Learning Styles-Carl Jung/Myers-Briggs Theory Pt. 6

Whoever heeds instruction is on the path to life, but he who rejects reproof leads others astray. Proverbs 10:17

Today I present to you the third type of learning style. This one I can relate to most; it describes me for the most part. I fall into the Understanding style as well, but this one today has more of me than all the rest.

The Self-Expressive style of learning is the Intuitive-Feeling learners and they are curious, insightful, and imaginative. They go beyond the everyday; they “dare to dream” and are committed to their core sense of values. They continually search for new ways to express themselves and don’t necessarily follow convention.

 Self-Expressive learners ask “What would happen if…?” and though you may think they are trying to get you off subject, they truly are wondering these things. Let them express this through their art and writing. They love to explore different ideas and find new solutions to problems. They will help you think “outside the box” so to speak. If there is more than one solution to a problem, let them find it and share it. You may find that their way of thinking can help others comprehend the way to solve a problem that they may not have fully understood during the lesson.

 They like to use their imagination and do things in unique ways. These students are imaginative and have a variety of interests that highly motivate them if they enjoy what they are doing. If it is routine, they tend to move through it quickly to get it done and out-of-the-way so they can get to something they enjoying working on. Don’t be surprised if something is not fully completed by these students. Too much and they have lost interest and moved on to something else before the task is complete. That isn’t a problem if given the opportunity to take a break and then get back to the task-at-hand. If they are caught up in a project that engages them, time will be forgotten and they can spend a great deal of time on it. These students don’t care for schedules when it comes to something they enjoy. Think about your avid readers who get lost in the book and sneak a peek when they should be focusing their attention elsewhere.

 Some of these students seem to live by “the beat of their own drum”, know any of them? They don’t conform to the conventions of everyone else and they enjoy their uniqueness, they are not afraid to be different to some degree. They are sensitive to the beauty and symmetry around them and may comment on the aesthetics of things around them. Ever have a student comment about your shoes or certain décor in the classroom? They take notice of these things and have an interest in them.

 They may seem scattered or as if they are jumping from one thing to the next, but they are multi-taskers at their best. There can, however, be a problem with finishing what they started because the interest has faded and something new or more creative has come along. They may need reminders to finish a project or get back to an assignment at times.

 Remember, these are intuitive types, so they move by their own intuition and tend to trust it too. If they feel that step-by-step procedure isn’t the right course they will follow their own course to find a solution. They may work in an indirect manner and may not be able to explain their solution but they will find it. Their intuition works in many aspects of their lives and they can interpret a situation relatively well to find meaning or answers.

 The Self-Expressive learners are highly adaptable and don’t mind change. They are flexible and like to use many resources and a variety of materials as they work.

 Here is the next list I took from the book So Each May Learn. I mentioned this in the first post on this subject. I highly recommend it as it has great charts, visuals, and ways to integrate all of this into your classroom.

 Intuitive-Feeling or Self-Expressive Learners

Prefers to learn by:

  • Being creative and using his/her imagination
  • Planning and organizing his/her work in his/her own creative ways
  • Working on a number of things at a time
  • Searching for alternative solutions to problems beyond those normally considered
  • Discussing real problems and looking at real solutions

Learns best from:

  • Creative and artistic activities
  • Open-ended discussions of personal and social values
  • Activities that enlighten and enhance – myths, human achievement, dramas, etc.


  • Contemplation
  • Being able to learn through discovery
  • Opportunity to plan and pursue his/her own interests
  • Recognition for personal insight and discoveries


  • Too much attention to detail
  • Facts, memorization, rote learning
  • Tasks with predetermined correct answers
  • Detailed and demanding routines

There is one style left to cover in this series.




Learning Styles-Carl Jung/Myers-Briggs Theory Pt. 5

An intelligent heart acquires knowledge, and the ear of the wise seeks knowledge. Proverbs 18:15 ESV

It has been sometime since I have posted and I apologize. I will be finishing up this series within these next few weeks. Here is the next style of learning for you.

The Understanding Style of learning is the Intuitive-Thinking types and they are theoretical, intellectual and knowledge oriented learners. They like to be challenged and think things through. These are the ones who will work through a puzzle; they like the complexity of problems and are inquisitive about concepts. They break problems down into their independent parts looking for logical connections as they reason things out.

