I have to challenge my students to retain medical terminology for use throughout thier career. I use daily reviews and the "medical term of the day" to re-enforce the retention of the information

This is very important to utilize students needs, so that they can process all the information.

When you are an instructor it is critical that you understand each student has a different learning process.

What do you think of reverse scaffolding as a learning / retention tool? What I mean is, instead of giving the students a temporary structured outline of an important government policy paper, have them create an outline of their own - then compare their scaffolds in class to see if everyone agrees on the most critical issues in the paper. I have tried this technique with some success by having students create an outline (sometimes on a PPT slide) of the national security strategy, or a speech by the Secretary of Homeland Security. I find it much more effective for them to decide on the key points and then defend their decisions to their peers. A further step is to have them convert their outlines into an information paper or executive summary of the document "for their boss." Many former students tell me this is an excellent approach to teaching them how to cut through masses of government documents with a highlighter. In this case the scaffolding is not really temporary. Rather it produces a permanent record of the most important learning points. And for some uses the scaffolding may have more utility than the longer basic document itself.

I find the concept of stepping back from the problem to reflect helpful when trying to attain the right flavor profile of a vinaigrette for example. When students combine vinegar, mustard, garlic, oil, salt and pepper and begin tasting for a balanced flavor, the subtle balance needed can be difficult to achieve after four or five tastings if the viaigrette is too sharp, too hot or too salty. I them tell it is important to step back, give their taste buds a break and evaluate/reflect on what is known and possible soultions. Their thought process(and taste buds) can become more clear and help them make viable choices to solve the imbalance.

Now I can clearly indentify my critical thinkers in my class and encourage those who are not to think critically.

I have learned some very valuable methods in order to assist my students with critical thinking.I appreciate all of the advice I have viewed amongst the other forums as well.

Going over these concepts under these names refreshed and refined my understanding on how to effectively help my students retain content. I highly recommend this rather intensive course to all educators. I think it should be a required course.

By taking this class I am going to teach the four basic processes in management--planning, organizing, executing, and evaluating; then I will divide the class in groups in which each group will plan, organize, execute, and evaluate their social activity for the night student body. I will plant some difficult customers in each activity so the students must use critical thinking to remember that customers gives them their pay check. The students will have to think quickly ways to please.

I find it is helpful to use tactics to help adults students decode information that is being presented to them. However, when working with adults, instructors are challenged with making sure we continue to provided them with self-confidence. We must continue to build our students up and help improve upon the decoding methods to retain medical terms and vocabulary.

The incorporating the four parts allows student to remain confident and motivated to learn. The process of reviewing occurs when students need to draw on and apply previously taught knowledge. Instructors must incorporate and organize review to facilitate better learning, longer retention, and better application.

When you hit a "block wall",I think sometimes it helps to walk away and do something else and then return to the problem and reflect. Simply making a list of pros and cons can be very helpful.

I have been teaching for over 6 years now and I totally have a different outlook of the learning process. The process of understanding learning and different concepts such as memory is significant and plays a vital role.

CLEARLY THE VALUE OF A RESULT EVALUATION IS A FUNCTION OF THE INDIVIDUALS INVOLVED. FOR THIS TO WORK , WE HAVE TO ASSUME THAT ALL PARTIES INVOLVED ARE CAPABLE OF LOGICAL DEDUCTIVE REASONING.

THE GREATER QUESTION IS WHAT INFLUENCES JUDGEMNENT. IF JUDGEMENT IS DEFINED AS DECISION MAKING AFTER RESEARCH HAS BEEN ANALYZED, THEN WHAT INFLUENCES JUDGEMENT.

IN THE DAYS OF SOCRATES, ITS EASY TO UNDERSTAND WHY CRITICAL THINKING WAS A POWERFULL TOOL. KNOWLEDGE WAS LIMITED, COMMUNICATION WAS POOR (TO SAY THE LIST), INFACT THE WORLD AS WE KNOW IT DID NOT EXIST. THEREFORE THE ABILITY TO THINK OF A PROBLEM AND REFLECT ON ALL ITS FACETS AND ANGLES WAS PROBABLY THE ONLY WAY HUMANITY COULD EVOLVE DURING THIS PERIOD. NO WONDER HE IS SEEN AS GREAT A PHILOSOPHER AS HE IS TODAY.

With information more readily available than ever what are some tools we can give to students to assist them in finding more logical answers to everyday problems?

This is definitely so important. If the individual is unwilling to admit that there is a problem to be worked on, there is no use going any further, I believe. Unless you indicate the benefits of the other position.

Something that really made me think is that as a professor it is really important to allow students to express their perspectives so that they can create well-informed beliefs. It's hard sometimes, though, when students are not so willing to share their thoughts.

The various intelligences are facinating. Students do not necessisarily come to us knowing their best strategy for learning, nor is there time or opportunity to evaluate them. I find it best to have various strategies built in.