When class comes together it is so nice to have a diverse set of people. They all think different and they all learn different. So your job is to pull out your teaching bag and use all the tools you have. I like to pair my bright stars with my lower beamers when it comes to skills. The stars like showing instruction and it give them the confidence they need to move on into a great job. My beamers move slowly but are able to catch on and learn from doing and feeling. I think behind a desk is for one thing but to give someone the power of skills shows them that they can be all they want to be. They are all intelligent in different beautiful ways.

I try to help my kids by feedback in the classroom. Even when we are in lab I am questioning them about the instruments they are using and what they are for. Keeping that constant thought going on is a wonderful thing and it is fun like a game. Being bored is the worst so you must be creative and share your knowledge. P O'Dwyer

I am a clinical instructor and can see the changes a student goes through. We start the students in pre-clinic to prepare them to see patients. It is wonderful to watch them develop critical thinking skills from pre-clinic to clinic. My role is also to help prepare them with critical thinking skills they can bring to their job, which is different than a clinical setting. For example, when they are senior students I ask them what they would do in an office if a patient has not taken their antibiotic premeditation prior to the appointment and their employer insists you see the patient. They have to make a ethical and professional opinion.

Being that Im in a small school and we are currently at 15-1 ratio we have the ability to teach several different styles and methods in one classroom sitting. This allows us to reach more students with the same material at one time. We can even adlib material and tell stores or bring in real-life situations to the class. This allows the students to see the need to learn this material at this time.

Reasoning and judgment complements one another and is critical to the success of our students as future leaders. However, because reasoning is a function of common sense and good judgment is based on sound information, I am concerned as to how technology has hindered our youth with social media and video games. Much of their information is derived from Social Media, Wikipedia, and other open sources that are not vetted for truthfulness or accuracy. And, notwithstanding the aforementioned issue, the realistic nature of video games has eliminated the need for children and young people to use their imagination and creative ability. Today’s video games leaves nothing to the imagination, taking playing “Army” or “Cops and Robbers” to a whole new level. Unfortunately, some of these games, such as “Grand Theft Auto”, clouds the judgment and reasoning capability of our youth. Reasoning is a part of using a common sense approach to thinking about and solving a problem. Reasoning helps individuals see the different options, segments and outcomes of critical thinking and problem solving.

Pretesting performs a number of positive result, especially if there are prerequisite involved. The class I typically teach has two prerequisites, and we have found that a student review can refresh information and processes that haven’t been performed recently. The students are given time to answer the questions, then they are given time to work in small groups. The last step is to review the questions by randomly calling on groups of students, one group at a time to answer the review questions. The review packet is long and the process takes about four hours to complete. It consists of about sixty questions with multiple answers and provides students with a good way to determine what they need to work on.

I am always surprised how many non-auditory learners I have in my audio production classroom. It amazes me that people can want to go into a field and have little idea of how to process/learn in that primary method. Do you think it's possible for a non-auditory learner to properly absorb and apply the material in an auditory driven field and classroom?

Graphic organizers are also useful as a non-verbal communication device. While I would be remiss if I did not shed a tear for the fact that visual communication is (in part) responsible for the lowering of reading and writing skills, it is also undeniable that a picture is worth a thousand words, if it lends to instant understanding of the concept at hand. In a course that has a high volume of new material, the idea that a picture or graphic can communicate instantly what would take 100 - 500 words ... it is not only a valuable tool for learning, but a welcome time saver in the process of learning new material.

I believe that, in additions to the multiple intelligences effecting the way people acquire and process information, there is also a personality factor. The brain is one part of the formula, but the personality (which is partially based on prior experience / emotions / behavorial) is indeed another. I like to think of the brain as being mechanical in the way it functions (even though different people will demonstrate different brain types, while exhibiting different personality types at the same time.)

While I do not disagree that some students might cause, by asking / or answering questions, the flow of the class to go backwards to a degree, I must say that when I pay my hard earned money to take a class, I darn well want my questions answered. I am in that class for a reason; to learn. Consequently I fully expect questions I may have to be answered (as applies to course material) and I personally don't care if the instructor likes it or not. As one may imagine, I afford that same philosophy to my students. Inspired Class room management techniques do not require an instructor to ignore a student that may have his hand in the air a lot, or a long time. Just sayin' .....

all students must participate in all learning activities given by the instructor

the instructor should repeat the lecture so the student csn take in all information

i think communication with other students is an excellant way as a learning tool

how do we handle students who are very good in one thing and excel in another

how do we handle students that have a communication problem

I'm MUST INTERESTED IN WHAT CONCORED USES AS A PRE-ASSESSEMNT FOR ADMITTANCE. Often times as an instructor I use the pre-test in GE-100 this gives me a baseline as to where the students knowledge level is, before starting the chapter. A baseline can help lead the instructor in preparing the student's to keep their interest. Adult learners will "turn-you-out" if information is repeated just for the sake of filling class time

I use a simple brain assessment instrument that allows students to determine if they are right or left brain. Students are so amazed that they are visual or auditory learners. It really helps to understand what style of learner the students favor.

Perception influences problem solving activities. Thus, when perceptions are distorted or ill-structured the process of problem solving can become ineffective. Can the assurance of an un-skewed outcome be determined through problem solving questions?

The relationship between attitudes and critical thinking is seldom discussed or included in textbooks. I believe a positive attitude should be included as a notable trait of a critical thinker. Should attitude be included as a critical thinker’s trait? Why?

Critical thinking skills are often confused with creative thinking. 1.What are some good hands-on lessons and activities that would clearly distinguish critical thinking skills from creative thinking?