THE MODEL OF THE THREE HUMAN PERSONALITY TYPES

A Unique Tool For The Understanding Of The Individual

Differences In the Teaching-Learning Process

G Paschalidis, Researcher and Author, Award winning International Giuseppe Sciacca award (2010), Unesco TLEE award (2012), Greece

A Stathopoulou, MD, Child Psychiatrist, Ph Candidate, Department of Psychiatry , University of Patras, Medical School, Patras, Greece

Background

• Few models connect the role of personality and learning

• Recent research focus on the inter-individual variability in learning process

• Specific neuroanatomical bases of such individual differences have not been identified

Background

Individual differences in students’ brain, personality types and learning styles require instruction to adapt

to a more differentiated teaching strategy

The Three Human Personality Type Model (THPTM), discovered The Three Human Personality Type Model (THPTM), discovered

by George Paschalidis, comes to identify individual differences by George Paschalidis, comes to identify individual differences

among teachers and students and their teaching and learning among teachers and students and their teaching and learning

styles and unravel their neurobiological originstyles and unravel their neurobiological origin

All people are divided

into OnlyThree Human

Personality Types

Teachers and Studentsare divided into onlyThree Personality

Types

Three human types classified according to:

• Personality traits• Brain structure & function• Enterotype• Skeletal structure• Biometals & vitamins absorption• Predisposition & manifestation of disorders

• Design a differentiated instructional strategy based on THPTM• Introduce the proposed innovative strategy in the

teaching/learning process• Identify the neurobiological origin of the learning profiles• Confirm the benefits of the introduced strategy• Offer a unique clear and practical teaching tool to open new

pathways to education

Objectives

Methodology

• 150 teachers• Prospective study : 2150 children (5-18 years old) with no diagnosed

disorder: Group 1: 300 at kindergarten,550 at primary school, 650 at junior high school ,

500 at senior high school subjected to THPTM, of which 150 students subjected to MRI scans (Group 1A)

Control Group: 150 students not subjected to THPTM, subjected to MRI scans

• Introduction of the THPTM 1st to the teachers 2nd to the students and 3rd to the parents

• Lesson Planning Guide for Differentiated Type-based Instruction to teachers

• Assessment in two phases (before and after the Differentiation)

The Student Progress Assessment Scale

Measures

The Three Human Personality Type Model Questionnaire

Achenbach Child Behavior Checklist (CBCL)

The Three Type Learning Profile Classification

The Wechsler Intelligence Scale for Children (WISC)

Differential Ability Scales-II (DAS-II)

Magnetic Resonance Images (MRI)

Framework of Paschalidis’ Instruction

Teachers introduce the model to the parentsof their students

Introduce teachers to the concepts of the modeland identify their type

Teachers introduce the model to the students and identify their type

A new model of Differentiated Instruction & Collaborative Learning

using three different pedagogical approaches based

on the Three Human Personality Types Model

The Three Learning Types based on the differences in specific regions of limbic system and cortical areas

Instructions for teachers

Type A Teachers

Teaching Style

Explain briefly or imply what they want to sayPrefer oral or visual presentation Free way creative teaching outside the curriculumTest students occasionallyWant their students to participate activelyInnovative, able to improviseDaringBrief in general, analyze something only if it is interesting to themPunctual to their actions

Behavioral Phenotype

Abrupt, concise, laconic, nervous, impatient, impulsive, agile

Needs Patience, be more analytical, not give up easily

Type B Teachers Teaching Style

Explain in excessive detailThink carefully what they sayTeach only the curriculum indicated by the board of educationTest all that the board of education suggestsOnly delivers the lesson in detail without giving time for creativitySermonizeFind hard to impose themselves due to their parental behavior

Behavioral Phenotype

Analytical, patient, conservative, compassionate, emotional, careful, parental behavior

Needs Creativity, innovation, believe in students’ potential, brief, more persistence

Type C TeachersTeaching Style Elaborate each information in detail

Teach the curriculum and much moreImpose strict disciplineTest students continuouslyGive them a lot of homeworkWant their students to stay alert

