Personality types lesson plan

Personality Types Lesson Plan | Study.com

Psychology Courses / Social Sciences Lesson Plans & Resources Course / Psychology Lesson Plans Chapter

Instructor: Christopher MuscatoShow bio

Chris has a master's degree in history and teaches at the University of Northern Colorado.

By learning about personality tests, utilizing writing for personal reflection, and taking personality tests, your students will approach the topic of personality and identity from an introspective viewpoint.

Learning Objectives

Define the concept of personality as understood by psychologists
Explain the basic mechanics of the Myers-Briggs personality framework
Competently discuss and analyze their personal feelings on personality

Length

90-120 minutes

Curriculum Standards

CCSS. ELA-LITERACY.RST.9-10.9

Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

CCSS.ELA-LITERACY.W.9-10.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

CCSS.ELA-LITERACY.W.9-10.7

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Materials

Copies of Personality & Personality Types: Examples & Descriptions and lesson quiz
Access to either the Myers-Briggs test or a similar free 16-point personality test (there are several of good quality)

Instructions

Start class by discussing personality.
- What is personality? How can we define this term? Why does personality matter?
Ask students to take five minutes to reflect on their personality, and describe their personalities, including definitive traits.
Distribute copies of the lesson Personality & Personality Types: Examples & Descriptions.
You will read this lesson as a class, with one person reading aloud at a time, switching with every paragraph.
Using this method, read the sections Your Personality, What is Personality?, and Competing Views on Personality.
- What is personality? Was our definition the same one used by psychologists?
- What goes into personality? What traits define personality? Are those the same traits you used to define your personality during the reflection exercise?
Continue reading the lesson as a class, and complete the remaining sections.
You may test student understanding with the lesson quiz.
Project the four scales used for the Myers-Briggs test (I-E, S-N, T-F, J-P) and their definitions on the board. Using ONLY these eight definitions (without looking at the combinations in the Introverts and Extroverts sections), give students five minutes to reflect and write down which letter in each scale they think they identify with the most and explain why that is the case. By the end of five minutes, they should have their estimation of their four-letter personality type (such as ENFP or ISTU).
Ask students to find their four-letter combination in the Introvert/Extrovert sections of the lesson. Give them another five minutes of writing reflection. Ask them to consider if they think the description provided matches their personality or not, and why.

Activity: Personality Test

Have students take a personality test. If your school has the resources, pay for the actual Myers-Briggs test. If not, several good 16-point personality tests are available online for free that are very similar.
Once students have their results, give them 15 minutes for writing and reflection. Ask them to write about their results, whether they feel these results are accurate or not, and how this has impacted the way they understand their personality.
Once the reflection is over, discuss the personality tests as a class.
- How did you feel about these tests? What did you think of the questions? Were there any that caught you off guard?
- Do you think your answers were influenced by the fact that we talked about these tests before taking them? Would you have answered any questions differently if you didn't have an idea about what the test was looking for?
- Do you think it's possible to take this test on a different day and get a different result? How do you think these tests differentiate mood from personality?

Extension

As an out-of-class extension, students will continue their personal reflections. Every day, for the next five days, they will take a different personality test that they find online. While students should strive to find at least one that is based on an actual test used by psychologists, encourage them to also take some pop-culture-based tests (such as 'What Hogwarts house are you?'). After each test, students will write a one-page reflection dealing with the following questions:
- What was the purpose of this test? What were they testing for? How was that reflected in the questions?
- How did you feel about your results? Do they match your other results? Why do you think that is?
- How does this test define the concept of personality? How has this helped you define and understand the dimensions of personality and what it means to you?

Intro to Personality

Myers-Briggs Type Indicator (MBTI) Personality Framework: Strengths & Weaknesses

Psychology Research on Type A & Type B Personalities

To unlock this lesson you must be a Study.com Member.
Create your account

Register to view this lesson

Are you a student or a teacher?

Unlock Your Education

See for yourself why 30 million people use Study.

com

Become a Study.com member and start learning now.

