math problems in my class often have extra information.  it is very challenging to teach the critical thinking necessary to recognize what info is useful and what is not.

A simple song or rhyme can be a very effective tool to recall dense or challenging information. The earliest example everyone knows is to sing the alphabet...!

I have found that varying the pace of review helps; review material from the previous session; review material from several weeks ago; review materials in the context of the strategy of the course, etc.

I have found that combining different types of learning provides the best and most enduring results: read, speak, write and act. 

I ask my students on what critical thinking means to them and encourage them to start applying critical thinking into their clinical setting. 

With so many different types of learners in a classroom, I understand how it can be challenging to reach each individual. Learning more about the different types of learners has helped me to develop my approach to teaching, making it interesting and relatable for each student.

It was interesting to learn about the different stages of brain development, and that the brain reaches full maturity between age 24-25. Although I primarily teach adults, it was important to consider the retention of information through various ages.

I like the concept of adults self-directing their learning. I think the challenge would be how to pull that off within the guidelines of what is required to be learned. In my situation, there are established things all students must learn or at least be exposed to. How do I allow some autonomy within those guidelines?

When going through this, I found the areas I tend to lean towards heavily but also found some that I could relate to part of, but nt the whole.