To practice problem solving skills in the classroom/clinic/lab environment we use case studies very much like the House M.D. t.v. series. Students are presented with a clents condition and must explore which technique will be best to benefit their clients.

Our students must find balance between the different types of intelligence to be successful in the natural health environment they will be working in. I have found that our clinic/lab environment is the perfect forum to teach these skills. Some students naturally have more emotional intelligence innately and by being mentored by other students and intructors they are able to mirror the emotional intelligence it will require to be succesful with clients and the community.

Our program is accelerated and intensive requiring the students to become quickly proficient at application of techniques. Our students work in a clinic environment to be able to practice their reasoning skills to determine which techniques they will employ for the benefit of their clients. I believe this workshop/lab type of environment provides the perfect format to practice the skill of reason and outcomes possible.

I am an instructor at a trade vocational college and have found immense benefit of employing the critical thinking style of question format in lectures. The students become more engaged in the lecture and are better prepared to process logical outcomes of why the material being covered is important to them and their clients benefit wise.

Adult learners are really special. They are excited to learn new things. I am very happy to teach them. and this has opened new ideals to help them success in their new adventure and hopefully some I can guide to other new adventures.

I believe highly that in order to teach an adult learner, we must keep the class room motivating, exciting and challenging so that our student can use their brain, short and long memories.

I think all of these processes get at one basic point: making problem solving a more conscious activity. That is, problem solving seems to be something we do on a regular, daily basis, and we seem to do that largely without thinking about it. These activities are nice for making that process more conscious, so that I am aware of the problem-solving happening.

I become uncomfortable with the dogma of intelligences when we get blanket statements such as "there are six types of intelligences." I worry about this limiting out definitions of intelligence as much as the notion that there is ONE type of intelligence. Certainly, there are students who are more adept at online forum posts than in-class discussion... but they're still, in a way, socially interacting. So what type of intelligence is on display there? I wonder if it would be better to simply consider our students ALL intelligent. When I think about reflective thinking, I never forget to think about myself. That is, what types of road blocks to accessing student intelligences am I unknowingly throwing up? What can I do to allow easier access to student intelligences. The danger in this idea of six different intelligences is that, of course, some of these seem more valuable in the eyes of broader society. Students with a certain label on his or her intelligence may feel somewhat slighted, etc., and therefore be less willing to display that type of intelligence, or be more likely to slight that intelligence in favor of other, more socially valued ones, rather than intertwine them all.

So, the more I read about today's "entitlement culture," the more I think this term needs a dose of critical thinking. First of all, it's an incredibly broad term. What do we mean by entitlement? What do we mean by culture? And, furthermore, to think that our students feel entitled because the government somehow supplies so much to them seems to be a notion that comes from a very narrow worldview. I think students' focus on results is quite understandable. Especially in a career college setting, education is sold to prospective students as a gateway to a better career and, thus, a better life. Furthermore, we pitch students on the notion that they can earn a degree in less than two years, etc. That students want A's is not because they feel "entitled" to them, but because we've put some much emphasis on the end result--and when that result is "a better life," who can blame someone for being anxious to start that? That said, if we can figure out why each student feels like critical thinking is so much work, or doesn't want to spend the time on it, or simply isn't interested in it, we can better shift our pedagogy to address the concerns of those students and emphasize the utility of critical thinking in a way that is more effective.

When I was in massage therapy school, two of the greatest things for assisting memory I ever fell over was the power of music to aid in memory retention, and, the power of laughter to help memory recall. Classmates would crack a joke about a topic for discussion (especially in anatomy and physiology) or, someone would sing a song that would seem appropriate to the subject matter at hand. Come testing time, remembering the music, or, the joke, always made recall of the materials so much easier

Im always afraid that guided notes lock an instructor into one path of teaching and takes away the ability to be spontaneous, any one have this problem ?

Can one use a sort pre-test as a judicial review type application ?

i wonder if someone in this forum has a couple of good examples on how to test musical people and try to define their different type of intelligence.

I find that when teaching audio consoles, its best to take an concrete approach and then an abstract. First we talk about the specific components and how they work and relate to each other. then we actually bring up example situations where they incorporate the components. Anyone else follow this process ?

This has helped me teach students a standard process for setting up audio mixing consoles without having to constantly repeat myself in class. SSC- Sweet Sour Chicken - which really stands for Stereo mater fader Solo level Control room volumen

This is something that I do with my students from day one. I teach audio engineering (how to record and mix music). I tell students that I do not teach music I teach the engineering of music. The first few days of class I take them on a small tour of studios and small local clubs so they see what they are been trained for. This helps a lot in the future success of the student thru out the course and also in their career.

I teach audio engineering, this involves constantly listening to music. But before class I play a piece of music that gets the class ready for the days work. I'll usually play something similar to the work at hand, with this they now know the type of tonality and types of effects to use thru out the day.

This is something that I do with my students on a daily basis. To have them hear an audio effect (Reverb, Delays, compression, gating) and build that concrete memory helps them to picture that effect on other pieces of audio thru abstract memory.

Students retention is important becauses it allows proof that the instructor can hold class size

When I am discussing anatomy on the Skeleton, I directed the student's attention to the Bones Skeleton and point at the different parts. The students also have a chance to point at selected parts. We named the Bones Skeleton Mr. Bones and we have a lot of fun with visual learning using him.