ENTP Science Management Technology Arts Blueprint Or any other occupations where they can use their analytical skills and multiple talents to help groups function more effectively and solve new challenges.
ESTJ Direction Administration Constabulary Enforcement Or any other occupations where they tin utilise their organizational and leadership skills to help others execute the task in the almost efficient manner.	ESFJ Pedagogy Health Care Religion Or whatsoever other occupations where they can employ their instinct for teaching and care for others with a primary focus on applied needs and creating harmonious organizations.	ENFJ Education Faith Social Work Arts Or any other occupations where they can use their people skills and enthusiasm to help others grow, brand meaning and understand the big picture.	ENTJ Management Police force Leadership Engineering Or any other occupations where they can use their natural leadership skills and analytical ability to assist organize and align the energy needed to become collective tasks done.

Learning Mode and Type Dimension Inquiry Related to Student Characteristics in Counseling Situations � PDF

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4 Jungian Dimension Comparisons		Combinations of Note
Introvert/Reflectives Instinct for privacy Intra-personal sensitivity	Extroverts/Experientials Instinct for expression Interpersonal sensitivity	� It- most self-contained, least expressive � ES- most expressive. � EF- most brilliant memory of experience. � IN- most reflective
Sensates/Concretes Present focus Speak in real/applied terms Oft distrustful of therapy Less likely to see value of psychology Lower representation in mental health system	Intuitives/Abstracts Futurity focus Often speak in impressions Often uncomfortably complex More than probable to come across value of psychology Loftier representation in all areas of mental health sys.	� SJ- high grouping affiliation � ESTJ- high achievement west/in organisation. � NP- high inventiveness � SJ- nigh teachers, � NP- least conventional ���� Telling about an event : � SF- what the people did � ST- accurate order of events � NF- how information technology felt in full general � NT- patterns and nutshells
Thinkers Cool affect Comfortable due west/analytical realm Announced cocky-independent Use thoughts to encounter needs	Feelers Demand to promote harmony Comfortable in affective realm Announced outgoing & accepting Apply feelings to meet needs	� NF- most counselors � TJ- rigid thinking � NT- well-nigh research scientists � INT- almost belittling � ET- most believing � IF- least assertive � INT-well-nigh academic success � IT- dates the least � EF- dates the most � IT- to the lowest degree group affiliated.
Judgers/Sequentials Sensation of convention Higher grades May trust piece of cake or quick �fix�	Perceivers/Randoms Adventure/pleasure seeking College test scores May mistrust �easy� solution	� EFJ- harmonizers � ESP- most driblet-outs �academics � ESP- to the lowest degree analytical � IJ- nigh cocky-directed � EP- almost attuned to environment � SJ- least probable to seek counseling � NP- most decumbent to fantasy

By John Shindler, Feb 2007 (adjusted in role from inquiry in Manual: A guide to the evolution and apply of the
Myers-Briggs Blazon Indicator. 1992)

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Four Types and Writing Way � PDF

The four writing styles presented here are typical of 4 basic approaches to narrative: the Scientific, the Theoretical, the Mythic, and the Phenomenological. Virtually of the students� writing, to some caste or another, fall into these four basic categories .

Source: https://web.calstatela.edu/faculty/jshindl/ls/PLSI%20Complete/PLSIInterpretationMaterials.htm

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