scholarly journals Teachers are from Heaven, Students are from Hell — True or False?

2003 ◽  
Vol 17 (6) ◽  
pp. 417-422
Author(s):  
Luiz Fernando Capretz
Keyword(s):  
Learning Styles ◽  
Teaching And Learning ◽  
Psychological Theory ◽  
Learning Approaches ◽  
Myers Briggs Type Indicator ◽  
Approach To Learning ◽  
University Teachers ◽  
Class Differences ◽  
Type Indicator ◽  
Approach To Teaching

Researchers have long tried to relate personality types to teaching and learning styles. It is believed that the psychological theory behind the Myers–Briggs Type Indicator (MBTI) can help university teachers to accept variety in teaching and learning approaches. This paper makes some assertions about the personality traits of academics and students. These traits can create harmony or discord for individual students, depending on whether their approach to learning matches the teacher's approach to teaching. Although some teaching strategies can be useful for a whole class, differences among students make it necessary to diversify those strategies.

What Are the Foundations of an Integrated Approach to Teaching and Learning?

2021 ◽  
pp. 1-15
Author(s):  
Shawna Longo
Keyword(s):  
Student Engagement ◽  
Teacher Collaboration ◽  
Teaching And Learning ◽  
Integrated Approach ◽  
Music Technology ◽  
Pragmatic Approach ◽  
Content Areas ◽  
Approach To Learning ◽  
The Arts ◽  
Approach To Teaching

This chapter lays the foundation for an authentic integrated approach to learning. Music technology is a key component in most approaches that integrate STEM with Music. The connecting of multiple content areas through the arts, or music, can be used to increase teacher collaboration. The key areas of arts integration, STEM, STEAM, and how these can effectively and authentically exist together in the classroom to increase student engagement and connections to the content areas and concepts, are defined through a research-based and pragmatic approach. By incorporating the fundamental definitions and understandings posited by this chapter into one’s teaching students will be given opportunities to connect STEM concepts to the artistic processes.

The Search for Innovation Styles

2010 ◽  
Author(s):  
Anthony A. Nix ◽  
Robert B. Stone
Keyword(s):  
Learning Styles ◽  
Product Design ◽  
Personality Types ◽  
Team Dynamics ◽  
Innovative Product ◽  
Myers Briggs Type Indicator ◽  
Design Environment ◽  
Type Indicator ◽  
Myers Briggs ◽  
The Way

The Myers-Briggs Type Indicator test is known to be a quick and easy way to build good team dynamics. However the workplace is not always built around four person teams that you can easily change based on individual personalities. Research has shown that the various MBTI personalities associate with different learning styles. This gives reason to believe that different individual designers may synthesize data and conceptualize ideas differently in a design environment. If this is true, designers may need a customizable environment or they may need to explore different ways to achieve their potential. This paper examines how individuals with different MBTI personality types take in and view information during the conceptualization stages of product design and whether the way information is inputed is vital to an innovative product design.

scholarly journals Individual Differences and Quality Of Translation: A Personality-Based Perspective

2013 ◽  
Vol 17 (1) ◽  
pp. 37-64 ◽  
Author(s):  
Amin Karimnia ◽  
Mahsa Mahjubi
Keyword(s):  
Psychological Theory ◽  
Personality Types ◽  
Myers Briggs Type Indicator ◽  
Type Indicator ◽  
Significant Difference ◽  
Text Types ◽  
The One ◽  
Post Hoc ◽  
The Relationship

The current study was targeted at investigating the relationship between translation students’ personality types and the quality of their English-to-Persian translations with respect to different text types. To this aim, 35 undergraduate senior students of translation were randomly sampled. To obtain some demographic information about the participants, the researchers used a background questionnaire. The participants were given three different text types for the translation task. An advertisement, a scientific text and a narrative text were chosen to serve Reiss’ text typology (1971) including operative, informative and expressive texts, respectively. The students were also provided with retrospective questionnaires to shed light on their performance in the act of translating. Subsequently, once the participants’ personality types were determined via the Myers-Briggs Type Indicator (MBTI) anchored in Jung’s psychological theory, their dominant mental functions involving intuition, sensation, feeling and thinking were identified. To analyze the data, the One-way Analysis of Variance (ANOVA) procedure and post-hoc analysis were employed. The results of the study indicated that the only dichotomy showing a significant difference was that of intuition versus sensation. Simply put, the intuitors outperformed their sensor counterparts in the translation of the expressive text. Taking into account the findings of the current study, the researchers suggest some pedagogical guidelines too.

scholarly journals Some Fundamental Principles of Living Systems’ Functioning and Their Impact on Human Psychological Systems