 They are well-organized with their planning, time and ideas. These are the students who will make lists, story outlines and the like. They like to have all of the necessary resources out and ready before they get to work. They look for significance, applicability, and meaning; they often ask the question “Why?” as they process information. Understanding learners will use a lot of detail to express their ideas. These are the students that give you great detail and reasoning in their writing. It needs to make perfect sense to them and they want that conveyed to the reader as well.

 The written word is practically their best friend! They love to read, learn, and collect data of all kinds to support their ideas. They enjoy playing “devil’s advocate” and take an opposing view just to bring about debate or to make a point. They are in search of objective truth more than fact. They look for logic and support in these truths.

 They can get lost in time if something is of high interest to them. Understanding learners don’t like to be pressed for time and have a great deal of patience and persistence when completing tasks that they enjoy.

Here is another great list I took from the book So Each May Learn. I mentioned this in the first post on this subject. I highly recommend it as it has great charts, visuals, and ways to integrate all of this into your classroom.

Intuitive-Thinking or Understanding Learners

Prefers to learn by:

  • Studying about ideas and how things are related
  • Planning and carrying out a project of his/her own making and interest
  • Arguing or debating a point based on logical analysis
  • Problem solving that requires collecting, organizing, and evaluating data

Learns best from:

  • Lectures
  • Reading
  • Logical discussions and debates
  • Projects of personal interest


  • Time to plan and organize his/her work
  • Working independently or with other Intuitive-Thinking types
  • Working with ideas and things that challenge him/her to think, to explore, to master


  • Routine and rote assignments
  • Memorization
  • Concern for details
  • Rigid rules and predetermined procedures

Blessings to you,



Simplify and Share with a Snowman Narrative Activity

Romans 15:13 May the God of hope fill you with all joy and peace in believing, so that by the power of the Holy Spirit you may abound in hope.

I know I have to finish blogging about Carl Jung’s learning styles, but I thought I would pause with a teaching idea before the holiday break. I will finish the other within the next several weeks.

I follow Becky at http://www.cleanmama.net; she is currently blogging about her new series Simplify the Season. She has great ideas and it gave me inspiration to share one of my “simplify” moments. It has been my goal over the last few years to live smaller and simpler; so I have been reducing the “stuff” collected over our twenty-eight year marriage.


In one of my recent teaching years I reduced the number of my snowman collection! I decided to do a “musical chairs-grab bag” gift for my students; I chose 26 of my snowmen and put them in paper bags, while the kids were at lunch I placed one bag on each desk. Upon their return, I explained that there was a snowman gift for each one of them from my collection; I also add a little story about them as snowmen are my favorite and I always look for unique ones. I let them know they were getting a part of my unique collection.


I asked them to stand at any desk they wanted and if they chose a bag right away they needed to move away from the desks as we circled them with music. Some chose a bag immediately and others played the game. When the music stopped they could pick the bag in front of them or continue playing. Each round became smaller as they circled the room. Once all the bags were selected, they opened them together to reveal a snowman.


At this point, I added one more element; I told them that they could do a two-minute exchange if they so chose. I turned on the music once again to give them time to view the chosen snowmen. Once the music stopped they could return to their desk or exchange. Only one exchange happened as one was ceramic and the other plush and those two students wanted opposite of what they had picked.

The snowman gift was done on the day before our Christmas break. I believe when I do this activity again, I will have them write a narrative in January about the journey of their snowman. Now to write the objectives and rubric…..!

Merry Christmas!

Blessings to you and yours,


Learning Styles-Carl Jung/Myers-Briggs Theory Pt. 2

Trust in the Lord with all your heart and lean not on your own understanding; in all your ways acknowledge him, and he will make your paths straight.  Proverbs 3:5-6

Continuing from the last post on Carl Jung’s Theory of Learning Styles; let’s continue with the Judgment Functions. The two judgment functions are thinking and feeling and they help one put to use the perception functions, sensing and intuition.

Thinkers are objective, use logic and reason to analyze decision making. They are rational and use order and organization in situations when making a decision. They are uncomfortable in emotional situations. Everything can be treated rationally and they don’t need the approval from others when making decisions.