Become a Member

Already a member? Log In

Back

Resources created by teachers for teachers

Over 30,000 video lessons & teaching resources&dash;all in one place.

Video lessons

Quizzes & Worksheets

Classroom Integration

Lesson Plans

I would definitely recommend Study.com to my colleagues. It’s like a teacher waved a magic wand and did the work for me. I feel like it’s a lifeline.

Jennifer B.

Teacher

Try it now

Back

Personality Traits Lesson Plan | Study.

com

Psychology Courses / Social Sciences Lesson Plans & Resources Course / Psychology Lesson Plans Chapter

Instructor: Christine JarusShow bio

Christine has over twenty years of experience in education. She is certified in learning disabilities, behavior disorders, elementary education and high school communication arts. She also holds a principal certification and has obtained a doctorate degree in educational leadership.

Students love learning about themselves and others. This lesson plan will help you introduce the concept of personality traits to your students using the popular model the Big Five. Students will think about how specific behaviors fit within this model. During the lesson activity, they will get an opportunity to play celebrity therapist.

Learning Objectives

After this lesson, students will be able to:

Identify the five factors of the Big Five Personality model
Analyze information in relation to each of the Big Five traits
Describe how we measure personality traits in general

Length

1.5 hours

Materials

Paper and pens
Celebrity articles
Copies of lesson quiz

Curriculum Standards

CCSS.ELA-Literacy.RI.11-12.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

CCSS.ELA-Literacy.SL.11-12.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.SL11-12.4

Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and information tasks.

Instructions

Explain to students that it is often helpful for psychologists to have a common language or model to discuss human behavior. Ask students to take a few minutes to jot down five words that best describe their personality.
Begin viewing the video What are Personality Traits? - Characteristics, Definitions & Five Big Traits, pausing for discussion at the following time stamps.
Stop the video at 2:10 and discuss the following questions with the class:
- Did anyone include a trait similar to openness in their personality description?
- The video gives an example of someone with a high level of openness. What would be an example of someone who has a low level of openness? (ex: someone who hates to try new things)
Pause at 2:28.
Ask students to turn to a neighboring student and discuss another example of conscientiousness with their partner. Allow students 2-3 minutes to discuss. Then ask students to share their responses with the class.
Pause at 2:45 and discuss the following questions with the class:
- What is another term for extroversion? (ex: outgoing, social, assertive, gregarious)
- Did anyone have a trait similar to extroversion in their own personality description?
- Give an example of someone who would have a low level of extroversion. (ex: someone who gets nervous in crowds)
Pause at 3:00.
Ask students to turn to a neighboring student and discuss careers that would attract people with a high level of agreeableness. Allow students two to three minutes to discuss. Then ask students to share their responses with the class.
Pause at 3:21.
Ask students if they can name a character from a current television show or movie who exhibits a high level of neuroticism. Ask them to provide examples of the characters behavior to support their claim.
Resume and finish the video.
Answer any student questions.
To check for student understanding, distribute the printed lesson quiz.
Ask students to complete the quiz independently. When completed, review the correct responses with the students and again allow for any student questions.

Activity

Divide students into small groups (3-4 students). Tell them they are going to play celebrity therapists.
Provide each group with an article about a current celebrity (pop star, actress, famous athlete, etc.). Ask each group to read the article and determine where the person would fall on each of the five personality traits. Ask students to provide support for their claim from the article.
Each group will select a speaker. The speaker will give the class a brief psychological profile of the celebrity based on the Big Five model.

Extension Activities

Ask students to create a Big Five Trait assessment. They should create 3-5 questions for each of the five traits and a key to score the assessment.
Provide students with information regarding other personality theories (ex: Myers - Briggs Type Indicator). Ask students to compare and contrast the theories.

The Big Five Personality Traits and Workplace Behavior
The Five Factor Model of Dispositional Traits: Definition and Summary
Personality Traits List and Flashcards

To unlock this lesson you must be a Study.com Member.
Create your account

Register to view this lesson

Are you a student or a teacher?

