This definitely works best for me, and seems to really work best for students as well. It's a challenge to come up with something students will remember for every important point... but it really works.

I have seen that problem solving can be achieved such as when a student is asked how to do a step-by-step process on a software program on his or her own. If they fail the first attempt, I slowly coach them on how to to it successfully. Then on their second attempt, they most often do the function correctly.

Creatiive problem solving is also effective in a visual communications class. By interacting design skills and computer software, the student is required to figure out what problems are to be solved and to implement them into a successful design piece.

By consistently asking questions during a lecture course, I feel that the students become more engaged in the class and are more willing to participate.

In teaching visual design, critical thinking is essential in group critiques.

What are some of the motivating factors for adults to return to school?

How can knowing adult learning theories help you in your instructional planning for adult learners?

What are some characteristics of an effective instructor of adult learners?

The class I am a facilitator in gives a pre test the first day of class that is not graded, we then give the students a feed-back sheet showing them how they scored broken down by section's of the test, this feed back guides them to specific areas that they need to study. It also confirms their strong and wek areas an is a great help for them to pass the final exam.

Many of the subjects I teach do not lend themselves readily to lots of styles. For example, Anatomy and Physiologiy: students must memorize a lot of information, and it's hard to make relationships between different body systems until all of the systems have been covered. Would love some ideas on how to approach tis problem in the classroom

I have had success with challenging the class to invent a new mnemonic. It's fun and by the time we're done they won't forget it.

First of all analyze the problem. Write down what is given, then start thinking all steps are to be taken to solve the problems. I'm math instructor and use logic and problem solving in math.

Problem solving is an integral part in College Math that involves problem solving using venn diagram . I enjoy teaching problem soving . I also learnt a lot from this course.

It is good to know that there are other educators in the world around us that believe Critical Thinking is an integral part of the learning process.I'm teaching College Mathematics where we use critical thinking and problem solving.

Critical Thinking is made of a combination mainly: self-directed thinking and discipline. In everyday language critical thinking is thinking outside the box.

I think one of the keys to helping students transfer information from short term memory to long term memory is to revisit similar topics in future classes or concurrent classes. As our students move through the 5 semester curriculum we try to expand on or revisit past topics to help them move this information into Long Term Memory!

I introduce a new topic using guided note taking,then I use a PowerPoint Presentation to make sure the students get the main points and to reach the visual learners;then I use role playing if possible to act out the situation; and finally I ask a students to paraphase the presentation. Sometimes I give each student an envelop at the beginning of class. They are not to look in the envelop before or during the lecture. After the lecture we review the lecture using the preset questions. This has worked very well because the students do not know what their question will be therefore they have to pay close attention in order to be able to answer their questions. If they miss their questions they must find the answer in the textbook.

Most adult learners want to direct themselves and in many cases determine their learning path. They want to be actively involved in the learning process; therefore, I give some simulations in the beginning of a new class so the students can see that what they are learning is applicable to their choosen career. Near the end of the class the students will be allowed to choose from several projects to complete which directly relates to their choosen career.

I am curious how good and bad an idea guided notes are. I can see how they would keep many students on track. But I can also see how I am conforming their material processing strategies, and severely limiting it.

When I have a classroom of 28 students in Document Processing I, my students see document processing in many different stages. I emphasize that this course is really keyboarding using the touch method and using orange skins which in the end will increase their keying speed and accuracy immensily provided they follow instructions.In this class we will also learn to format business letters, reports, memos, and ruled tables. I bring concrete concepts to abstract thinking by teaching how each documnet will be used in their choosen career field. Is this what you mean by what role concrete thinkg play in the learning process?