Running head: LEARNING STYLES INVENTORY
Learning Styles Inventory
Julia Park
Western Kentucky University
July 14, 2012
Dr. Jim Berger
ADED 611
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LEARNING STYLES INVENTORY
As we teach, we learn and we learn in order to teach. A simple statement to describe what
can become a complicated process especially since there are different approaches to teaching and
methods of learning. Malcomb Knowles using a whole-part-whole learning model defines learning
as an act or process and education is the activity while Smith identifies learning as the “acquisition
of knowledge already known” (Knowles, 1990, p. 11). Different individuals have attempted to
identify specific learning styles. For example, Gardner believes that we gather information through
three different approaches: visual, auditory, and kinesthetic but not equally (2012). The ability to
process the information is through the use of eight, perhaps nine, multiple intelligences which
include visual/spatial, verbal/linguistic, logical/mathematical, bodily/kinesthetic,
musical/rhythmic, interpersonal, intrapersonal, naturalistic and possibly existential (Merriam,
Caffarella & Baumgartner, 2007). Do we teach the same way that we learn?
According to Grow, “teaching style should be governed not by subject matter but by the
balance between teacher directiveness and student control, usually set by the student’s ability to
participate as a self-directed, self-motivated, responsible learner” (1991, p. 136). Consider how
difficult it might be to share or gain knowledge if one’s learning is in opposition to another’s
teaching method. For instance, Interpersonal and Intrapersonal learning styles are easily
recognizable as opposites. Individuals who have an Interpersonal learning style learn best by
working in groups along with sharing and comparing information while individuals with an
Intrapersonal learning style do much better when working alone using self-paced instructions
(“LDRC,” 2012). Regardless of whether or not you know the learning styles of your students,
your first step as the instructor should be to identify your personality and learning style. There are
many free tests one can take including the Myers-Briggs Temperament Indicator (MBTI)
personality test and the Learning Disabilities Resource Community multiple intelligence inventory
which identifies what percentage of eight identified learning styles you use (“Myers & Briggs
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LEARNING STYLES INVENTORY
Foundation”, 2003; "Learning disabilities resource," 2002). I have taken both of these and found
some interesting facts about myself.
I AM…
The MBTI temperament assessment tool combines the four aspects of our personality into
16 different preferences to provide information on how we interact with the world, what
information we notice or how we gather data, how we prefer to make decisions or come to
conclusions and whether we prefer to live structured or spontaneous (Tieger & Barron, 2007). For
years, I have been identified as an ENFJ (Keirsey & Bates, 1984). This year my paper test still
typed me as an ENFJ, but my N and S are numerically close, which could explain why the online
MBTI showed my type as an ESFJ (see Appendix A). This change is in alignment with the theory
that as we age, especially after mid-life, our other preferences begin to emerge (Tieger & Barron,
2007). According to my original assessment, as an Extravert, I gain energy by interacting with
people, while my Intuitive Feeling aspect gives me the ability to empathize with people and place
myself in their shoes and my Judging feature allows me to feel comfortable about closure. Our
personality is innate and so possibly is multiple intelligence.
According to the Learning Disabilities Resource Center, my top two styles are Naturalistic
and Visual (see Appendix A). I have always loved nature and learn so much better using “picture”
books whereas line after line of text numbs my mind. I had no idea that one of my strengths was
as a visual learner and it was quite eye opening – no pun intended. According to another multiple
intelligence website as a Naturalistic Learner, I should like “star-gazing, collecting bugs or rocks,
gardening…going on trips to learn about the animals and the environment…keep or like pets, and
dislike pollution and people that litter. Perhaps you’re even a vegetarian” (Gardner). Although it
sounds a bit like a single’s add, the only thing that was not true was the vegetarian part. By
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identifying my learning style, not only will this assist as I learn new information, but also as I
provide instruction to someone else.
