Paschalidis - Madrid

7/30/2019 Paschalidis - Madrid

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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


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Background

Individual differences in students brain, personality

types and learning styles require instruction to adaptto a more differentiated teaching strategy


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The Three Human Personality Type Model (THPTM),

discovered by George Paschalidis, comes to identify

individual differences among teachers and students

and their teaching and learning styles and unravel

their neurobiological origin


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All people are divided

into OnlyThree Human

Personality Types


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Teachers and Students

are divided into only

Three Personality

Types


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Three human types

classified according to:

Personality traits

Brain structure & function

Enterotype

Skeletal structure

Biometals & vitamins absorption

Predisposition & manifestation of disorders


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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


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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)


10/36The 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)


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Framework of Paschalidis Instruction

Teachers introduce the model to the parents

of their students

Introduce teachers to the concepts of the modeland identify their type

Teachers introduce the model to the students

and identify their type


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A new model of Differentiated

Instruction & Collaborative Learning

using three different pedagogicalapproaches based

on the Three Human Personality

Types Model


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Learning Type A

Entorhinal cortex visual, practical, act instantly

Occipital structure

Orbitofrontal structure

Temporal structure

Learning Type B

Amygdala auditory, analytical, anxious

Cingulate gyrus

Parietal cortex

Learning Type C

Hippocampus kinesthetic, persistent, demanding

Parahippocampal gyrus

Limbic association cortex

Multisensory association cortex

The Three Learning Types based on the differences in

specific regions of limbic system and cortical areas


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Instructions for teachers


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Type A Teachers

Teaching

Style

Explain briefly or imply what they want to say

Prefer oral or visual presentation

Free way creative teaching outside the curriculum

Test students occasionally

Want their students to participate actively

Innovative, able to improviseDaring

Brief in general, analyze something only if it is

interesting to them

Punctual to their actionsBehavioral

Phenotype

Abrupt, concise, laconic, nervous, impatient,

impulsive, agile

Needs Patience, be more analytical, not give up easily


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Type B Teachers

Teaching

Style

Explain in excessive detail

Think carefully what they say

Teach only the curriculum indicated by the board of

education

Test all that the board of education suggests

Only delivers the lesson in detail without giving timefor creativity

Sermonize

Find hard to impose themselves due to their parental

behaviorBehavioral

Phenotype

Analytical, patient, conservative, compassionate,

emotional, careful, parental behavior

Needs Creativity, innovation, believe in students potential,

brief, more persistence


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Type C Teachers

Teaching Style Elaborate each information in detail

Teach the curriculum and much more

Impose strict discipline

Test students continuously

Give 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


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Paschalidis Guide

for Lesson

Planning:

A Differentiated

Type-based

Instruction

Designed by George Paschalidis


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Paschalidis Guide for Lesson planning (1/2)

Lesson

Learning goals

Instructional objectives (outcome)

Pre-assessment

Personality Type / Learning Profile

Readiness Level

Structure of the classroom Teacher & parents type

Type-based Student Progress Assessment Scale


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Paschalidis Guide for Lesson planning (2/2)

Differentiated

process & content

Worksheets for Type A, B, C students

Flexible groupings (heterogeneous to type &

readiness level)

Differentiated

Assessment

Type-based Student Progress Assessment Scale

Type-based Products & Performance Evaluation Reflection


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Worksheet for Type A students

Learning style

Visual, intuitive, independent, learn easily during the lesson, raise hand to

answer even before teacher completes his question, diligent only whensomething interest them because they forget easily, they re-learn the

information as if it is the first time hearing it

Learning

abilities

Answer difficult questions and provide solutions to problems even outside of

curriculum, originality of ideas, critical ability, good at mathematics although he

doesnt study

Behavioral

Phenotype

Quick-tempered, spontaneous, innovative, flexible, decisive, impulsive, sociable,

proud, panic reaction to stress, impatient, optimistic, self-confident although

shy at the beginning, thoughtless, sensitive, effective, agile

Role in Group Leader, give the idea

Motivation Good grades

Materials Pictures, use of PC and technology

Ways to help

If they forget something , give them a word to continue, tell them only once as

they get tired easily, incite them to think before acting or saying something and

to be patient


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Learning style

Auditory, analytical, dependent, learn only after they process the

information and repeat it many times mentally, after a lot of practice/studying /analytical explanations and discussion they are the best

students, never innovate only follow what they have learn, home

study essential

Learning

abilities

Good in foreign languages , literature and philosophy, good at maths

after lot of studying

Behavioral

Phenotype

Introverted, thoughtful, patient, indecisive, stable, reserved, abstract,

curious, anxious, verbal, passive, conciliatory, apologetic, observant,

affectionate, attentive, insecure, timid, either talk a lot or not at all,

always belated

Role in Group Passive, analyze the ideaMotivation Praise

Materials Written text

Ways to help

Be analytical , praise them, ask them to do their homework at school (to

realize their ability to do it without parental help), give comfort to their

future anxieties

Worksheet for Type B students


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Learning style

Kinesthetic, always want to learn more, study a lot and look all

the details, start with enthusiasm and stick to problems to solve

them

Learning abilities Good in ancient languages , learn easily

Behavioral

Phenotype

Persistent, perfectionist, organized, authoritative, radical,diligent, demanding, rebellious, competitive, hard working,

stubborn, want to be first in the class , unfulfilled

Role in Group Carry out the idea, composer of information

Motivation

Recognition, acceptance, challenge of achieving something

difficult

Materials Pictures and written text, maps, graphs

Ways to helpDont disapprove them, they feel rejection, show your

acceptance, show them the easy way or where to look for the

solution, incite them not to persist

Worksheet for Type C students

C ll b i l i


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Collaborative learning

I can be

your

supervisorI will find all the

needed details I will organize

everythingI will carry it

throughI will carry it

through

I like challenging

tasks


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The Three Learning Profiles


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Cognitive/Learning Type A Type B Type C


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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

decisionPlanning 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 getsconfused. Learns by

heart

Strong, long term with

persistence intraumatic 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 toclarify them


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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 didnt

do well in the

exams yesterday


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Results I

A significant correlation (p


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Results I

Improvement of student progress and

Structural changes after differentiation by theintroduction of Paschalidis Instructional Strategy

A

B

C

0

100

200

300

400

500

600

700

800

AS 1st AS 2nd AS 1st AS 2nd AS 1st AS 2nd

Low

(SCORE85)

STUDENTS

0

20

40

60

80100

1st

Assessment

mean initial

score

2nd

Assessment

mean final

score

6085

6270

Group 1 Control Group


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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


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What Makes The Difference!

Existing Differentiated InstructionalPractices

Paschalidis Instructional Strategy

30 students- 30 teaching approaches 30 studentsonly 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 totheir type

Confused outcome Wanted outcome

Many barriers to learningOne barrier to learning: lack of knowledge

of THPTM


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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 theirstudents 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

U til t d it i ibl t i di id li


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By using Paschalidis Instruction Strategy all

studentsneeds can be met by only identifying

the type of the student

Until today it was impossible to individualize

instruction for each student.


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Embrace all students worldwide

only three learning styles


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Only

Anthropo-Types

Teaching Styles

Learning Profiles

Differentiated Brain Functions

Type-specific Biological Functions

Enterotypes

Instructional Strategies

Unique

Paschalidis - Madrid

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