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Baumlin  \nDistinguished Professor, Department of English CAPT Certified Instructor of MBTI*  \nAbstract  \nStudents’ struggles with course materials can increase when their learning styles differ from their professor’s teaching style. Type theory reminds us that the same material can (and often should) be presented in different ways, to accommodate our students’“differing gifts.”  \nThis workshop will introduce the basics of MBTI type theory and guide participants in a “self-estimate” of their own type. Participants will then explore ways to lessen“type bias” in classroom instruction and in the structure/s of course assignments. The ultimate goal is to shape instruction in ways that support a greater range of learning/communication styles.  \nPurpose  \nThe purpose of this workshop is to help participants understand the diversity of teaching/learning styles and to apply that understanding to classroom instruction.  \nLearning Objectives  \nParticipants will better understand type theory and develop a “self-estimate” of their own type.  \nParticipants will better understand how their academic discipline (and, by extension, their own classroom instruction) tends to favor some learning styles over others.  \nParticipants will explore complementary ways of “teaching and testing” their course material.  \nSynopsis  \nBrainchild of Swiss depth psychologist Carl Jung, the Myers-Briggs Type Inventory (MBTI) is the most extensively researched, heavily normed, and widely applied personality “sorting instrument” in use today. The MBTI gives insights into our individual cognitive styles and preferences; it also helps us understand the differing preferences, styles, and habits of our colleagues and—most importantly for this workshop—of our students.  \nThe MBTI sorts individual preferences within four different dichotomies (note that the underlined letters form acronyms ofthe MBTI types):  \nIntroversion vs. Extraversion  \n(where and how we direct our energies, whether inward or outward);  \nSensing vs. iNtuition  \n(how we gather information, emphasizing either the big-picture “forest” orthe fact-by-fact “trees”);  \nThinking vs. Feeling  \n(how we make decisions, emphasizing either “impersonal rules” and logic or “personal values” and interpersonal relationships);  \nJudging vs. Perceiving  \n(how we organize our world and time, stressing either order/structure or freedom/spontaneity) .  \nCombinations of these dichotomies make for sixteen different personality types, each with its distinctive approach to learning—and to teaching.  \nSuggested Practices  \nExtend classroom “percolation time” and participation through Blackboard blogging (accommodating E/I preferences) .  \nWhen presenting/explaining course materials, illustrate abstract concepts with concrete examples; conversely, relate concrete data to broader  \ncontexts/concepts (accommodating S/N functions) .  \nBuild variety into assignments, allowing for collaboration and/or solo work; also, give versions of the same assignment, one of which can be left relatively unstructured while another is deeply detailed with rules and recipes (accommodating SJ, SP,NF, NT temperaments).  \nReferences  \nKirby, Linda, et al. MBTI Resource Guide. Center for Applications of Psychological Type (CAPT), 2011.  \nMeyers, Isabel Briggs, et al. MBTI Manual, 3rd ed. CAPT, 2009.  \nAdditional Resources  \nKroeger, Otto, and Janet M. Thuesen. Type Talk : The 16 Personality Types that Determine How We Live, Love, and Work. 1989. (This remains the most popular overview of the MBTI and its daily, practical applications.)  \nTo take the MBTI online, [visit www.myersbriggs.org](visit www.myersbriggs.org). (NOTE: While there are many free online instruments based in the MBTI, these tend toward oversimplification in testing and in interpretation of results) .  \n*The author thanks Corbett Law Firm’s Literacy ","cbCaiku2r69Tgt7w","https://ap.wps.com/l/cbCaiku2r69Tgt7w","pdf",374234,"English","# Abstract\n# Purpose\n# Learning Objectives\n# Synopsis\n# Suggested Practices\n# References\n# Additional Resources","[{\"question\":\"How does MBTI type theory relate to teaching and learning in college classrooms?\",\"answer\":\"MBTI type theory highlights cognitive preferences and learning/communication styles. It helps instructors understand students’ differing preferences and adjust how materials are presented and structured.\"},{\"question\":\"What are the four MBTI dichotomies used to form personality types?\",\"answer\":\"The workshop describes Introversion vs. Extraversion, Sensing vs. iNtuition, Thinking vs. Feeling, and Judging vs. Perceiving. Combinations yield sixteen personality types with distinctive learning approaches.\"},{\"question\":\"What classroom strategies are suggested to reduce “type bias” in instruction?\",\"answer\":\"Suggested practices include extending participation via Blackboard blogging to accommodate E/I preferences, using both concrete examples and abstract contexts, and building assignment variety (including structured and unstructured versions) to fit different S/N and temperament preferences.\"}]","The MBTI in the College Classroom - Matching Teaching Styles and Learning Styles | PDF",1789660024]