Ideal Lesson Plan For MBTI Types
Si kids are the ones who genuinely love the practice-makes-perfect rhythm of the early elementary years. They are the first to key into concrete details and love tasks that allow them to work their way up Bloom’s pyramid, starting with knowledge practice.
Be sure to use “examples and feedback for assignments [and lessons] that go beyond factual knowledge (Kise 2007).”
Introverted Sensors (ISJs) understand current experiences through the lens of past experience. For this reason, creating parallels between new concepts and previously learned concepts can be tremendously beneficial for these scholars. “If you talk to [them] about something [they] have not personally experienced, [they] may just blank out…because [they] don’t have a reference (Haas & Hunziker 2006).”
If an Si child has received low marks on a prior exam in the same subject - particularly if this happens a couple of times in a row - he will start to have high test anxiety. In order to calm these fears, talk to him about what strategies he tried last time and how you can modify the techniques for improved performance this time. If his test anxiety is extremely high, get his parents involved and make sure that he tries a different kind of breakfast, different bedtime, and wears different clothes to put a gap between the lead-up he experienced before his last, unsuccessful test and this one.
Because Se pupils are so social and eager to interact with and soak up new cultures, creating online relationships with classes in other states or countries can be tremendously engaging. It’s incredibly important that the teacher in an Se classroom weaves together work with play as much as possible.
Consistently focused on sensory-based learning, Se pupils come alive when an instructor focuses on what is tangible. Tying practicality and usefulness into lesson plans will most effectively pique the interest of Extraverted Sensors.
Create experiential learning experiences that capitalize on these students’ innate abilities to objectively gather data. As with all perceivers, these kids will appreciate the variety, novelty, and spontaneity in the school day. If you’ve got an Se class, try to break up routine as much as possible, as these scholars tend to live by the mantra, “variety is the spice of life.”
For all sensing personality types - both introverted and extraverted - start with the known facts, then move into analysis and synthesis - in the order suggested by Blooms Taxonomy.
Consistently focused on the big picture, extraverted-intuitive pupils come alive when an instructor focuses on the forest view before zooming into the detail found on trees. In other words, flip Blooms Taxonomy when lesson planning. Start with synthesis, then move down toward knowledge practice. Keep in mind that specific facts and details will be challenging for your intuitive learners, so you may need to spend more time making certain that they glean all the nitty-gritty from your lessons.
Ne children naturally tend to focus on the immediate future, so whatever you can do as a teacher to help them stay present, reflect on the past, or look past the next step will serve them well in the future. Consider how you can incorporate “frequent changes of pace” into the school day as Extraverted Intuitives “become impatient and bored when…work is slow and unchanging (Hirsh & Kummerow 1989).”
Inventive and entrepreneurial, lesson plans that showcase “ways of doing things that are not immediately obvious” (Hirsh, Hirsh & Hirsh 2003) will be most appealing to your ENP students.
Whenever possible, allow your ENP scholars to analyze and synthesize the class points of view during group discussions. It is important that you weave together work with play as much as possible in an extraverted-intuitive classroom.
When you send homework home with an Ne child, be sure to be very specific about what the assignment is, as they tend to jump from idea to idea rapidly and may end up with a jumble of not well-thought-out ideas along a variety of pathways.
Think beyond Venn diagrams and showcase new ways to organize conceptual relationships. Intuitive kids love working with graphic organizers, so that they can “see” how ideas fit into a framework and create mental models to illustrate concepts and relationships.
Instead of presenting a rubric to an Ni class, brainstorm what criteria or standards you believe are important in a quality product…and what might be innovative points or features a student could add that would go beyond the explicit requirements of the stated objective. (Payne and VanSant 2009)
Ni children are “at their best when inspiration turns insights into ideas and plans for improving human knowledge.” (Lawrence 1997).
Like all judging personality types, INJs want to have a plan for work and a plan for play, a plan for being planned and a plan for being spontaneous. As such, having a detailed schedule that follows priorities helps Judging students do their best learning (Lawrence 1997).
Ni are most excited about serious learning, so if you have learning games planned, be sure to highlight the seriousness of the fun.
INJs are “attracted to learning environments that encourage exploration, brainstorming, and building on diverse ideas (Dunning 2008).”