Unlock Your Education

See for yourself why 30 million people use Study.

com

Become a Study.com member and start learning now.

Become a Member

Already a member? Log In

Back

Resources created by teachers for teachers

Over 30,000 video lessons & teaching resources&dash;all in one place.

Video lessons

Quizzes & Worksheets

Classroom Integration

Lesson Plans

I would definitely recommend Study.com to my colleagues. It’s like a teacher waved a magic wand and did the work for me. I feel like it’s a lifeline.

Jennifer B.

Teacher

Try it now

Back

Topic 10 Psychology of personality types Lesson plan

Topic 10 Psychology of personality types.

Lesson plan • A typological approach to the study of personality: the concepts of "classification", "typology" and "type", methods of grouping subjects, the most famous typologies. • Sensory typology (visual, auditory, kinesthetic type). • Psychogeometric typology of S. Dellinger. • Special types of GND according to IP Pavlov: the concept of the first and second signaling systems; mental, artistic, average, brilliant types of GNI; main characteristics of the first-signal and second-signal type. • Typology of personality K.-G. Jung: the concepts of "extraversion" and "introversion", characteristics of an extrovert and introvert, 4 leading functions of consciousness, subordinate and secondary functions, 4 channels of communication with the world, rules for arranging functions along channels; characteristics of psychosociotypes. Modern personality typologies: the concept of “locus of control” by J. Rotter, “coronary” personality type, etc.

The concept of personality • Personology is a discipline that lays the foundation for a better understanding of human personality through a variety of research strategies.

The concept of personality • Personality is an external, superficial, social image that an individual takes on when he plays certain life roles – a mask, a “public” person.

The concept of personality • Personality is a combination of the most striking and noticeable characteristics of individuality.

The concept of personality • Personality is an organized, long-term, subjectively perceived entity that is at the core of our experiences (Carl Rogers).

The concept of personality • Personality is what an individual really is - an internal "something" that determines the nature of a person's interaction with the world (Gordon Allport).

The concept of personality • Personality is a function of the results of psychosocial crises that an individual experiences throughout life (Erickson).

The concept of personality • Personality is a unique way of understanding life experience inherent in each individual (George Kelly).

The concept of personality • Personality - the core of the personality structure is formed by sixteen personality traits (Raymond Cattell).

The concept of personality • Personality is a complex pattern of continuous mutual influence of an individual, behavior and situation (Albert Bandura).

General provisions of all definitions of personality • The importance of individuality or individual differences is emphasized; • The person appears as a hypothetical structure or organization;

General provisions of all definitions of personality • Personality is considered as an abstraction based on the conclusions obtained as a result of observation of behavior; • Personality is characterized in the evolutionary process as a subject of influence of internal and external factors;

General provisions of all definitions of personality • Personality is represented by characteristics that are responsible for stable forms of behavior; • Personality is relatively unchanging and constant through time and changing situations; • Personality provides a sense of continuity in time and environment.

Theories of personality • theory - is a system of interrelated ideas, constructions and principles, which aims to explain certain observations of reality.

Theories of Personality • Theory is always speculative and cannot be "right" or "wrong".

Personality Theories • Personality theories are carefully crafted inferences or hypotheses about what people are, how they behave, and why they act the way they do.

The subject of our interest is human nature. The goal is to understand the uniqueness and complexity of the functioning of a holistic person in the real world.

Functions of theories • Explain the behavior of the individual; • Predict the behavior of a person.

Functions of theories • Explanatory - represents human behavior as organized in a certain way, so it becomes understandable. • Personality theory provides a meaningful context in which human behavior can be consistently described and interpreted.

Functions of theories • Predictive - provides a basis for predicting outcomes and events in a person's life.

Personality theories make it possible to: • Explain what people are; • Understand how personality characteristics develop over time; • Why people behave in certain ways” • Predict the emergence of new relationships

Human nature Most actions are the result of a conscious and free choice - what a person could become (Abraham Maslow).

Human nature • Behavior is determined by irrational, unconscious factors. Human activity is predetermined from the very beginning. All forms of behavior are controlled by the unconscious (Sigmund Freud).

