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
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