I always found mind mapping a vital tool for learning.  "What can you tell me about....."  and let them carry it and fill it in.  f the y are not where you want them, prompt them to bring them to where you want them. 

Let your students run your reviews.  It is not a time for you to give insight to the test.  It is a time where you can redirect if you sense they are spending inordinate amounts of time on things that should not be.

People learn in different ways but are expected to have a set baseline for acceptance in their profession.  This must be stressed to students.  What will you do if there is no "kinesthetic" method for you to learn?  

Faculty who use multiple examples and different modes of learning will be more effective. Stop and ask questions...do some formative assessments so you know where they are at.

I liked how some of the information was presented in a polar opposite manner; for instance, systematic versus intuitive problem solvers and decision-dependent versus decision-independent thinkers. This is a good reminder of how my biases may influence the way I expect students to solve problems.  

I read with interest the story about Dave Thomas and how he solved the problem with respect to Wendy's dwindling sales. As I attempt to apply that notion to my teaching, what I find tricky is taking student feedback about what could be done better to help their learning and how I could apply that feedback while being constrained by the curriculum. 

"Students need to be able to formulate and articulate their concepts and ideas. This way they can get the input of others as to whether their proposed solutions have merit, need continued development, or are off course" - I have a couple of students who are really quiet / on the shy side. This statement struck me and I may find a way to work this into a discussion I have with them :) 

I had never heard the term syllogism before - I learned something new. I enjoyed this topic as critical thinking is not a skill that most of my students come well-equipped with ... means it is at the forefront of how I approach teaching and learning. Unfortunately, sometimes in today's world, asking questions [to further one's understanding] is not always welcomed. 

Mnemonics along with guided notes and scaffolding are essential tools in assisting students in retaining new knowledge. So far all of the resources in this section demonstrates that students all learn and retain knowledge very differently. I love that we can utilize these skills in our teaching to assist our students in reaching their goals.

I've learned that we have to be able to incorporate our objectives and somehow relate it to their own personal lives and goals. I feel like as instructors we should not just review topics for their pretest but also do a post test review to ensure understanding and comprehension.