ERIC ED382320: People Types & Tiger Stripes. Third Edition.

258 Pages·1993·3.8 MB·English

by  ERIC

DOCUMENT RESUME
PS 023 056
ED 382 320
AUTHOR
Lawrence, Gordon D.
People Types & Tiger Stripes. Third Edition.
TITLE
Center for Applications of Psychological Type, Inc.,
INSTITUTION
Gainesville, FL.
REPORT NO
ISBN-0-935652-16-7
PUB DATE
93
NOTE
258p.
Center for Applications of Psychological Type, Inc.,
AVAILABLE FROM
2815 N.W. 13th Street, Suite 401, Gainesville, FL
32609 ($8.95; 20% discount on quantity orders).
PUB TYPE
Descriptive (141)
Reports
MF01/PC11 Plus Postage.
EDRS PRICE
*Behavior Patterns; *Cognitive Style; Elementary
DESCRIPTORS
Secondary Education; Extraversion Introversion;
*Learning Processes; Learning Strategies;
*Motivation; Personality; Personality Assessment;
*Personality Traits; Teaching Styles
Jung (Carl G); Management Skills; Management Styles;
IDENTIFIERS
*Myers Briggs Type Indicator
ABSTRACT
This book presents one method for identifying
mind-sets, learning styles, and motivation patterns, and using the
patterns in planning instruction and other helping processes, with
the objective of helping people find and use their strengths to
ameliorate weaknesses. The approach presented is based on Carl Jung's
ideas about psychological types, as made practical through the work
of Isabel Briggs Myers. The book includes readings and instructions
for activities that explain the theory and offer guidance in making
It can be used for group or individual study by
applications of it.
teachers and other helping professionals, parents, and bosses. The
1 has seven chapters on basic
book is divided into two parts. Part
applications of type concepts, including the beginning theory needed
for guiding sound uses of type. Part 2 has five chapters, one on the
deeper aspects of type theory, and four on advanced applications. The
(2) "Type.
(1) "People Types and Tiger Stripes";
twelve chapters are:
(3) "Using Type Concepts in Planning
Motivation, and Learning Style";
(51 "Type is a
(4) "Type and Teaching Styles";
Instruction";
"Type and
Four-Letter Word: Uses and Abuses of the MBTI";
(6)
"The
(7) "Taking Type into Account in Education";
Stereotype";
(8)
(9) "Type and Curriculum Reform";
Dynamics of the Types";
(10)
(11) "Kinds of Mind"; and
"Developmental Needs and Type Concepts";
(12) "Introducing Type into an Organization." An appendix contains
"Introduction to Type" by Isabel Briggs Myers.
(TJQ)
Reproductions supplied by EDRS are the best that can be made
from the original document.
S DEPARTMENT OF EDUCATION
Office of Eclus-ationai Research and InsprOvOnien1
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
)(This document has
been reproduced as
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originating it
O Minor changes have been made to
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N
Points of view or opinions staled i i this
N
document do not necessarily represent
PERMISSION TO REPRODUCE THIS
official OERI position or policy
MATERIAL HAS BEEN GRANTED BY
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TO THE EDUCATIONAL RESOURCES
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People
i:Tiger Stripes
By Gordon Lawrence
Comments by Dan R. Bruffey
Gordon Lawrence's Book, People Types and Tiger Stripes, Third Edition
brings even more practical application to the theory of teaching and learning
styles than did his second edition. To those of us who work regularly with
instruction of students, it adds to our tool box of :Jractical ideas. As a practi-
tioner of teaching and learning style, I was excited when Otto Kroeger, in his
1985 certification course, shared with me the second edition of the book. As
a teacher in the 1960s, I had already been exposed to the theory of teaming
styles by most of the well known theorist, but had found little help in how
to
put it to practice. Most of what I was able to accomplish in the classroom was
by trial and error. I found most educators giving up and returning
to old
ways. After reading People Types and Tiger Stripes, I knew I had found some-
thing that supported my successful experiences as well as giving
me new
ideas to try.
As a consultant who provides training to educators on various topka.;.,
including "Teaching and Learning Styles
Putting It Into Practice,"LIOUnd
that educators wanted help in making it work for them. People Ty elan
Tiger Stripes gave me something to share with them that could serve:lig
a
resource to my training. My experience has shown me that it takes time tO
implement learning styles, that it works best when done in small bites and
where the organization is structured in a way to encourage continuous
net-
working by staff on teaching and learning styles experiences that work and
do not work.