MY FRIEND IS…
I enlisted the aid of several family members in order to find someone who was my
opposite in temperament and learning style. What started out as a simple task became decidedly
difficult since two of my family members matched my MBTI assessment, all three of us scored
similarly on the LDRC website and the fourth family member declined to participate (Appendices
A and B). In light of this situation, I chose to evaluate my daughter, Miranda, since her and I have
different MBTI evaluations. As an INFP, the Introvert character gives the appearance of being shy
because she prefers to focus on her inner world instead of interacting with people. Like me, her
information gathering and decision making Intuitive Feeling aspect gives her the ability to identify
with people and see life from their viewpoint. However, because of her Perceiving feature, she is
not comfortable with closure but instead prefers to remain spontaneous and flexible becoming
involved in the process instead of the solution (Keirsey & Bates, 1984). After identifying her
personality, I assessed her multiple intelligence results.
Miranda’s highest score was music closely followed by the kinesthetic learning style
(Appendix A). From middle school through her first year in college, she has played the flute in
parent/teacher evening programs, concert band performances, state competitions and marching
band contests. “These musically inclined learners think in sounds, rhythms and patterns” ("Ld
pride/ ld," 2010). This might explain why the Phantom of the Opera is not only her favorite
movie, but also contains greatly loved musical scores. Additionally she has always enjoyed
sculpting more than painting which directly correlates to her kinesthetic learning style.
Consequently this statement, “You like 'getting your hands dirty,' or making models” (“Learning
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styles online”, (2012) fits her perfectly. Her third highest score was Intrapersonal in which she
learns best by working alone and this links back to the Introverted aspect of her MBTI.
POTATO – POTAHTO
Gardner suggests that we operate within a framework in which we all “have unique
personalities and differences” and “we also have different patterns of intelligence” (Merriam,
Caffarella & Baumgartner, 2007, p. 375). Although our learning styles are not that different, our
temperaments seem to have more of an impact. Our interaction with the world and decisionmaking preferences are in opposition. I prefer to talk through the instructions while she favors
reading and digesting the information. Also since her inclination is to remain open-ended and
mine is to come to a conclusion, we again find ourselves at odds. “The real pedagogical problem is
not how to change temperament, but how to utilize one’s own temperament in establishing and
maintaining a facilitative relationship with the differing temperaments of students” (Tieger &
Barron, 2007, p. 157). Learning comes easiest when a preferred pathway is used.
Since I know Music is one of her learning strengths, I can use sound to reinforce subject
matter. For example, if I was trying to teach her about individuals involved in developing the
Myers-Briggs Temperament Indicator (MBTI) instrument, I might use musical references.



Carl Jung was an “instrumental player” in beginning type identification
Katherine Briggs began a system which “measured” people’s approaches to life
In a “concerted” effort, Isabel Myers-Briggs studied temperaments with her mom
Additionally, I might suggest she create mnemonics, acrostics or set facts to a jingle in order to
remember information (“Learning styles online”, 2012). A case in point, some facts to remember
about the “key players and key notes” in personality typing and the MBTI –




M
B
T
I
(Isabel Myers)
(Katherine Briggs)
(Temperament is personality not temper)
(Intelligence is not determined by the Indicator)
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Teaching to one student in which you know their learning styles does not compare to instructing a
classroom full of students with unidentified learning styles. Although our primary learning styles
are different, we still possess all eight multiple intelligences. By incorporating a diverse range of
learning methods, one ought to be able to create a plan that addresses the needs of everyone.
TEACHING TO ALL
A varied lesson plan should contain in-depth reading assignments, video presentations, and
some real experience scenarios. Consider how discussions, conversations and debates involve the
Linguistic and the Interpersonal learner through comparing, cooperating and interviewing. Logical
and Linguistic learners ask lots of questions so by using a white board the Kinesthetic learners
may volunteer to write on the board which will engage Visual/Spatial learners. Updating simple
flash cards to show maps and engage students in an identify-that-location game appeals to
Kinesthetic learners who are also related to Naturalistic learners. Movies or film clips with their
soundtrack should help Musical or Aural /Auditory Learners remember key points. Your
Intrapersonal or solitary learner learns best by working alone, but by creating a connection
between the material and the learning styles, you will link all of the learners to your subject matter
(“Learning styles online”, 2012). This framework would allow students with different learning
styles to excel in at least one assignment.
