List of Articles & Reviews by Jack Falt
Booklet Review by Jack Falt
The booklet begins with a very short introduction to the concept of preferences and then gives brief, point-form descriptions of the mental-processing of the sixteen types. Lawrence describes the concept of how each type has a dominant mental process and how each of these processes has a different motivation. Teachers need to be aware of these motivating factors and include each of them in any learning experience if all of their students are to become engaged in the learning process. Of course if students are also aware of what motivates them, they can seek out methods that are more engaging for them. Thus the learning process is a responsibility of both the teacher and the student.
The author gives specific methods teachers can use with each of the eight preferences. He has an additional note on the Sensing-Intuition dimension. As the textbook is so central to most classes, its effect on learning style is very important. Reading is essentially an intuitive activity. This leaves Sensors at a disadvantage. Several tips are given as to how teachers can help the Sensing student. Judging and Perceiving also have an additional note. The majority of teachers are Judging and as such expect students to complete work in a timely fashion. Perceivers don’t naturally work that way. It is not that they do less work. It is that they do it on their own schedule. They need additional help to complete assignments on time. It is useful for teachers to break down a project into shorter tasks with specific dates for completion.
The preferences are compared as to how they affect learning. Each is described in point form looking at cognitive style, study style and instructions that fits the preference. Teachers reading these can see how many of these opportunities the students have in their classrooms. The author addresses several frequently asked questions relating type and learning. There is really no type that is better than others for learning. It is just that they are different. Each has it strengths and weaknesses. Type and learning styles are not the same thing. Type can be considered an instinctive way of learning, but learning style combines how students are taught, and their motivation and values. Knowing about type helps students use their natural strengths and learn how to develop skills in their non preferred weaker areas.
The author gives some tips on how the student can use a knowledge of type to adjust to the teacher, be more effective at time management, and prepare for tests.
The last section has one-page descriptions of the learning styles of each of the sixteen types. Each type has its own categories as to how the type best learns. It would have perhaps been more useful if common categories had been used so that one could be compared to the other.
As I read this book I wish that I had known about Jung/Myers theory when I was a teacher. The information is so powerful as a way of understanding how to present material to be learned, and how students can be helped to learn to cope with varying styles of teaching. It is unfortunate that the concepts are not included in the education system more often both in teacher training and in classrooms at all levels from kindergarten to graduate school. This booklet is an excellent introduction to learning for both teachers and students.