ENTP (Extraversion, Intuition, Thinking, Perceiving) Learning Style

Quick, ingenious, stimulating, alert, and outspoken. Resourceful in solving new and challenging problems. Adept at generating conceptual possibilities and then analyzing them strategically. Good at reading other people. Bored by routine, will seldom do the same thing the same way, apt to turn to one new interest after another. ~Excerpted from Introduction to Type® by Isabel Briggs Myers

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Frequency

ENTP – 3.2% of the total population 4.0% of the male population 2.4% of the female population

Extraversion (E) 49.3% of the total population Intuition (N) 26.7% of the total population Thinking (T) 40.2% of the total population Perceiving (P) 45.9% of the total population

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The estimated frequency table was compiled from a variety of MBTI® results from 1972 through 2002, including data banks at the Center for Applications of Psychological Type; CPP, Inc; and Stanford Research Institute (SRI).

Learner Keyword: innovative and active1

Learner Question

ENTPs, while learning, address the question, “In what ways can the given problem be solved?”2

Learning Style

ENTPs are clever, creative and imaginative learners. They easily grasp and see information from multiple angles. They enjoy being challenged and learning complex material or concepts, especially when it has a practical application.

ENTPs are flexible learners, but they are also restless learners, needing constant activity and input. They are stimulated by ideas, theory and inspiration.

Cognitive Environment

ENTPs prefer to learn in a fast-paced, interactive environment. Group work, partner work and classroom discussions invigorate ENTPs and inspire them to learn. They are capable of learning independently but prefer a more interactive environment.

ENTPs need an application to the information they are learning. They prefer to learn in loosely structure environments with active tasks. The classroom needs to be flexible.

Innovative approaches to learning appeal to ENTPs as well as discussions, open-ended discussions. They also enjoy debates.

ENTPs are most comfortable:

Learning in an unstructured, flexible learning environment

Study groups

Active learning and being physically active while learning

Being the center of attention

Learning theory and general concepts

Competition and participation

Diverse learning activities

Studying with others

Probing, questioning and finding answers

ENTPs are least comfortable:

Observing environments with passive learning

Rigid planning and structured classrooms

Lectures and teacher-centered classes

Details

Memorizing facts and figures

Solitary work

Repetition and routine

Precise instructions which do not allow for any flexibility for the learner

Emotions and feelings in learning

Teacher and classroom tips

ENTPs are active learners which are amazingly flexible in most situations. The greatest need is activity and a variety of instructional methodologies.

Use modeling and examples.

Emphasize exploratory learning for ENTPs, giving them a substantial amount of time to practice methods to solve problems.

Provide a Q&A time for ENTPs. Be sure to encourage them to create questions while studying.

Assist ENTPs in scaffolding. Sometimes they may be moving too quickly through materials to scaffold them into existing schemas.

ENTPs may need space to physically move while learning.

Learner tips

ENTPs are innovative and creative. Be sure to feed that desires, finding ways to learn in unconventional situations and by unconventional means.

Create questions about the material prior to class. Be sure to speak your instructor and preferring an opportunity for Q&A during class time.

Create as many connections as possible between the material and what you may already know. Use graphic organizers and brainstorming to aids in this aspect.

Preview the materials you will be learning. Search for practical, real-world applications.

Create a repertoire of studying techniques which you both enjoy and are effective.

Encourage your curiosity and imagination.

Instructional Strategies:

Active learning

Assess and Identify.

Breaks -frequent

Choice board.

Collaboration/cooperative

Competition

Discussion

Experiential Learning

Field trips

General concepts.

Group Activities

Hands-on Activities

Imaginative options

Modeling

Pace of instruction: fast

Partnership

Physical Activities

Practical Application

Problem-Solving

Relationships/Patterns.

Scaffold to prior knowledge

Talking/Verbal

Teaching techniques: New

Teamwork activities.

Unstructured learning activities

Visuals

Assessment Strategies:

Act out a scene

Apply new information to life.

Brainstorm -webbing

Classroom discussion/debate.

Cooperative learning

Competition

Concept maps.

Construct a model.

Create a cause/effect chart.

Create a chart using PowerPoint.

Create a drawing or a cartoon.

Create a game.

Create a group project.

Create a handout to give to younger students

Create a jingle

Create a simulation.

Create manipulatives.

Debate a point of view with another student

Design a graph.

Design a timeline

Develop a character sketch

Develop a homework assignment with key.

Develop interview questions.

Do a survey

Draw a wanted poster.

Experimental method.

Find a unique method to use … technology.

Hands on Activities.

Make a brochure.

Make a chart demonstrating the relationships

Make a diorama

Make a flip book

Make a motion chart.

Make a puppet.

Make a radio show broadcast.