The third r'dition has a number of new chapters including looking
at type
and stereotype, ways to introduce type into organizations, ethics in using
type, and type a... urriculum reform. My favorite new chapter is type and
curriculum reform. 1 first heard Gordon Lawrence talk about this
new chapter
at an APT Southeast Regional Conference. I left there thinking how much he
was right on target v.,ith curriculum and what importance type has to do with
its development. His chapter on it, adds more to helping
us see the value of
type in curriculum development as well as some practical ways to consider it.
Dan R. Bruffey is a Staff Development Consultant with the NC Department
of Public Instruction. He provides training to educators in a numbe, of
areas
including teaching and learning styles. His teaching experience includes ele-
mentary, secondary, higher education and adult.
eopl
ypeS
sger
Stripes
THIRD EDITION
BY GORDON LAWRENCE
CENTER FOR APPLICATIONS OF
PSYCHOLOGICAL TYPE, INC.
cl
Applications of Psychological Type, Inc.
Published by
Center for
Gainesville, Florida
Copyright e 1979,1982, 1993 by Gordon D. Lawrence
Introduction to Type- by Isabel Briggs Myers is Included in this volume by
1962, 1970, 1976 by
permission of Consulting Psychologists Press. Copyright
Isabel Briggs Myers. Copyright 1980, Consulting Psychologists Press, Inc.
this book, except as specifically noted
of
part
No
Ad rights reserved.
below, may be reproduced in any form or by any electronic or mechani-
cal means Including information storage and retrieval systems without
permission in writing from the publisher (CAPT). Exceptions: A reviewer
may quote brief passages in a review.
Printed in the United Stated of America.
Designed and produced by Special Publications Inc.,
P.O. Box 4649, Ocala, Florida 34478
Library of Congress Cataloging in Publication Data
82-1243
Lawrence, Gordon. 1930-
People types and tiger stripes
AACR2
2. Individualized instruction
1. Teaching
3. Study Method of. I. Title
LB 1025.2.L38 1982 371.1'02
Library of Congress Catalog Number 93-072233
ISBN 0-935652-16-7
ACKNOWLEDGEMENTS
Of the many people who contributed ideas for the
book and critiques of it, foremost is my wife Carolyn.
She is my partner in many ways, and I am deeply grate-
ful to her. I-ler influence is in every chapter.
I appreciate very much the depth of knowledge, edi-
torial skills, practicality, and many helpful suggestions of
those who read the manuscript: Nancy Barger, Sue
Clancy, Pat Guild, Linda Kirby, Ray Moody, Elizabeth
Murphy, Judy Provost, and Naomi Quenk. For their per-
sonal support, advice, and work on bringing the book
into being, my thanks to Mary McCaulley, Jerry Macdaid,
and David Parrett.
So much of what I have written in the book reflects
the seminal work of Isabel Myers and Mary McCaulley;
privileged to extend
my work builds on theirs, and I feel
what they have accomplished.
tit
CONTENTS
ix
Introduction
BASIC APPLICA nays
PART I
CHAPTER I: PEOPLE TYPES AND TIGER STRIPES
Patterns of Mental Habits
2
Exercise: Thinking About Mental Habits
4
Types Come From Patterns
5
Why Types and Patterns are Important
5
The Myers-Briggs Type Indicator
7
Jung's Theory of Psychological Types
7
The Mental Processes
10
The Third Dimension: Extraversion and Introversion.. ......
11
The Fourth Dimension: Judging and Perceiving
12
The Sixteen Types
15
Dynamics of Type and the Learning Process..
16
Questions Often Asked About Type
22
Talk About Type Concepts
23
.......
Exercise for Discussing Type Concepts
24
Check Your Knowledge of Type Concepts ..
28
Type Concepts Test
30
Answers to the Type Concepts Test
CHAPTER 2: TYPE, MOTIVATION, AND LEARNING STYLE
33
Introduction: The Process of Studying Type Theory
35
Type as a Way of Classifying Behavior
37
Type and Motivation
39
Type and Learning Style
40
Summary of Research on Type and Learning Style
43
Summaries of the Learning Preferences
INSTRUCTION
CHAPTER 3: USING TYPE CONCEPTS IN PLANNING
The Sixteen Types are not Equally Represented
48
School Instruction Fits Some Types Better Than Others.
