Customer Reviews

A Teacher's Guide to Cognitive Type Theory & Learning Style

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This book has an interesting combination of the MBTI learning theory(N) and the author's practical experience (S). The "highlighted(T)/quick start parts"(SJ) are from the MBTI. The personal application sections are the authors personal experience(F) are for the most part true to the MBTI theory. It is nice to have practical experiences included(SJ) and it keeps one shifting learning style in the middle of a chapter. However, she does try and cover both the theory(N) and practical (S) and the facts(T) and human feeling(F) side of learning style. She does a nice job of making the Thinkers(T) relate to the Feelers(F) and iNtutive(N) with the Sensors(S) and handled the (SP) nicely. But as a Thinker(T), the amount of Feeling(F) was almost too much, but may be fine for a stronger (F) than me. Have already sent as a gift for a new teacher. Nice organization(J), nice instruments to evaluate. Good and practical (SJ). Quick read. Nice general knowledge. Background in MBTI is helpful but not necessary.

Carolyn Mamchur adopts the Myers-Briggs Type Indicator personality framework and explores its implications for learning. This book is written for teachers whose learners may benefit from different instructional approaches, depending on their personality type.

The introduction describes four dimensions of MBTI personality and the sixteen distinct personality types described by these dimensions. This introduction is sufficient for readers who are unfamiliar with the MBTI. Mamchur advocates the "Z Pattern" of communication from Gordon Lawrence's People Types and Tiger Stripes which works across styles. "Everyone needs to look at facts through their senses, then consider the possibilities through intuition, next comes to a logical analysis of the consequences, followed by an examination of the human values or consequences." (p. 3). Teachers are encouraged to use a mix of techniques within which each personality type will find experiences that match their learning style.

Part 1 of the book devotes a chapter to the type of learner defined by each end of the four personality dimensions. Readers become acquainted with Extraverted, Introverted, Sensing, Intuitive, Thinking, Feeling, Judging and Perceiving learners. These brief chapters describe the learning preferences and communication patterns for each type and advise teachers how to target these learners. Part 2 contains a series of articles that elaborate on the relationship between personality and learning style. One article includes a self-scored MBTI inventory readers can use to determine their personality type.

This book is a reasonable exploration of MBTI implications for learning. Readers may also enjoy Stephen Gladis's Writetype: Personality Types and Writing Styles, which similarly addresses writing and editing. Readers should also know that the "Big 5" approach to personality has accrued more research support than the MBTI. The Owner's Manual for Personality at Work is a nontechnical introduction to this personality theory.