Incorporate group discussions that leverage self disclosure (Berens 1999) and help the class understand different sides of an issue by relating it to first-hand student experiences. Extraverted feelers are particularly adept at consensus building, so make unanimity the goal of the discussion whenever possible
Because these kids thoroughly enjoy both leading and helping others, give extraverted feelers who understand a concept well the opportunity to be an assistant teacher every once in a while. Let them know that you would like their help to assist their peers in understanding the topic and give them a couple of days to put together a plan. This will not only allow your struggling learners to get a new perspective on the topic they find challenging, but “When students are involved in designing the lesson, they better understand the goal of the lesson and become more emotionally invested in and attached to the learning outcomes.” (Immordino-Yang and Faeth 2009)
Tying current events into curriculum plans - whether global or hyper-local (e.g. what’s happening at school) - will grab extraverted feelers fastest as it keys into what is directly and visibly affecting the lives of others in the present tense.
Consistently focused on the welfare of others, Extraverted Feelers come alive when the instructor focuses on how new knowledge can be used to help others (Kise 2007).
If you’ve got a predominantly introverted-feeling class, steer away from debates and more toward conversations about the differing viewpoints of your pupils. Emphasize that understanding comes in shades of gray - few real-world examples are purely black and white. For instance, the total at the cash register may be black-and-white, but how the merchant chose to price those products was decided subjectively.
As much as possible, focus your lessons on “people, their development, and relationships (Murphy, 2008)” and “elements of personal discovery (Payne and VonSant, 2009).”
Incorporate as much of the human element into your curriculum as possible. For instance, “the study of people to identify with and emulate, the life of the scientist or historical figure as well as the scientific principle or historical fact, and the human issue to understand and do something about (Lawrence, 1997).
Break-up long-term assignments with interim due dates to help these natural procrastinators learn to better manage their time, but still work with their natural bursts of energy.
Do your best to create assignments where work products “have the goal or side effect of helping others, adults, and peers. A strong motivation for [feeling] students is knowing that other people depend on them and that they are important to others (Lawrence, 1997).”
It is extremely important that the teacher in an Te classroom is perceived as being objective, fair, and someone who both holds fast to rules and enforces consequences.
Create ability-based challenged pairs in order to motivate your extraverted thinkers to achieve reachable goals, and minimize the likelihood that they will get discouraged by not being able to win and give up trying (Kise 2007).
Create timed competitions where the goal is percent improvement versus just time to “level the playing field.”
Consistently focused on black-and-white, logical answers, extraverted-thinking students come alive when the instructor focuses on analysis, critique, and flaw-finding. These lesson plans will quickly grab extraverted thinkers, as will lessons that “take very seriously facts, theories, and the discovery of truth (Lawrence 1996).”
Initiate problem-based learning experiences that challenge student thinking and encourages them to investigate and analyze multiple solutions to a problem. Then, evaluate the most efficient or effective solution.
Create materials that show a learning pathway - where you’re going, how you’re going to get there and how long it will take (Lawrence 1996).
They may turn a deaf ear on external feedback unless they respect the expertise of the person evaluating their assignments. In order to gain their respect, be as specific and objective as possible when correcting tests or homework about where things went wrong - or right. Generalized or subjective feedback will not score points with these learners
Problem-based learning keys into several ITP strengths: critically (and precisely) thinking about objective data and immersing themselves in in-depth material. It also provides the challenge and variety upon which ITPs thrive.
Ti relish looking at all the distinct parts in order to find out if there’s a way to fix problems or optimize systems, and will often be the first ones to find the inconsistencies. Experiential science or math lessons that allow students to discover how the whole became the sum of its parts will be a hit with these kids.
These students, in particular, tend to take the emotion out of equations. As such, tasks that incorporate an abundance or rational and objective data will come easily to ITPs. For more subjective or people-oriented assignments; however, they will require more analogies or historical similarities to create a scaffold for understanding - it won’t come as naturally.
Note: Partnering Sensor child with an Intuitive child can help both members of the pair better see the elements they are most likely to miss - for sensors, this means seeing the synthesis or forest level view of the facts, while for intuitives, this means remembering the comprehension-based details or leaves on the trees.
(Summarized from Kidzmet Lesson Planning by Personality)