Conceptual area of personality theory 1. Personality structure: • These are the unchanging characteristics that people exhibit in different circumstances and at different times.

Personality structure - what are stable unchanging aspects of behavior • The concept of personality traits - a trait as a stable quality or tendency to behave in a certain way in different situations (Allport, Cattell, Eysenck). • The concept of personality type - type as a combination of many different traits (Jung, Freud, Kelly).

Conceptual area of personality theory 2. Motivation: • Focuses on the dynamic, changing characteristics of human behavior (why people act the way they do).

Motivation • Reductionist • The desire to master the model of motivation - the environment and the physiological to gain new experience with needs create the goal of enjoyment - in tension, this process of growing up makes a person seek discharge through skills and abilities to meet data in order to increase needs (Freud). competence (Maslow).

Conceptual area of personality theory 3. Personal development: • How motivational aspects of personality functioning change throughout life

Personal development • Staged model – personality formation is presented as a sequence of stages of psychosexual development - Freud and stages of ego development - Erickson. • Parent-Child Relationship - Self-Concept Formation (Rogers). • Genetic model - developmental influence that is inherited.

Conceptual area of personality theory 4. Psychopathology: • etiology - the study and explanation of the causes of abnormal functioning.

Conceptual area of personality theory 5. Mental health: • The theory should offer criteria for assessing a healthy personality - to determine what exactly is included in the concept of a healthy lifestyle

Mental health • components - the ability to work productively and maintain interpersonal relationships (Freud) • the ability to meet the requirements of life self-efficacy, a feature of adaptation (Bandura). • self-actualization - shift needs (Maslow).

Psychopathology • Psychodynamic • Sociocultural orientation - not orientation - stresses and resolved conflicts in childhood everyday life lead to cause pathological pathological forms of behavior in mature behavior. age; • Behavioral orientation - behavior as a problem.

Conceptual area of personality theory 6. Changing personal history through therapeutic intervention: • How to help people increase their competence, reduce manifestations of maladaptive behavior, achieve positive personal changes.

Changing Personal History through Therapeutic Influence • Psychodynamic • Behavioral Approach - Unconscious Approach - Behavior Conflicts and Conditioned Learning Experiences in Childhood. life events Revealing and the environment. repressed from Helps to learn the consciousness of the causes and new forms of sources of conflicts of behavior instead of childhood and how old they are. affect adulthood.

Criteria for assessing the theory of personality 1. Verifiability - the openness of the theory for verification. 2. Heuristic value - the degree to which scientists are encouraged to carry out further research. 3. Internal consistency - the theory must be free from internal contradictions.

Criteria for assessing the theory of personality 4. Economy - the number of concepts required to describe and explain the events of this theory. 5. Breadth of coverage - the variety of phenomena covered by the theory. 6. Functional relevance - the ability of a theory to help people understand their behavior.

Basic provisions about human nature Freedom - Rationality Holism - Constitutionalism - Variability - Subjectivity - Proactivity - Homeostasis - Cognizability - Determinism Irrationality Elementalism Environmentalism Immutability Objectivity Reactivity Heterostasis Unknowability

Freedom The premise that people are responsible for their own actions and are able to overcome environmental influences on behavior.

Determinism • Human behavior is conditioned by the influence of some events and does not manifest itself freely.

Rationality Humans are rational beings capable of directing their behavior through reasoning.

Irrationality Human behavior is driven by irrational forces that are partially or completely unconscious.

Holism Behavior can only be explained by studying individuals as whole systems.

Elementalism Understanding human behavior can only be achieved by examining each of its fundamental aspects independently of the others.

Constitutionalism Personality is shaped by genetic and biological factors.

Environmentalism Personality is shaped by social and cultural influences.

Changeability Personality undergoes continuous changes throughout the life of an individual.

Immutability The personality structure is strengthened in the early years of life and does not change in the future.

Subjectivity Each person lives in the most personal, subjective world of experiences, and this world has a major influence on his behavior.

