As an instructor it is difficult to adapt to different people and the fact that they all learn differently.

Most of the students in my field learn hands on and not doing lectures. I can relate 100% to most of my students

I am a teacher at a post secondary automotive training school. I teach a program where the usage of critical thinking skills will help a student advance more rapidly than a student not applying them - which is true for just about anything. What I struggle with is most student's inability to deal in the "grey area" - that is to say that if they are facing a challenge that isn't a simple black or white task/activity, some will either shut down, stating that "this is stupid" rather than thinking and working through the challenge to come up with a positive outcome. Some students demonstrate proficiency in this skill, but not enough to be able to impact other group members in a way to encourage them to try what they witness from their peer. Any input would be helpful. Thanks in advance.

We do a huddle before starting our class. Its kind of a discussion group that allows concerns to be brought up so we can meet their needs. While doing this we notice many students do not say anything so we call on them and we sure have brought some students to realize that they like getting their needs met.

I have been told for years that the eye and brain can assimilate 5 things in a second. I discuss this information in my class relative to sizes of information packages and the concept of speed reading. Does anyone know if this statistic is correct and where it may have come from?

I think its important to remember that even though we are teaching adult learners that does not mean that they act accordingly and we as instructors and teachers need to adapt to each individual personality in our class.

Design engages critical thinking at every stage of development. The initial concept requires both aprioristic analysis and empirical evicence (deductive and inductive logic), as well as a "creative leap" of the imagination into the proposal that is to be developed. In later stages, as the design process progresses through numerous iterations, decisions become increasingly refined by both research and testing of the design according to logically established parameters. Finally, when the design is complete, it is offered to a wider public for evaluation, which will take many forms and levels of rigor.

The left brain learners can be motivated through logical exercises

there is never an easy way to solve problems so they should be based on the student and situation its not always textbook

I think that role playing can help students think critically and it also tests how they would respond in a real life situation

This doesn't seem like a lot to learn in an entire year of life. I will be searching for ways to make sure my students reserve as many of their yearly allotted "learnings" for my class.

Critical thinking is a self-directed phenomenon through which the human intellect is awakened. It constitutes a connection between ontology and epistemology.It engages in effective communication and problem solving. Critical thinking consists of brainstorming, analyzing, and prioritizing. the critical thinker is one who utilizes inductive and deductive forms of cognitive thinking in order to achieve solutions that resolve practical and theoretical problems within scholarship and other aspects of human life.

In writing courses we often equip our students with graphic organizers for the brainstorming step in the Writing Process. However, students receive more information than just the Writing Process. For example, my students tend to grasp the concept of the Writing Process with little problem but they struggle with understanding APA format. Any suggestions on the type of graphic organizer that would work for this topic? Or would structured notes be a better option for this topic? All suggestions are welcome!

I instruct at a adult lab environment. I usually start with some introductory lecture time and I soon see who are my audio learners and visual learners and even my Hand on leaners. I just have to be creative enough and aware of each of the students while interacting with them. I find this very helpful in delivering knowledge and thus the reward of teaching.

I believe there are number of factors that would motivate adult learners to return to school but ultimately it can be summarized to intrinsic and extrinsic influences. Most adult learners are motivated intrinsically; they simple want to learn for the sake of just learning, personal growth, and development of social relationship. Tantamount to intrinsic influences; extrinsic influences that is controlled by external environmental factors can play a major role in motivation for adult learners. Its driving force is professional growth and moving ahead. Simply put “a means to an end” The emphasis is on the reward from the outcome

good stuff to apply in the classroom to help students reach their goal

constantly going over material and how it relates to the students future

using the cheese method in class may work out since they talk of food a lot, Thanks....

I didagree with Robert Havighurst's developmental task theory. I bebleive an individuals development depends soley on their life experiences. These experiences are what clearly will define an individual. Not based on what age they are and the terms of development.

With only 5 hrs a week in classroom it is important to use pictures and letters even phrases to help the storage of important content