Behavioral Phenotype

Organized, persistent, efficient, authoritarian, strict, creativity

Needs Give students more space to express themselves, more flexible, control their strictness, think education as joy and not as compulsion/ torture, stop demanding

Paschalidis’ Guide for Lesson Planning:

A Differentiated Type-based Instruction

Paschalidis’ Guide for Lesson Planning:

A Differentiated Type-based Instruction

Designed by George Paschalidis Designed by George Paschalidis

Paschalidis’ Guide for Lesson planning (1/2)

Paschalidis’ Guide for Lesson planning (2/2)

Worksheet for Type A students

Worksheet for Type B students

Worksheet for Type C students

Collaborative learning

I can be your

supervisor I will find all the needed details I will organize

everything I will carry it

through I will carry it

through

I like challenging tasks

The Three Learning Profiles

Cognitive/Learning Abilities

Type A Type B Type C

Problem solving Practical, improvise Analytical and thoughtful

Creative and compulsive

Decision Making Quick decision Indecisive Investigates the decision

Planning Act Think Think & act with persistence

Thought Concrete Abstract Confused

Task performance Master one way Think many ways Prefer difficult ways

Verbal reasoning Brief, concise Rich, in detail Organized, with persistence

Multi-tasking Panic reaction Gets lost Starts immediately

Initiation Starting unwillingly-they become leaders

Polite, unwilling and stay passive

Their persistence attract attention

Memory Weak, short term, visual

Auditory, remembers many things and gets confused. Learns by heart

Strong, long term with persistence in traumatic events

Conception of a theme

Quick, see whole picture and becomes innovative

Slow, analyzes and processes all the details of the subject

Begins to see whole picture but focuses on problematic details, gets “stuck” trying to clarify them

A

C

B

I am bored... I want to go

outside to play

Phew! I am stressed, I have to go home and

study

I am sad I didn’t do well in the

exams yesterday

Results I

A significant correlation (p<0,05) between the Three Teaching and Learning Styles A,B,C with

the Personality Types A,B,C was confirmed

Results IΙΙ Improvement of student progress and

Structural changes after differentiation by the introduction of Paschalidis Instructional Strategy

ConclusionDifferentiation through Three Human Personality

Types: A novel discovery for Learning Process

• Using individual brain differences to teach and reach all learners

• Understanding how these differences affect learning, and how teaching, intervention and learning environments change the structure of brains and influence life-long learning abilities and disabilities.

• Specific-type differentiated instruction remodels neural circuits involved in learning-teaching processes, via brain structural plasticity

What Makes The Difference!

Existing Differentiated Instructional Practices Paschalidis’ Instructional Strategy

30 students- 30 teaching approaches 30 students –only 3 teaching approaches

Learning changes the physiology of the brain

The function of type-specific regions of brain influence learning

Teaching style is influenced by the type of the teachers

Teachers know their teaching style and avoid the extremities of their type

In collaborative learning , groupings are made by using of random criteria

Groupings are made according to students’ type

Low performance students and gifted children are approached with many different ways

All students are approached according to their type

Confused outcome Wanted outcome

Many barriers to learning One barrier to learning: lack of knowledge of THPTM

Benefits of the Introduction of THPTM

• Enhances self-knowledge and hetero-knowledge of teachers, students and their family environment

• Creates the most ideal class and school environment • Teachers:

understand the neurobiological cause of their teaching styles and their students’ behavior and learning profiles

adapt their teaching to the students’ learning style convey all the knowledge of the human typology to the parents

• A unique vocational guide• Unlock the athletic abilities of each student • The learning process becomes more easy, more interesting and

more effective

By using Paschalidis’ Instruction Strategy all students’ needs can be met by only identifying the type of the student

Until today it was impossible to individualize instruction for each student.

Embrace all students worldwideonly three learning styles

Only Anthropo-Types Teaching Styles Learning Profiles Differentiated Brain FunctionsType-specific Biological Functions

Enterotypes Instructional Strategies

Unique