Objectivity Human behavior is the result of external, measurable factors.

Proactivity Causes of human behavior are in himself.

Reactivity The real causes of a person's behavior are solely external to him and that his behavior is simply a series of responses to external stimuli.

Homeostasis People are motivated primarily by the desire to reduce tension and maintain an internal state of balance.

Heterostasis People are motivated mainly by the desire for personal growth, the search for incentives and self-realization.

Knowability The principles governing human behavior will be discovered through scientific knowledge.

Unknowability Human nature is unknowable by means of modern psychology.

Classification as a scientific method • Compilation of typologies and classifications is one of the most ancient general scientific methods of cognition of the world • the meaning of the distinguished type (class) is that if a combination of any signs is consistently observed in a certain group of people, this combination is considered as “typical” for groups, as a symptom complex, and each person in whom it is noted, they begin to refer to this group • The name of the corresponding type acts as a characteristic of a person (for example, “hysteroid”), and the content is revealed by a description of a typical, average representative

• Typology is an economical way of cognition that gives a quick and expressive result, but the weak point of typology is the neglect of the special, individual in each person: since everything that does not belong to the symptom complex remains outside the scope of consideration

Typology is an economical way of knowing that gives a quick and expressive result, but the weak point of typology is the neglect of the special, individual in each person: after all, everything that does not belong to the symptom complex remains outside the scope of consideration.

Typologies can be empirical and theoretical. Empirical ones were based on the observations of researchers with a subtle practical intuition, which is why they singled out the linked features that underlie each type. For example, features of the body structure, metabolism and temperament. As a rule, empirical typologies were not subjected to statistical verification.

Scientific classifications must satisfy several requirements. • First, its classes must exhaust the entire set of classified objects. For example, the attribute “nervousness” is not enough to classify a person’s characters: calm people will fall out of consideration, they will not belong to any class, since the concept of “nervousness” can only be applied to restless, unbalanced people.

• Secondly, each object must fall into one and only one class, otherwise confusion will begin. For example, if we want to divide all people into mentally ill and healthy, we must agree in advance on where to include intermediate types (neurotic, people in a borderline state), otherwise they may fall into both classes.

• Thirdly, each new subdivision of objects in the classification should be made on the basis of one attribute. For example, if stones are classified in geology, then they should first be divided by color and only then by hardness (or vice versa), but not by both of these signs at once. Failure to follow the principle usually leads to confusion.

The most famous empirical classification of personality types is the systematics proposed by K. -G. Jung The basis of the typology is an attitude that takes one of two qualities: • extraversion as an appeal to objects of the surrounding or inner world, or • introversion as reflection, an obstacle to contact with objects, doubt and distrust of objects

Introverts are more focused on their subjective state, they judge the world by their impressions and conclusions, they are thoughtful, restrained, prone to self-contemplation, and have a developed psychological intuition.

Extroverts, on the contrary, are outward-facing, objective-oriented, observant, draw their vitality from the events around them and do not always bother to reflect.

• It is often believed that extroverts are sociable, and introverts are not, but this is not entirely correct, because these types simply communicate differently • Extraversion-introversion express the attitude of consciousness towards objects, regardless of whether they are in the inner or outer world surrounding a person . • According to K.-G. Jung, in order to enrich the inner world, a significant part of people need to appropriate objects for themselves, to identify with them, so the first half of life, as a rule, passes under the sign of extraversion. After the mid-life crisis, a person turns inward more, passing from life in the world of objects and phenomena to spiritual life.

Jung did not unequivocally connect extraversion-introversion either with the action of experience or with heredity, emphasizing that in different socio-cultural strata representatives of these attitudes are found in general equally likely, and both an introvert and an extrovert can also grow in the same family.

Extraversion-introversion as a relation to objects is not the only reason for distinguishing types. Depending on how this attitude is formed, one can speak not of two, but of eight psychological types. Introducing a distinction according to the type of functions, Jung noted that if a person in his experience primarily relies on sensations (he is called a sensitive), then he trusts his sense organs, telling him that something really exists. If a person is dominated by thinking (he is called an intellectual), then he seeks to get an answer to the question of what this reality is.

