Has anyone read The Courage to Teach by Parker Palmer and what are you thoughts about his community of truth?

As a Respiratory Instructor I find it difficult to encourage students to use critical thinking skills. I am not sure if it is due to the lack of knowledge of what critical thinking is.

I like the idea of uding graphic organizers to help students identify the key points. They can also help when having the students summarize the into at the end of class for better learning.

As a clinical instructor I plan touse judicious review at the clinical site with the students skills as well as helping them to review and link they information they are using in their theory classes.

learning the scaffold and recording strategies makes a great deal of sense as well as the acronmin

assessing the students, better prepares for a progression of the course should take where to stress more areas of importance.

different ways of learning some visual, logical etc we see this all the time. a lot of students like to see one do one teach one.

short term long term memory extremely important in medicine as well helps us with disease diagnosis.

SInce everyone has intelligence, it can be helpful to the students to help them discover their strogest area of intelligence. This can really boost their self-confidence, willingness and ability to learn by helping them see they ways they are intelligent (especially if it is in the non-traditional way). Placing a value on all intelligences will make the student realize the intelligence within themselves to give them more confidence to learn in more situations.

I think one of the biggest barriers that students in the VN program face is that overloaded overhwhelmed feeling. Helping the students to use their working memory to incorporate episodic and somantic memories is one of our biggest jobs as instructors.

Adult learners at our school have a hard time getting back into the groove of the formal school setting. They get easily frustrated when they see young students grasping concepts and doing well on tests. I often calm them down, and encourage them not to be too hard on themselves. It takes time to get back into the learning groove.

I do a lot of group work in my courses that require critical thinking skills. Students are presented with various scenarios in which they have to determine the best solution to the problem. I've found that students seem to learn a great deal simply by listening to the experiences of other group members, and their ultimate conclusions are almost always much more effective when they come up with solutions as a group rather than individually.

At the end of every term I hand out a course survey to students, in addition to the one distributed by my university. I've found it very helpful when planning the course for the following term. I enjoy reading about what students say they learned or took away from the course and I benefit from reading about what concepts they struggled with. I would become very bored with my profession if I didn't adapt/update the course each term.

I always find it disturbing the number of students who either don't know how to recognize acceptable sources of information and/or receive their information from merely one source. To my first point, in eight years of teaching I have always had at least one student reference Wikipedia as a source. Secondly, with ten media conglomerates controlling all forms of media worldwide, I like to remind students that we need to be critical of the information being broadcast to us be it print or televised media. I tell them to pay particular attention to the motivation behind the "stories" that are shared with viewers.

I taught rhetoric at Roosevelt Academy in The Netherlands for a year and found one of the most important things to discuss with students early in the term is how to both be aware of and avoid arguments based on fallacy. Often times individuals recognize the fallacy in the argument but continue to try debate it using reason. Being able to identify and label fallacious arguments when they are first presented saves a great deal of time. My disciplines are Communication and Sociology, and I've found it very beneficial to introduce my students in both courses to this concept.

More and more students aren't willing to take the time to find answers they want someone to give it to them.As an example when I taught them coding I looked up some silly or really strange codes for them to find. It made the class and learning process more fun

Many students are uncomfortable speaking out in class. S I liked the idea of starting out with simple nonthreatening questions

I do a power point every night. So to try and keep the attention of everyone at the end of these I ask specific questions pertaining to the power point and then after the student has answered I go further by asking him his opinion and would he do things differently. If so what would he do to change things? If he wouldn't change anything what was it that made him feel everything was so perfectly right. I don't do this in an attacking way -I just want them to think.

I am going to try scaffolding. I think it will work great with new students.

I like the pretest method. I am going to use this next term.