By linking words with activities, the brain is able to remember facts and figures.
Sometimes connecting to the past provides insight on additional teaching styles. Great adult
teachers such as Confucius, Lao Tzu, the Hebrew prophets, Aristotle, and Plato taught adults using
discussion and comparison (Knowles, 1990). Whether you want to call it a parable or analogy,
these stories with morals have applications that are timeless. Learning is a process which should
involve the whole person in order for them to change. It is a progression in which both knowledge
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and experience are gained. In addition to learning styles, aspects of our personality also come into
play.
Take into account the way we interact with people. “When students and teachers disagree,
type knowledge can help both to recognize the validity of the other person’s preference…Instead
of labeling the student as ‘misbehaving’ or the teacher as ‘unreasonable,’ differences are
understood and respected” (“Myers & Briggs”, 2003). Extraverts have a tendency to speak out
loud in order to hear and understand while Introverts listen before they verbalize. As a teacher,
you need to be aware that a talkative student may try to dominate the conversation and not be
aware that this could be seen as rude. On the other hand a very quiet student may not be avoiding
interaction, but carefully mulling over their words before speaking. If you have a large class full of
“E” type students, your “I” type students may feel left behind. However, teaching a smaller
classroom or even working with one individual does not make it easier.
IN CONCLUSION
I taught Sunday school classes of different sizes to children of various ages for
approximately 10 years. Everyone knew my classroom because one wall from floor to ceiling was
covered entirely in pictures. While this worked when explaining creation to children and even a
few adults, I now understand that I was teaching to my learning style strength as a Visual Learner.
On a positive note I did try to stay in tune to my students. I have worked many hours planning a
lesson plan only to see it fail in application and decide to change everything on the spur of the
moment based upon seeing one student struggle. This is in agreement with Tieger and Barron who
propose that each temperament has different teaching styles and Intuitive Feeling (NF) type
teachers have no problem with changing their lesson plan to meet the needs of their students
(2007). Education is a fight against ignorance and knowing oneself is half the battle.
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Instruction is complicated because human beings are complex. We are a combination of
our temperament, learning style, culture, and age amongst other factors. Carl Rogers includes five
elements of humanistic psychology as part of learning which encompass personal feelings, a sense
of discovery, forming attitudes, illuminating ignorance, and learning as a whole experience
(Knowles, 1990). By providing information through different mediums such as written guidelines
and video presentations along with assigning various forms of coursework ranging from research
papers to interviews, each student should have the opportunity to excel in one area. Additionally,
allowing development of their knowledge base. This in turn will allow them to progress from
constructing answers using simple memorization and regurgitation to providing in-depth, thoughtprovoking responses. This wider foundation for continued learning not only benefits the student,
but also the teacher because as we educate our students, we are in turn educated.
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References
Gardner, H. (n.d.). Naturalistic intelligence. Retrieved July 1, 2012, from
http://www.multipleintelligencetheory.co.uk/TmF0dXJhbGlzdGlj.aspx.
Grow, G. O. (1991). Teaching learners to be self-directed. Adult Education Quarterly,
41(3), p. 136.
Keirsey, D., & Bates, M. (1984). Please understand me: Character & temperament types.
(5th ed). (CH I., V. and pp.167-178). Del Mar: Prometheus Nemesis Book Company.
Knowles, M. S. (1990). The adult learner: A neglected species. CH 4., Houston: Gulf
Publishing Company.
Ld pride/ ld online. (2010). Retrieved on July 14, 2012 from http://www.ldpride.net/ and
http://www.ldonline.org/
Learning disabilities resource community. (2002). Retrieved July 14, 2012, from
http://www.ldrc.ca/
LDRC. (2012). Eight styles of learning. Retrieved June 28, 2012, from
http://www.ldrc.ca/projects/miinventory/miinventory.php?eightstyles=1.
Learning styles online. (2012). Retrieved June 28, 2012, from http://www.learning-stylesonline.com/.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood, a
comprehensive guide. (3rd ed., pp. 374-375). San Francisco, CA: Jossey-Bass.
