Learning Style II: Personality-based Learning


After we have discussed sensory-based learning of students in the previous entry, it’s time now to turn our attention to the second learning style of students. That is, personality-based learning.  It is interesting to note that personality-based learning is more complex in the sense that it consists of more than three categories (as in sensory-based learning).  There are many variations to assess personality-based learning, and I believe that all of them are accurate to a certain degree. Personally, I will recommend the Carl Jung and Isabel Myers-Briggs typological approach, considering that I have taken the test and found the results to be very accurate. If you like to take the test as well, just click here.

There are numerous combinations consisting of eight components for the Myers-Briggs model, resulting in sixteen types of personalities. The eight components are:

  • Introversion (I)  versus Extroversion (E)
  • Intuitive (N)  versus  Sensing (S)
  • Thinking (T) versus Feeling (F)
  • Judging (J) versus Perceiving (p)

As can be observed the sixteen types of personalities can be complex and very different from one another. You can view the various personalities here (Hint: simply click on the links at the top of the website).  And by reading the sixteen personalities, we will begin to realise the complexity of students when it comes to engaging them in their learning.  Some educationists might feel that- considering the situation-  individualised rather than group learning is best since they can educate a single student better with more focus. While this may be true, letting a student learn on his or her own can be seen to be depriving him or her of an opportunity to learn collaboration skills and team work, something that can only be achieved in groups.  This consideration has become vital in recent years as more organisations in the workplace begin to look for job candidates with strong collaboration skills rather than academic achievement.  Therefore, educationists may have no other options than to adjust their coaching sessions to suit the learning styles of various students.

Putting sensory-based learning and personality-based learning together, one can see how complex coaching students in contemporary times can be.

But this is not all.

In my next entry, I will bring in the last piece of the puzzle: Aptitude-based Learning.


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