Planning Instruction to Honor the Rights of Every Type ...
53
54
..
Exercise Four Work Settings
57
Tips for Using Type in Planning
.
V
COATE:WS
Plan a Unit of Instruction Using Type Concepts
63
Examples of Class Projects Successful With Ml Types of Students
65
Using Type in Classroom-bound Instruction
70
CHAPTER 4: TYPE AND TEACHING STYLES
What Research Reveals About Type and Teaching Preferences..
71
Teachers' Choices of levels and Subjects
72
The Teacher in the Classroom
74
Exercise: Examining and Adjusting Teaching Styles
79
Type and The Teaching Team
RI
Type and Human Relations by Isabel Briggs Myers
. 84
CHAPTER 5: TYPE IS A FOUR-LETTER
WORD:
USES AND ABUSES OF THE MEIT
Misuse Arising from MBTI's Appearance
Confusion About Scales and Scores
.................
8
897
Wrong Uses of the MPTI
92
Reliability, Validity, and Practical Effectiveness
93
The User Affects Reliability and Validity
94
The Ethics of Using the NIBTI
95
.
AND STEREOTYPE
CHAPTER 6: TYPE
Why Do We Stereotype?
......
97
Type and Stereotype
98
.....
Persona, Shadow, and Stereotype.
101
An Activity for Identifying Stereotypes
102
What We Can Do.
104
CHAPTER Z. TAKING TYPE IWO ACCOUNT IN
EDUCATION
by Isabel Briggs Myers
105
.
PART 2 -- ADVANCED APPLICATIONS
CHAPTER 8: THE DYNAMICS OF THE TYPES
A Type is More Than Four Preferences
.111
Type Theory is About Perception and Judgment
112
Dynamic Relationships of the Mental Processes
113
The Attitudes: Extraversion and Introversion
118
J and P Reveal the Dynamics.
122
The Third and Fourth Mental Processes
125
PEOPLE TYPES & 77GER STRIPES
Di
..._.....129
Dynamics ..
The Practical Benefits of Knowing Type
131
Pan Two
Type Concepts Test
__133
Part Two.
Answers to the Type Concepts Test
REFORM
CHAPTER 9: TYPE AND CURRICULUM
.127
Curriculum Work..
Taking Type Preferences Into Account in
_138
Preferences .
The Extraversion and Introversion
......140
The Sensing and Intuition Preferences
_141
The Thinking and Feeling Preferences
The Judgment and Perception Preferences
143
Making...
Using the Type Preferences in Curriculum
....
144
Changed ...
Curriculum Assumptions that Need to be
145
Achievement vs. Development
148
.
Type Development .....
149
Curriculum Work
Taking Type Development Iwo Account in
.
150
Influencing the System
152
...
Kinds of Mind
.
.153
Their Strengths.
.
Engaging All the Types Through
TTPE CONCEPTS
NEEDS AND
CHAPTER 10: DEVELOPMENTAL
cf Type ...
.157
. .
Looking at Development Through the lenses
158
Problems..
Observing and Analyzing Development
.
....161
.......
The Zig-Zag Analysis
.......163
Type Development Analysis
166
Analysis .
Case Studies in Type Development
171
Exercise: Analyzing Student Difficulties
the
The Contribution of Type Development to
.172
Teaching of Character Development
.
174
Spots.
..
Exercise: Type Strengths and Trouble
Observation as a Way to Identify Characteristics
MIND
CHAPTER 11: KINDS OF
185
.
Are the 16 Types 16 Kinds of Mind
186
Mind as Verb.
187
The Types as Kinds of Mind
.188
Different Kinds?
How Can We Keep Track of 16
190
Four Kinds of Mind
192
ST, SF, NT, NI Mental PflOritICS
193
ST, SF, NT, NP Interactions
.
Discovering the Biases of One's Mind-set
COA7ifAtJS
CRAPITI? 12: INTRODUCING TYPE INFO AN ORGANIZATION
Ourselves and Our Situations
206
Describing and Analyzing the Situation
207
Deciding on Possible Entry Points
215
Deciding on Strategy
The Long View
218
Deciding on TacticsAn Action Plan
919
Ethical Guidelines for Using the MBT1
221
NEXT MPS
EPILOGUE
221
APPENDIX: INTRODUCTION TO TYPE
by Isabel Briggs Myers
225
viii
PEOPLE 7 YPES & TIGER STRIPES