Systems ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 24
Author(s):  
Pavel Brazhnikov
Keyword(s):  
Learning Styles ◽  
Fibonacci Sequence ◽  
Living System ◽  
Living Systems ◽  
Big Five Personality ◽  
Information Analysis ◽  
Myers Briggs Type Indicator ◽  
Resource Base ◽  
Type Indicator ◽  
Personality Models

This theoretical article provides a brief description of the model of living systems’ functioning by defining them as self-reproducing information or as self-reproduction of resource flows patterns. It reviews the living systems growth limitation between their development cycles by the Fibonacci sequence. Besides, there are presented systems resource base criteria, necessary for accumulating the resources and their investment. The article also considers the conditions for the formation of various systems strategies. Then we reviewed the principles of elemental analysis of information by a person as a living system according to the considered model. The study also shows the possibility of forming priorities in analyzing information for 16 combinations as maximum. At that, it remains crucial to divide a human’s information analysis between the two hemispheres of the brain. The described combinations of priorities in a person’s information analysis are compared with the existing differential personality models, such as the big five personality traits, the Myers–Briggs type indicator, temperaments model and Honey and Mumford Learning styles.

scholarly journals Upgrading Quality of Learning with E-Learning System

2021 ◽  
Author(s):  
G.K. Kassymova ◽  
◽  
F.R. Vafazov ◽  
F.D. Pertiwi ◽  
A.I. Akhmetova ◽  
...  
Keyword(s):  
Learning Styles ◽  
Teaching And Learning ◽  
Learning System ◽  
The Internet ◽  
Learning Approaches ◽  
Face To Face ◽  
Community Activities ◽  
Emerging Issues ◽  
E Learning ◽  
Brain Based Learning

This article studies different ways of learning. Behavioral, cognitive, constructivist learning, multiple learning styles, e-learning, and brain-based learning are interrelated with each other and teachers should ensure that all students should be involved in all types of learning styles to get learning outcomes. The Covid-19 pandemic has forced governments around the world to implement policies to limit face-to-face meetings with community activities. This makes community activities carried out virtually. It also happens in the education system, teaching and learning activities which are usually carried out in classes face to face, this time has to use the internet as a learning medium. E-learning environments create lessons interactive. Knowledge is integrated from many different sources when students are learning something. The result of this study by analyzed ways of learning is five learning approaches. The stages of learning approaches are student to be active, engaged in the learning process, increase previous knowledge, explore the situation, and be motivated. Nevertheless, the use of the internet for learning or e-learning also cannot be separated from various deficiency and emerging issues within the higher education context.

scholarly journals The Needs of Continuous Professional Development Perceived by Novice and Experienced Teachers

2021 ◽  
Vol 5 (11) ◽  
pp. 1664
Author(s):  
Andista A.F. Anggraeni ◽  
Sri Rachmajanti
Keyword(s):  
Professional Development ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Continuous Professional Development ◽  
Experienced Teachers ◽  
Survey Study ◽  
Learning Approaches ◽  
Subject Field ◽  
The Subject ◽  
Descriptive Survey

<p class="contenttable"><strong>Abstract</strong><strong>:</strong> This study was intended to investigate the current needs of continuous professional development viewed from the eyes of novice and experienced teachers in Malang senior high schools. The study was conducted through a descriptive survey study. The results identified some similarities and differences of needs between the novice and experienced teachers. Based on the order of importance, novice teachers agree that they need professional development in (1) knowledge and understanding of learner’s characteristics and (2) pedagogical competencies in teaching the subject field, (3) knowledge about curriculum or syllabus, (4) teacher’s communication skill in the classroom, and (5) teaching and learning approaches. Meanwhile, the experienced teachers need CPD about (1) knowledge and understanding of learner’s characteristics, (2) pedagogical competencies in the subject, (3) Information and Communication Technology, (4) students’ evaluation and assessment, and (5) teaching and learning approaches. Knowing the findings above, policy makers are suggested to arrange CPD programs based on the teachers’ needs and learning styles. The suitability and effectiveness of the program must be put into consideration.</p><strong>Abstrak</strong><strong>:</strong><em> </em>Penelitian ini mengungkap kebutuhan Pengembangan Keprofesian Berkelanjutan guru dilihat dari sudut pandang guru pemula dan berpengalaman di sekolah menengah atas di wilayah Malang. Penelitian menggunakan metode survei deskriptif. dan hasilnya menemukan bahwa terdapat persamaan dan perbedaan kebutuhan diantara guru pemula dan berpengalaman. Berdasarkan tingkat prioritas, PKB yang diperlukan guru pemula saat ini (1) pengetahuan tentang karakter peserta didik, (2) kompetensi pedagogik dalam mengajar, (3) pengetahuan tentang kurikulum atau silabus, (4) keterampilan berkomunikasi di kelas, (5) pendekatan belajar pembelajaran. Di lain pihak, guru berpengalaman memerlukan PKB tentang (1) pengetahuan tentang karakter peserta didik, (2) kompetensi pedagogik dalam mengajar, (3) penggunaan TI di dalam pengajaran, (4) penilaian peserta didik, (5) pendekatan belajar pembelajaran. Dengan mengetahui hal-hal diatas hendaknya pembuat kebijakan merancang program PKB berdasarkan kebutuhan dan gaya belajar masing-masing guru. Aspek kecocokan dan keefektivitasan program Pengembangan Keprofesian Berkelanjutan perlu diperhatikan.

