I have three points here: We all already know that the best way to reinforce newly acquired knowledge is to immediately apply it in someway -- whether that be a short in-class project, lab, or assignment. The idea of a 20 minute lecture discussion + 30 minute project + 20 minutes of additional lecture and wrap-up is great if you teach a typical 1 hour class 2-3 times a week for 16 weeks. At one of the schools I teach at, we hold class for 4-4 1/2 hours ONCE a week. I have found it incredibly difficult to maintain the students' attention and keep them excited about the content. I also have taught morning classes (8am) afternoon classes (1pm) and night classes (6pm) -- I've found that each section, depending on when it is held, prefers a different approach to the material. The morning classes tend to want about 30 minutes of introductory lecture/discussion and then immediately move into a hands-on project, then we wrap up the class with mostly lecture/discussion/demonstration/review. The afternoon classes tend to enjoy breaking up the material into smaller chunks 30 minutes of lecture/discussion, 30 minutes of hands-on, repeat. The night classes tend to like to get all of the lecture/discussion done first, then spend the second half of class with hands-on work. Fortunately, I work in a very hands-on, software based program, so it is very easy to give lots of hands-on mini projects. My second point was that I always try to bring in real-world examples for my classes. I teach in Audio Production, so I try to bring in real-world recording sessions that I have worked on, and let the students do the same work that I had done (with appropriate copyright clearance of course). One thing that has constantly eluded me is that even after I give them real-world examples, there are still a few that fail to see the relevance as to how this practice is important. I sometimes feel like some students see graduation as the end point, rather than looking past that. Any feedback/experiences are appreciated. And lastly, I disagree with the author that we should review before a test. I always review the previous week's material at the beginning of the next class; I always make it a point to review at the tail-end of topics before moving on to a new one; but I can't help but feel like I'm just giving them the answer if I review right before a test?

In looking at the topics of this module I am seeing more indepth means to retain information through the use of visual learning aids. In a technical school where hand and eye coordination is paramount the inclusion of learning scaffolding strengthens the retention of most of your students. Where I see the adult learning having difficulty in this process is in the recoding. They simply think they need to remember it all and most instructors think they should as well. This to me is the farthest from the truth, we need to remember how to remember key elements.

very smart, organize, use analytic process in dealing with any issue

i believe the human IQ not always reflects the individual inteligence because in any giving time this individual can show social and reflective inteligence that cant be mesure by Iq

I am just womdering how critical thinking can be a result of brain storming

make the class material easier, allow students to fully engage in class, prevent distraction

what a means by engauging your students, keepin it real. Often in career colleges we see students referring to the "real" world vs. the Utopia of the learning environment. This is very relevent to this module. Without seeing the connection between these two worlds the student will seek their knowlege elsewhere, thats bad for admissions and retention rates. So how does one make the connection? In my trade it means keeping current in industry standards and trends. It means I have homework and must keep abreast of changes even before they become popular in the industry. Once a trend takes hold if you are teaching to that level then you are teaching outdated materials to the students. By the time students enter the real world that trend is done and gone leaving our students struggling to learn the next trend. In all honesty, it is teaching our students about life long learning and it is done so by example of the instructor.

My oh my, or should I state MI. For many years I have known of the primary four means of learning and today I had an eye opener; the concept of nine intellegence catagories which seem to me to better streamline and delineate how learning actually works. In the old school learning I would be visual with kinestetic notes, now I see myslef as interpersonal, visual and logical. And it is me, it is how I learn. Had I known this many years ago life would have been so much easier. Take mat for example, I really suck at math, but I problem solve extremely well and quick. Does the development of these Multiple intellegences stem from life experiences or does it establish how we experience life?

Just as a brand new nickle is extremely shiny, so is everything when it comes to processing the intake of something new. Your brain seeks means by which to intrepret the data into usable knowledge, this is usually done through association with an already known element. Take for example the title of this topic discussion "too shiny", many of you immediately thought of the movie Rainman as the image of Dustin Hoffman stating that line is an example of episodic memory. It was neither formally presented or required, yet you learned it anyway. To me, it becomes easier to remember episodic memories as an episode of something you have lived through or witnessed. Yes this also covers your "high school education" as well as you may have survived it, yet the elements do not seem so easy to recall. Does anyone really remember having fun in high school geometry? This might be a key to finding out how you recall things.

Career college students are relevancy-oriented.Students time is very valuable and if they feel that you are wasting their time they will loose trust in the course and the instructor. They must see a reason for learning something. Learning has to be applicable to their work or other responsibilities to be of value to them. I incorporate a Powerpoint project in which the students tell about their favorite career in the foodservice industry.

Mnuemonic allows the student to recall informationa for longer periods of time. It is a good way to help the adult learner learn and use course inofrmation. I like the use of examples that share the use of acronym and acrostics. Vernise

In the section about the history of critical thinking, discoveries such as fire are touted as the beginning of the critical thinking process. What about when humans started making tools? What about animals who have developed tools? Can animals think critically?

Using all resources available to maximize students learning in the classroom and lab are very beneficial for the the student and the instructor also. What channels would you suggest will be helpful in assisting students in their learning efforts? How can this help meet the needs of the students learning ability? Vernise

Using mutltiple intelligence is very advantageous for our student to have a positive learning experience. The three dominant intelligence are: 1. Logical Mathematical 2. Verbal Linguistic 3. Visual Spatial These in ML"s if used in the right content can be used as instruments to maximize the students learning abilites and help them to achieve their career goals. Vernise

In my experience, critical thinking is understood and practiced (or not) differently among different ages of students (my classrooms are typically a mixture of older, returning students and younger, early twentysomething students). However, the differences are difficult to predict, and defy conventional stereotypes. Older students are no more or less likely to be skilled in this than the younger ones. I'm convinced that the students' previous educational experiences are the most important variable. Often, it is quite difficult for me to know how well-versed a student may be in critical thinking until the work starts coming in. What are some sound ways of measuring proficiency in this area early in the course?

One area that I believe that critical thinking is nmost effective in is problem solving. Some students have never been exposed to effective techniques for solving problems so they end up in conflict. A critiacl approach to problem solving can help one to successfully navigate the problem areas in life.

As I go forward from this course I will definetly take multiple intelligences into consideration. As a medical lab professional, I see that in some instanced the tech needs the ability to have more than one intelligence. As an instructor, I know that I have to use this knowledge to better teach students as indidviuals.

One may imagine that they are a critical thinker and are in error. Thoughts can come from many places and never be diciplined or even analytical. In the systemn that I work in, students are not always critical thinkers. This is indicated because of the decisions that they make. Using critical thought process can increase one's potential for a successful outcome.

visual learning is significantly increase long-term retention and make learning more understanding.

I have seen some students use numbers to create a "numeric acronym." Some students can retain a series of numbers that remind them of a list of items to be learned.