I have learned so much taking these classes. I am an Instructor and I work in the School System. It was hard to go from working with children and then changing to adult learners in the same day. It is so much better now.I know that I can try to help the children have a positve attitude towards school in the early years of life. Maybe this will help them in the future!

I think Pretesting for a course in the beginning is a valuable tool in assessing the students ability to process the information in the course moving forward. I did this to some degree in my courses before but am more committed to doing it moving forward.

I think that guiding the students identify thier multiple intelligence and how to use them, will help maximize student learning.

Skill relevancy ids easy to demonstrate. Knowledge less so. How can one demonstrate rhe relevancy of professional knowledge?

What are some ways to inject creativity into structured learning. The Military is a hugh organization and decision makers must rely on structured problem solving procedures. But they must also integrate abstract concepts in order to respond to the unexpected or new environments. How can an instructor inject creativity into structured problem solving?

I have considered providing a pretest to assess student skill and comprehension of previous material. However, in the past, when I have done so, I have been met with a considerable amount hostility from students. They often feel that it is unfair to test them without letting them prepare. I assure them that it will not affect their grades, but this does little to assuage their fears. Any suggestions as to how I can make the pre-test more palatable?

I am finding that when I do comprehension checks of information presented, there is a considerable amount of distortion of the information. I am wondering if anyone has any insights as to how/why students will distort presented materials with incorrect information. Especially with ideas that were never mentioned in class, show in the presentation or written in the book.

Are some careers (e.g., military, law enforcement) more likely to develop concrete thinkers? How can one best modify concrete thinkers to make them be more appreciative of abstract thought?

Teaching the diffferent methods of studying to your students helps them to acquire the knowledge needed for learning in class and doing their homework successfully

Student learn better when we connect their learning needs to their life styles

When putting students into groups. Put students in the group with different learning styles so they could feed off of each others abilities and strengths

Having these two groups of students in the class only means that I have to make sure I teach using visual aids, vocal aids, and with textile performance to be certain that every student receives something they need from the lesson

Some skills can be generically applied across multiple disciplines. For example, the job of a film producer can be looked at as just a specific form of project management. What skills do others on this forum teach that can be transfered to a different industry, or that can allow a student to tap into an existing skill from an industry that they were already in?

This was a weighty topic, not just because of the depth of the technical information but because the expectation seems to be this: That we need to discover how everybody learns and then we need to accommodate the different learning methods, by both redistribution of the students within the class or the project, and by addressing subject matter to accommodate multiple learning methods. Yet the real world will not be as accommodating to these students. What then is our commitment to teaching students to adapt to different learning methods? Is our goal the finding of common ground -- in the context of the subject matter -- within which we should expect all of our students to operate effectively? For example, shouldn't we be teaching our students to think more visually if the real world application of our subject requires it?

We know that different vocations attract thinkers of one type or the other (e.g.constructionn versus fashion design). Has anyone thought about the connection between each mode and various cultures? For instance, do people from an agricultural society or from a service-oriented society tend to think one way or the other? If so, how can we use that to improve our understanding of individuals who are locked into one mode or the other?

I have always had difficulty teaching abstract scientific concepts to kinesthetic learners. What are some good suggestion for teaching things that can't be seen, heard, or touched?

There are many different learning techniques that can be used to help students acquire new knowledge and skill. One thing that I feel is important for instructors to remember is that the same technique may not work for all students. For example, a graphic organizer may work well for a visual-spatial learner while an outline to fill in may work better for a verbal-linguistic learner. After introducing each type of device, it may be beneficial for the instructor to make multiple devices available to the students and let them chose which works most effectively for them

I definitely like the analogy used (blue cheese) in laying down the basic understanding between concrete and abstract application. I, as an instructor, always bear in mind that my adult learners already have a "concrete" understanding of what they wanted to know or learn and I just expand (abstract) their understanding of that knowledge.

My classes always have a mixture of students from all different majors in all different points in their education. The benefits of this are that they can learn from others. A first term Criminal Justice and a fifth term Criminal Justice student in the same writing class can be beneficial. The first term student may not be aware of how this course will be a benefit in that major. By discussion how students will implement and apply the information after the course, students can see how the course content will help them.

Our primary or preferred methods of learning are comfortable for us. We all have multiple intellegences and we have those that we use and rely on more frequently than the others. However, as educators, we should be taking our students outside their comfort zone of learning. The only way for someone to increase the areas that are not their strongest is to apply them. It is important to offer variety in teaching methods, but only delivering information in a student's preferred method does not teach them to find new ways to learn