scholarly journals The Hidden Lineage of Modern Management Science: Astrology, Alchemy and the MyersBriggs Type Indicator

2001 ◽  
Vol 05 (02) ◽  
pp. 53-72
Author(s):  
Garry Phillipson ◽  
Peter Case
Keyword(s):  
Management Practices ◽  
Psychological Theory ◽  
Theory And Practice ◽  
Myers Briggs Type Indicator ◽  
Type Indicator ◽  
Modern Cosmology ◽  
Social Scientific ◽  
Contemporary Management ◽  
The Individual ◽  
Scientific Attention

Beneath the surface of some significant contemporary management practices there exists evidence of pre-modern cosmology. The influence of astrological and alchemical ideas on organisational conduct has not, however, attracted very much serious social-scientific attention to date. The Myers-Briggs Type Indicator (MBTIÒ) is described and reasons discussed for considering it to be a prime example of the underpinning of the modern by the pre-modern. C.G. Jung's role as mediator between pre-modern and modern is considered, with some investigation devoted to the four function-types and two attitude-types which he propounded, their origins in earlier symbolism, and their influence on subsequent psychological theory and practice. An astro-genealogical account of the development of the MBTI is offered, taking into account its debt to Renaissance and earlier forms of thinking and symbolism. In conclusion, a warning note is sounded: the modern need to place psychology on an entirely scientific footing can manifest as a dogmatic, belief-driven revisionism that produces a fragmentary, potentially alienating, view of the individual.

scholarly journals The Transformative Impact of a Mathematical Mindset Experience Taught at Scale

2021 ◽  
Vol 6 ◽  
Author(s):  
Jo Boaler ◽  
Jack A. Dieckmann ◽  
Tanya LaMar ◽  
Miriam Leshin ◽  
Megan Selbach-Allen ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Mixed Methods Study ◽  
Teacher Interviews ◽  
Approach To Learning ◽  
Wide Range ◽  
The Us ◽  
Approach To Teaching ◽  
Mathematics Teaching And Learning ◽  
Transformative Impact ◽  
The Impact

A wide range of evidence points to the need for students to have a growth mindset as they approach their learning, but recent critiques of mindset have highlighted the need to change teaching approaches, to transfuse mindset ideas throughout teaching. This shifts the responsibility from students themselves to teachers and schools. This paper shares a mixed methods study conducted across the US, that measured the impact of a “mathematical mindset teaching approach” shown to be effective when taught by the authors, scaled to teachers in 10 US districts. The effectiveness of this novel mathematics approach was measured using pre and post assessments during a summer intervention followed by measures of GPA change when students returned to schools. Both measures showed that a mathematical mindset approach to teaching significantly improves students’ mathematical achievement, and changes students’ beliefs about themselves and their approach to learning. Accompanying analyses of teaching and of teacher interviews give insights into the ways students change, highlighting the need to bring about shifts in students’ mindsets through a changed approach to mathematics teaching and learning.

scholarly journals Approaches to Learning among Deaf Students at the University of Education, Winneba

2016 ◽  
Vol 4 (9) ◽  
Author(s):  
Daniel Fobi ◽  
Dr. Alexander M. Oppong
Keyword(s):  
Study Skills ◽  
Teaching And Learning ◽  
Approaches To Learning ◽  
University Education ◽  
Learning Approaches ◽  
Deaf Students ◽  
Approach To Learning ◽  
Strategic Approach ◽  
The University ◽  
Higher Institutions

This survey explored the learning approaches among deaf students at the University of Education, Winneba (UEW), Ghana. Data were gathered from 31 out of 41 undergraduate deaf students. Participants were randomly sampled from levels 100, 200, 300 and 400. Data were gathered through the Approaches and Study Skills Inventory for Students (ASSIST, 1998). Data were analysed using descriptive statistics. Findings of the study suggest that participants preferred strategic approach to learning followed by the deep and surface approaches to learning in that order. The study recommended that further investigation be done using longitudinal study in various higher institutions in Ghana. Such a study should examine whether the approaches to learning among deaf students change over time as they go through their university education. The study recommended that in the teaching and learning process, lecturers in the Department of Special Education, UEW need to take into consideration the learning approaches (deep, surface, and strategic) employ to study and plan their teaching to meet such students and should teach each student since deaf students at the university.

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