As suspected; feelers are subjective, allowing personal perspectives to develop. Decisions are based on values and personal beliefs, likes, and dislikes. They look for human connections that make life rich and meaningful. They make decisions with their hearts, they like to bounce ideas off of others and give purpose to decision making. Everything is personal and they look for approval from their peers.

This post was a bit shorter, but check out the site below for thinking and feeling to see where you fall in the spectrum.

Self-assessment (judgment)

What is your preference when it comes to thinking and feeling? When you make a decision, do you rely more on logic and objectivity (thinking) or do you go on how the situation feels to you (feeling)? Are you somewhere in-between or do you fall closer to one side than the other? Thinking_________________Feeling

If you need more questions to help you figure out where you are in the judgment preferences try this site

In the next few posts I will put them together to explain the four learning styles and how to put them to use in the classroom.

As a side note, I have come to discover over my first year of blogging, as much as I enjoy the research and sharing, I am not going to put pressure on myself to stay on a schedule just to get a post out. I want the post to have meaning and purpose; being well thought-out and written, would we expect any less from our students?

Blessings to you,


Learning Styles-Carl Jung/Myers-Briggs Theory Pt. 1

Proverbs 1:8-9 ESV

Hear, my son, your father’s instruction, and forsake not your mother’s teaching, for they are a graceful garland for your head and pendants for your neck.

So back again with teaching and learning, styles and strategies; this section will focus on the theory based on Carl Jung’s model. This model is a teaching/learning style. It is important to know a student’s style of learning so you can help guide them in the direction of reaching the objective goals. Meyers-Brigg developed the application of Jung’s model. It uses our personalities to help find our learning styles. It works in a way that shows our preferences and repeated behaviors; it’s who we are as much as how we learn. Harvey Silver and Richard Strong along with other highly respected researchers work to successfully apply it to education. They focused on the process of learning; with the focus on the “how” rather than the “what” of learning styles.

As a side note: There is no right or wrong strategy; it is a matter of matching the correct one with the learner to create a climate most conducive to learning the objectives. To clarify a bit more, a strategy is a tool used to learn/teach an objective; where a style is the manner or behavior in which the objective is learned/taught. I can teach many strategies on how to solve a math problem, but my style will remain relatively the same, when speaking of the Jung theory. However, the strategies I offer accommodate the styles that my students may possess, different from my own, which allow me to facilitate my students in reaching the objective goals.

The four functions provide a framework for analyzing and categorizing teaching and learning behaviors. This categorization places a learner’s dominant behaviors in one or four distinct groupings. The groups include sensing, feeling, thinking, and intuition. Sensing and intuition are two ways of perceiving the world through the senses or intuition and thinking and feeling are ways of judging one’s perceptions.

“The sensing orientation (function) focuses on things as they appear. Sensors assume that what their senses tell them is what exists.”1It operates in the present and deals with shapes, color, texture and the arrangement of objects. Sensors use the five senses to gather information. They have a realistic outlook on life and work toward definite goals. When things are unclear or details are complicated they become frustrated.

“The intuitive orientation (function) focuses on the inner meaning and relationships of what is occurring.”1 It operates in the near and distant future and deals in seeing possibilities and interpreting what might be. Intuitors use inspiration and insight to find meaning behind facts and details. They like flexibility and freedom to explore possibilities and ideas. The trust their insights and are inspired by new opportunities.

Next blog post will cover the judgment of perceptions, thinking and feeling. Until then, try this self-assessment for perception on the spectrum on sensing/intuition from So Each May Learn Integrating Learning Styles and Multiple Intelligences by Harvey Silver, Richard Strong, and Matthew Perini. so each may learn

Take a moment to reflect on your own perception preferences. Are you more focused on the facts and details of sensing or the big picture and patterns of intuition? Are you somewhere in-between or do you fall closer to one side than the other? Sensing_________________Intuition

If you need more questions to help you figure out where you are in the perception preferences try this site

This is a great site to check out for charts between sensors and intuitors.

Sensing Intuition


1(Teaching Styles and Strategies by Silver, Hanson, Strong, Schwartz 1996).