• People of the third type base their life decisions on feelings (they are called emotions), due to which they primarily determine whether they like this object or not, and the question of what it represents remains secondary for them. • Representatives of the fourth type of intuitionists are able to build their conclusions and make decisions based not only on the available information, but also filling in its lack with a special inner feeling, which K. -G. Jung defined it as the ability to see what is happening "around the corner"

The four functions of consciousness, according to the predominance of which the listed types are distinguished, are in oppositional relations: the better the sphere of sensations is developed, the weaker intuition is, and intellectuals, as a rule, are less oriented in the field of feelings. There are practically no “pure” types in reality, and each person, of course, has all four functions. However, if problems arise in some area, the question arises of the deficiency of what mental functions they are caused by

A guide to effective planning. Personal planning

There is not always the opportunity and strength to follow the plan. Let's figure out how to plan life irrationally.

This is part of the interactive lessons prepared by the Level One educational platform in collaboration with the largest Russian experts.

Another 500 lessons in 15 areas, from history and architecture to health and cooking at levelvan.ru/plus

see all lessons

Author of the lesson

Maria Kunakh

Psychologist, person-oriented psychotherapist, family counselor. Author of an online course on healthy relationships and a psychology blog.

There is another, more unusual, type of planning classification - by personality type.

➡️ This is a fairly new classification. But since the time of Carl Gustav Jung, we have known that there are such personality traits as rationality and irrationality, on which different types of planning are based.

📌 These two types of personality - rationals and irrationals - need a completely different approach to planning.

🙇‍♀️ Rationals are responsible and obligatory people who easily follow their plans.

📝 Rational can be safely entrusted with various tasks and not be afraid that he will miss the deadlines or completely forget about them.

📚 Those planning tools that we usually see in books on time management are suitable for rationals. It is much easier for them to schedule their day by the hour and concentrate on one task for a long time.

Now consider a type that is directly opposite to rationals.

👨‍🎨 Irrationals are usually creative people who often act spontaneously, and a slight creative mess can reign in their lives.

🤜 The strengths of the irrational are creativity, the ability to quickly switch and do several things at the same time.

🙅‍♀️ They should not take on routine tasks that require daily monitoring, they can prove themselves much better in project work.

🤯 Their mood often changes, because of which old plans may lose their relevance.

❌ Classical planning methods like drawing up a clear schedule, lists and focusing on one task are completely unsuitable for irrationals. This can have an impact on their self-esteem, because most planning materials are designed specifically for rationals.

➡️ That is why irrational people often lose motivation to plan something, and after several unsuccessful attempts, they begin to avoid planning.

Telegram channel
Level One

Inspirational posts, new launches and subscriber-only gifts

How to plan your life if you are irrational?

📝 Planning should be flexible. When we described the stages of planning, we mentioned such an item as "Plan B". The irrational must also have a plan C, D and E in order to have several options for different moods and circumstances.

➡️ If the irrational tries to adhere to a rigid structure, then his mood may simply disappear and he will completely stop sticking to the plan.

💆‍♂️ You need to monitor your condition. If the irrational is in a resource state, then you need to do things according to the plan, and if suddenly you don’t have the strength for this at all, you can switch to something else. Often it is in free mode that irrationals can do or come up with something important.

🔛 Turn on improvisation. If suddenly something does not work out or goes wrong, you do not need to immediately abandon the entire plan. It is better to turn on improvisation and try to come up with a way out of the situation.

🔄 Switch between tasks. If you do the same thing for a long time, you may lose interest and, as a result, your performance will decrease.

⏰ No hard deadlines. It is better to leave space to switch between different tasks, and not to tie them to a specific time.

Level One course

Communicate, make friends, love: how to build relationships

A hands-on course to help build or strengthen relationships. We will understand how to talk about difficult topics: from sex and infidelity to parenting. A team of psychologists will answer questions in the chat, and tests and small tasks will help you put your knowledge into practice.

Learn more