Myers & Briggs Foundation. (2003). Type use for everyday life. Retrieved July 1, 2012,
from http://www.myersbriggs.org/.
Myers & Briggs Foundation. (2003). Jung Typology Test. Retrieved June 22, 2012 from
http://www.myersbriggs.org/, http://www.humanmetrics.com/cgi-win/jtypes2.asp.
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Tieger, P., & Barron, B. (2007). Do what you are: Discover the perfect career for you
through the secrets of personality type. (3rd ed., pp. 3-51, 87 & 155-165). New York: Little,
Brown and Company.
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Appendix A – Online Test Scores/Evaluations
SARAH
Your Type - ENFJ
Extraverted 1%; Intuitive 50%; Feeling 12%; Judging 44%
You are:
slightly expressed extravert
moderately expressed intuitive personality
slightly expressed feeling personality
moderately expressed judging personality
ID number for user is 880500.
Linguistic
33
Mathematics
47
Visual/Spatial
39
Body/Kinesthetic
37
Naturalistic
46
Music
37
Interpersonal
41
Intrapersonal
38
NEAL
Your Type - ENFJ
Extraverted 11%; Intuitive 25%; Feeling 50%; Judging 1%
You are:
slightly expressed extravert
moderately expressed intuitive personality
moderately expressed feeling personality
slightly expressed judging personality
ID number for user is 889740:
Linguistic
31
Mathematics
34
Visual/Spatial
34
Body/Kinesthetic
36
Naturalistic
38
Music
37
Interpersonal
33
Intrapersonal
33
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Appendix A – Online Test Scores/Evaluations Continued
MIRANDA
Your Type – INFP
Introvert 22%; iNtuitive 25%; Feeling 75%; Perceiving 11%
You are:
You have slight preference of Introversion over Extraversion (22%)
You have moderate preference of Intuition over Sensing (25%)
You have distinctive preference of Feeling over Thinking (75%)
You have slight preference of Perceiving over Judging (11%)
ID number for user is 889574.
Linguistic
30
Mathematics
21
Visual/Spatial
34
Body/Kinesthetic
37
Naturalistic
34
Music
41
Interpersonal
35
Intrapersonal
36
JULIA
Your Type - ESFJ
Extravert 78%; Sensing 75%; Feeling 88%; Judging 56%
You are:
You have strong preference of Extraversion over Introversion (78%)
You have distinctive preference of Sensing over Intuition (75%)
You have strong preference of Feeling over Thinking (88%)
You have moderate preference of Judging over Perceiving (56%)
ID number for user is 877408.
Linguistic
31
Mathematics
22
Visual/Spatial
36
Body/Kinesthetic
30
Naturalistic
Music
Interpersonal
Intrapersonal
37
23
32
30
[p-‘;;;;;re\
]yt I used to test as an ENFJ according to Keirsey, but MBTI lists me as ESFJ. I took the Keirsey paper test again and scored as an
ENFJ, but my N and S were only 4 points different. I can see where I am rounding out on some.
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Appendix B – Online Test Scores/Evaluations Comparison
Using a 5-point separation scale, I determined if I could teach the other individual based upon our
learning style.
M ///=3, S //////=6 and N ///=3
Of the three individuals, Sarah and I have the most opposite styles of learning
Body/Kinesthetic
Interpersonal
Intrapersonal
Linguistic
Mathematics
Music*
Naturalistic
Visual/Spatial
Julia
30
32
30
31
22
23
37
36
MJP
37
35
36
30
21
41
34
34
SAP
37
41
38
33
47
37
46
39
NAP
36
33
33
31
31
37
38
34
J/MSN
JMN/S
JN/MS
JMSN
JM/SN
J/MSN
JMN/S
JMSN
Table 2. Learning Style Comparisons
No problem teaching everyone
Problem teaching everyone
Problem teaching some of them
*Note: both MJP and SAP played flute – MJP for 8 years (received college music scholarship) and SAP for 5 (junior high and high
school). Neal played the trombone for 4 years (junior high and high school). I play piano, but my level for music is lower than
everyone else.
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