Make a unique instrument.

Make a video

Make an infomercial instead of a persuasion paper.

Musical presentation.

Perform a song.

Play Jeopardy.

Presentations

Problem Solving.

Record yourself giving a speech, talk, memorized concept, etc.

Recycle/adapt materials for a project.

Role-play.

Sculpture

Set goals.

Strategize a method to complete a project.

Verbal survey.

Write a process essay.

Write the script for a documentary

Click on one of the sixteen personality types for more information:

Click on one of these dimension for more information:

For other learning styles: MBTI Learning Styles – A Practical Approach Available in paperback; Kindle; and pdf versions

References

Bonwell, C. & Eison, J. (1991). Active Learning: Creating Excitement in the Classroom. ERIC Digest. ERIC Clearinghouse on Higher Education, Washington, D.C

Career Assessment. (2017). The 16 Myers-Briggs Type Indicator Personality Types (MBTI personality types). Retrieved from: http://careerassessmentsite.com/tests/myers-briggs-tests/about-the-myers-briggs-type-indicator/the-16-myers-briggs-personality-types/

CPP, Inc. (2017). Linking MBTI® Personality Type to Learning Style – Strategies and Insights. Retrieved from: http://www.cppblogcentral.com/cpp-connect/linking-mbti-personality-type-to-learning-style-strategies-and-insights/

Defiance College. (2106). What’s Your Personality Type? Retrieved from: http://library.defiance.edu/learningstyles/myersbriggs

Gregory, G. (2008). Differentiated instructional strategies in practice: training, implementation, and supervision (2nd ed.). Thousand Oaks, CA: Corwin Press. p. 97-99.

Humanmetrics. (2017). Learning Styles. Retrieved from: http://www.humanmetrics.com/personality/learning-styles

Kiser, H. (2017). Choice board. Retrieved from: https://hillarykiser.blogspot.com/2012/10/choice-board.html?showComment=1491939410939#c9063789945839625994

Krafka, K. (2017) Learning Menus. Retrieved from: http://prescriptionforgiftedsuccess.weebly.com/learning-menus.html

Litemind. (2017). What is mind mapping? Retrieved from: https://litemind.com/what-is-mind-mapping/

Martinez, M. (2006). What is metacognition. Phi Delta Kappan, 64(10), 696-699.

Melvin, J. (2017). Personality Type as an Indicator of Learning Style. University of Rochester. Retrieved from: file:///C:/Users/Tracy/Downloads/JMelvinSGf13paper%20(2).pdf

Myers & Briggs Foundation. (2017). How frequent is my type? Retrieved from: http://www.myersbriggs.org/my-mbti-personality-type/my-mbti-results/how-frequent-is-my-type.htm

Myers & Briggs Foundation. (2017). Type and Learning. Retrieved from: http://www.myersbriggs.org/type-use-for-everyday-life/type-and-learning/

Myers, I. (1998). Introduction to Type: A Guide to Understanding Your Results on the MBTI Instrument. Consulting Psychologists Press.

Myers, I., McCaulley, M., Quenk, N. & Hammer, A. (2009). MBTI Manual: A Guide to the Development and Use of the Myers-Briggs Type Indicator Instrument. Consulting Psychologists Press.

Okoro, C. & Chukwudi, E. K. (2011). Metacognitive skills: A viable tool for self-directed learning. Journal of Educational and Social Research, 1(4), 71-76.

Pelley, J.W. (2008). The Success Types Learning Style Type Indicator. Retrieved from: Texas Tech University. https://www.ttuhsc.edu/som/success/lsti.aspx

Smith, C. V. & Cardaciotto, L. (2011). Is active learning like broccoli? Student perceptions of active learning in large lecture classes. Journal of the Scholarship of Teaching and Learning, 11(1), 53-61.

University of Texas. (2017). Experiential Learning. Retrieved from: https://facultyinnovate.utexas.edu/teaching/strategies/overview/experiential-learning

Western Nevada College. (2017). Personality Types and Learning. Retrieved from: http://www.wnc.edu/mbti/personality-types/

Tracy Atkinson is certified in Myers Briggs Type Indicator (MBTI) by CPP, Inc. The findings on learning styles derive from research, experience and observations.

Tracy Atkinson, a mother of six, lives in the Midwest with her husband and spirited dachshunds. She is a teacher, having taught elementary school to higher education, holding degrees in elementary education and a master’s in higher education. Her passions include researching, studying and investigating the attributes of self-directed learners. She has published several titles, including: The Art of Learning Journals, Calais: The Annals of the Hidden, Rachel’s 8 and Securing Your Tent. She is currently exploring the attributes of self-directed learners: The Five Characteristics of Self-Directed Learners.