General Learning Style (INTJ)

Students with this learning style learn best by studying, reflecting and conceptualising.

To them, learning is a means to self-improvement and they actively seek to increase their understanding and knowledge.

They learn particularly well on their own or in small groups and prefer to learn in an orderly and self-paced manner, and thus benefit from structured, well thought-out training programmes, self-teaching courses, or high quality coaching. Being set (and achieving) regular targets ensures that they maintain interest and gives them the feedback they need to show them that they are making steady progress. Loose unstructured teaching without clear outcomes or with a high degree of active participation or 'play' does not appeal.

They enjoy learning theories and models, and need intellectual stimulation in order to maintain their interest. They ask many questions and tend not to accept a teacher or a system's authority at face value. Memorisation of facts, sequential exercises and hands-on training are less useful to them than discussion, reflection, analysis and brainstorming.

As learners, they:

• ask searching questions
• are good at analysing, systematising, conceptualising and theorising
• are quick to grasp possibilities
• are stimulated by ideas and impatient to implement them
• enjoy challenges, problem-solving and achieving goals
• prefer to work towards a clear goal or end-product
• have a strong need for evidence or proof when learning new facts
• are motivated by their drive towards competence, authority and expertise.

They learn best when:

• there is a focused and structured learning environment
• given the opportunity to explore or question assumptions, presuppositions and methodologies
• listening and observing, e.g. watching how other people do things, listening to a lecture or presentation, taking notes
• presented with logical, coherent arguments
• being set challenges and allowed to achieve them in their own way
• allowed to think before acting, to assimilate before commenting, allowed time to prepare or do background reading
• their teacher is respected for his/her intellectual or leadership abilities
• given time to prepare thoroughly in advance
• when initiative, leadership and thoroughness are rewarded

They are challenged when:

• bonding with a team or group, or identifying with an institution, organisation or company is valued over independent thinking
• having to take centre stage or being put 'under the spotlight'
• forced to make judgements before they are ready
• creativity, interpersonal relationships or personal growth is rewarded above dedication, excellence and thoroughness
• being taught by 'rote' (i.e. repetition), or when given specific instructions or rigid guidelines
• presented with too many distractions or alternatives

College Learning Style

Students with this learning style have independent, original ideas. Although they do not occur frequently in the general population, they appear in greater numbers in college. They use analysis and scepticism to further their goals. They value competence in themselves and others and work hard to achieve it.

Choosing a Major Subject

• Carefully research options before deciding on their own
• Prefer careers with autonomy and little or no routine

Learning Preferences

• Seek an underlying principle or theory behind everything
• Learn by challenging authority and popular beliefs
• Delight in conceptualising new models
• Find many instructors of their type
• Want learning to relate to some larger purpose

Reading, Writing, Studying

• Are task-oriented, high achievers who enjoy the challenge of new problems
• Study best alone
• Report that they study up to 30 hours each week
• Write quickly, stating a popular position, then challenging it
• Need to revise first drafts by softening overly firm statements, filling in missing facts, and providing human examples

Playing

• Prefer lectures, drama, and music for extracurricular time
• Prefer a neat roommate who is serious about academics
• Enjoy intellectual discussions on dates; don't like small talk
• Even when playing, tend to set high performance standards

Possible Causes of Stress

• May have trouble putting college work aside to relax
• May get so caught up in organising their work that they don't actually do it
• May offend others with their critiques or bluntness<
• May attempt to master all subjects they are interested in
• May not share feelings even with close friends

Dealing With Stress

• Naturally get things organised
• May need help learning how to relate intimately to others
• Must learn to relax without striving
• Need to learn to express appreciation
• Must work to involve others in their personal lives