Easy Organization for Crayons and Other Supplies

“Whatever you do, do your work heartily, as for the Lord rather than for men” (Colossians 3:23)

I was noticing all of the sites out there about organizing; it seems as though it is the thing to do these days. I am one of those people who are naturally organized. It is a gift and a curse! However, with spring around the corner, why not share an easy organizer for crayons, markers, glue sticks, and the like.IMG_0010

I decided to make an organizer for all of the crayons we have collected.

This concept can be used with just about anything.

In my classroom I collect all the pencils, paper, and glue sticks from my students at the beginning of the year so there is less clutter in their desks. We have a community area where students can go and get what they need when they need it.


I cut toilet paper tubes in half. If you were to use this for markers or colored pencils leave them whole and maybe use a deeper container.

IMG_0009I did a trial run on how it would fit in the drawer. (the drawer came from a broken cabinet and the crayons were just a messy pile in the drawer. Use what you have; a shoebox, basket, or bin will work just as well.


Glue the tubes together so they don’t flop all over the container. I held mine together with some rubber bands around 4 at a time as I glued.


Now sort and add the crayons, or whatever you are organizing. You can even use the rainbow colors to order them if you choose…remember ROY G BIV?

I chose my own color combo according to the space and amount of tubes I had in the box.

IMG_0014Allow the kids to get five crayons at a time, this way they will easily go back to the right spot before they choose to take their next five.

Use your kids to help in the process and they will take ownership of the organized space!

This can also be a great lesson in sorting.

Trying it this time of year will give you a good test of where you want community space in the classroom and how to best use it. This may not work in every classroom, but it is worth a trial period. You may also want to try this if you have tables instead of desks in your classroom; this way there is a table community of supplies instead of the whole classroom.

Let me know what you organized and how this method works for you!
Blessing to you,

Multiple Intelligences and Learning Styles Pt.5

Let the wise hear and increase in learning, and the one who understands obtain guidance, Proverbs 1:5 ESV

Multiple Intelligences tap into interests of students. It is the realm of which they think and can best display their learning.

Many teachers try to incorporate M.I. into every lesson and that can be an exhausting task. May I suggest starting slowly with a few lessons at a time that you find easier to bring in M.I. options? The more you practice these types of lessons, the easier it will be to offer options in other areas of learning.

By allowing students to work within their Learning Styles and offering M.I. options with some lessons those particular tasks are going to let the student show their best work. Soon you will find yourself wanting to incorporate M.I. into many lessons throughout the year. There are web-sites that show some menus of lessons that you can offer to students. I did get a bit side tracked in my list because there are so many great sites and resources for teachers within these sites. Enjoy!

  • This site has a nice menu. You need to subscribe to Scribd in order to print or download it, but you can take a look at what she did for some ideas if you would rather not subscribe. She also has freebies and is part of a community of blogging teachers that share many of their ideas and lessons. (You can see them on her freebies page).
  • What a great site to hear and see what other teachers are doing in their classrooms. If you want inspiration, follow this site. There is a treasure trove found here. I also follow them on pinterest so I can pick and choose some of the things that interest me most. You can also follow teachers teaching the same grade level as you. (This is my side track site)     But here is a link to some differentiation menus
  •  This is from the ASCD (Association for Supervision and Curriculum Development)   and it has an excellent article that explains parts of a lesson for using M.I. It also offers some ideas for using an M.I. menu. It is an older article but still has relevance today. There is plenty more if you click on the menu tabs including some interesting professional development course. You can also subscribe to their many podcast and webcast through iTunes.
  • This lists so many resources for educators. It is from the University of Georgia. It includes links to learning theories and Bloom’s Taxonomy (new version with links), M.I. and Learning Styles, PBL and other learning strategies, teaching tools and direct teaching strategies. Many of them are articles with good information and many include charts that are printable. This page should be a definite bookmark on your computer.
  • These are actual lessons share by the teachers who created them. There are many subjects and grade levels to search through. You can sign up for a free 10day trial and then it is about $60/yr to get access to all of the lessons plans and worksheets. You can even add your lesson to this list.
  •  Here you will find a great graphic organizer for creating a lesson plan using the multiple intelligences.
I hope you find these helpful. I am taking a bit of an education break and am going to post some fun crafty kinds of things in the next few posts!
Blessings to you,

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