General Learning Style (ISFJ)

Students with this learning style learn best by experiencing, practising and memorising. For them, theory and the links that can be made to their existing knowledge and skills, comes later.

They prefer to learn in an orderly and self-paced manner, and thus benefit from structured, well thought-out training programmes, self-teaching courses and practical workshops. Demonstrations and practical examples are of more use to them than theory or discussion, though they do enjoy reading and quiet reflection. Being set (and achieving) regular targets ensures that they maintain interest and gives them the feedback they need to assure themselves of steady progress.

They enjoy acquiring facts and many have a good memory for facts. They learn equally well on their own or with others, though to learn best they need to have a positive relationship with their teacher and to have factual information presented in such a way that they can link it either to their personal experience or their values. Loose, unstructured teaching with unclear outcomes or with a high degree of experimentation, personal interaction, theory or 'play' does not work well for them.

As learners, they:

• are less interested in abstract theories than in factual or practical information
• learn best in a systematic, linear fashion
• prefer to work towards a clear goal or end-product
• benefit from hands-on training
• prefer 'traditional' forms of teaching
• are good at focusing and concentrating
• are unlikely to explore untried ideas or methods
• may need to develop judgement, criticism and objectivity

They learn best when:

• there is a focused and structured learning environment
• listening and observing, e.g. watching how other people do things, listening to a lecture or presentation, taking notes
• can link what they are learning to 'real-world' problems
• when thoroughness, dedication and attention to detail are rewarded
• emotionally engaged by a subject, or can relate it to their personal interests, values and goals
• there is plenty of 'hands-on' training or examples, and that they can put into practice what they have learnt
• expectations, goals and standards are clearly laid out
• responsibility, hard work and skill are rewarded
• praised, rewarded or appreciated for work well done

They are challenged when:

• not allowed to absorb ideas at their own pace nor digest them thoroughly before acting on them or making decisions
• the focus is on analysis, detail or facts and figures, or when having to collate large amounts of data
• there is too much theory, generalisation or ambiguity
• not given time to prepare thoroughly in advance, or forced to make short cuts and do a superficial job
• having to take centre stage or being put 'under the spotlight'
• presented with too many distractions or alternatives
• involved in situations which require spur-of-the-moment action and decision-making
• Ingenuity, initiative and risk-taking are valued above dedication, quality of work and reliability

  College Learning Style

  Students with this learning style are extremely dependable, accept responsibilities beyond the call of duty. They genuinely care for people and work tirelessly in their behalf. When in charge of something, their practical judgement and appreciation of what works make them conservative and consistent.

  Choosing a Major Subject

  • Prefer to research options carefully before deciding
  • Believe an ideal job provides a stable and secure future
  • Tend to choose majors designated to prepare them for careers in human services, especially where they can approach work in an orderly fashion, such as teaching, health care, or office work

  Learning Preferences

  • Like everything clearly stated by lecturers
  • Can remember and use any number of facts
  • Want to be sure their facts are accurate
  • Want learning to have a practical purpose
  • Learn best from real human examples

  Reading, Writing, Studying

  • Achieve grades above what their aptitude scores predict by thorough and painstaking work
  • Prefer to study alone
  • Tend to enjoy reading real-life adventure or human interest stories
  • Write best by first recording the facts they are sure about
  • May need to revise final drafts by highlighting general themes discovered among the facts and extraneous facts

  Playing

  • Reluctant to accept leadership roles in groups, but will step in if asked
  • Will go to any trouble to help a roommate or friend
  • Tend to date less often than classmates in general
  • Usually serious, may need to plan time to play

  Possible Causes of Stress

  • Among females, one of the least assertive types
  • May lack self confidence regarding social or academic abilities
  • May have difficulty beginning college because of separation from friends and family
  • May be undervalued because of their quiet style
  • May be burdened by having agreed to help too many others

  Dealing With Stress

  • Naturally persevering; they don't quit unless experience tells them they are wrong
  • Naturally rely on past experience to deal with present problems
  • May need to learn to put more trust in own hunches and imagination
  • May need to learn to act more assertively
  • May need to work on developing self-confidence