ISFPs learn best by experiencing, doing and memorising, and they are interested in the practical use to which they can put ideas. They collect facts and are good at storing and retrieving information, which can be of enormous benefit in the right circumstances.
New experiences excite ISFPs and as a consequence they tend to plunge in to subjects, learning as they go. Their interest is maintained by variety, sensory stimulation and active participation, and thus they benefit from short presentations, on-the-job training that has immediate applications, and practical, experiential workshops. Demonstrations and practical examples are of more use to ISFPs than theory, discussion or reading.
|are more interested in facts than abstract theories|
|prefer loose, unstructured teaching|
|enjoy personal involvement and participation|
|enjoy multi-sensory teaching (computers, audio, visuals etc.)|
|prefer frequent breaks that allow for physical movement|
|benefit from developing judgement, criticism and objectivity|
|respond to hands-on training, demonstrations and real-world examples|
|engrossed in short 'here and now' activities such as competitive teamwork tasks|
|engaged in a wide range of diverse activities|
|allowed or encouraged to watch/think/check over activities|
|able to stand back from events and listen or observe|
|allowed to think before acting, to assimilate before commenting, e.g. time to prepare, a chance to read in advance a brief giving background data|
|they can reach a decision in their own time without pressure and tight deadlines|
|there is an obvious link between the subject matter and a problem or opportunity on the job|
|shown techniques for doing things with obvious practical advantages e.g. how to save time, how to make a good first impression, how to deal with awkward people|
|they can try out and practise techniques with coaching and feedback|
|given techniques currently applicable to their own jobs|
|given immediate opportunities to implement what they have learned|
|they can concentrate on practical issues, e.g. drawing up action plans with an obvious end product, suggesting short cuts, giving tips|
|the learning is not related to an immediate need they recognise or they cannot see an immediate relevance or practical benefit|
|the organisers of the learning, or the event itself, seem distant from reality, all theory and general principles|
|there is no practice or no clear guidelines on how to do something|
|forced into the limelight, e.g. to act as leader/chairman, or to role-play in front of on-lookers|
However, engaging in learning activities that contain some of the above is often of greater benefit in terms of their overall development, as discussed earlier.
Now you know your learning style, you can choose the type of learning that suits you, or adapt learning material or courses you are attending to incorporate some of the ways you will learn effectively.
| Jaringan Ilmu | Ujian Personaliti | 16 Gaya Pembelajaran |