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TL 15.2.indd 42 Ontario School Library Association Strategy Extroverts Introverts Readers' Advisory • often like short stories, magazines, list books • are affected by other variables when making choices • some materials in the collection may be considered type specific (Fairhurst and Fairhurst, 1995) • generally enjoy reading more • often like novels Read-alouds • often enjoy it • need accommodations to enhance the activity (to help reduce "disruptive" behaviours) e.g., discussion • require opportunities to do something during reading (e.g., drawing) • selection of material (e.g., picture book vs. novels) will also affect teaching effectiveness • always enjoy it Silent Reading • need to be accommodated for learning to occur • prefer reading which allows peer interaction/ dialogue • enjoy this very much because of its quiet, reflective nature, and lack of forced interaction Discussion • always enjoy discussions since they enjoy speaking, having others listen to them and are quick-thinkers • may blurt out repeatedly or dominate discussions if not controlled (use of tokens may limit participation of extroverts) • enjoy conflictual discourse (Nussbaum, 2002) • enjoy discussions more when prepared • need controlled discussions (or space to enter) to have opportunities to speak • may need to be asked directly for their input but not pressured to participate • prefer collaborative discourse (Nussbaum, 2002) Debates • enjoy speaking • enjoy the interaction with peers • enjoy being the centre of attention • are less likely to enjoy debates • require sufficient notice and preparation • may enjoy debates if allowed to read a prepared statement (having others handle arguments/responses) Lectures • are less enjoyable for extroverts • need opportunities for discussion or interaction to promote concentration • enjoy lectures • benefit from independent note-taking and review of notes before any discussions Skill contests for Games (e.g., bees, trivia) • enjoy quick-thinking, speaking and centre of attention aspects of these activities • learn more easily through participation • need to feel very prepared • may prefer to participate as facilitators, rather than contestant • prefer to learn through observation, so accommodate this learning here Group Work • enjoy group work that allows peer interaction and dialogue • may find sharing (without dominating) difficult • benefit from peer tutoring with extroverts • require additional interaction • prefer smaller groups • must select peers who will not dominate them • may feel frustrated when work is completed at a slower pace than when working independently • may need 90-second quiet time to consolidate their thoughts Oral Presentations • enjoy oral presentations, as they get a chance to speak, solicit questions, and be the centre of attention • need alternatives to oral presentations (e.g., visual presentations with tape-recorded accompaniment) Computers • enjoy interactive computer activities (computer speaks, asks questions, or demands actions) • enjoy dialogue with peers • enjoy quiet computer work, regardless of the activity (may prefer to turn down the sound if too loud) Independent Study • partner effectively with others to complete such studies • need peer dialogue after each stage of the process • enjoy the independent nature of these activities Tests • generally do well, as they have good short-term memory and are quick thinkers • generally do not do well under pressure • may forget things they know well • may need additional time or less stressful environments to reduce pressure Workbooks • may or may not enjoy using these, depending on factors such as dialogue, peer interactions, etc. • enjoy using workbooks since activities are generally independent