I like to problem solve situations or topics of discussion that utilizes bodily kinesthetic intelligence. Often times i will dicuss a subject matter like making a hollandaise sauce. As i am asking for methodology by thinking ahead of what is the next step would be. My students are now asked to become involved in critical thinking and problem solving for the final outcomes. I then even go farther by asking them how to fix this sauce after it has broke. I love this exercise as it really gets them to think for themselves.

I found the area of discipline interesting in regards to my students. I had to stop and wonder what may be the intent of their education. Is it to acquire knowledge or get the grade needed to pass the class? Through my experience as an Instructor I always ask my students questions about the chosen topic and they allbow their heads hoping thatI will not make eye contact and pass them up. I then call on each of them to contribute. It is frustrating for me because I feel if they participated and conversed the class would be more interesting and fun. I do however have one student that is always prepared and does answer all of the questions. I feel he is losing out and he is taking this class as an elective. How do I engage them more and get them to prepare for class?

How do we expose students to "problem solving" skills in such a way that they experience success when they have little or no critical thinking ability? In addition, many student base their answer upon their opinions. When challenged with the "questioning approach", many shut down and refuse to explore any other possibility than their own.

The first thing that pops into my mind about this topic is the customers perspectives. I often use this exercise in the classroom for my students to think ahead of what the customer reaction will be when you cook a meal improperly to them. How will the customer react and how would you problem solve this senario. I find that by using open question and probing others input is a great tool for problem solving.

Critical thinking seems too simple for most where the student has to apply common sense to their surroundings. I teach in the culinary arts and often times my students get caught up in the moment and forget what comes natural to them. I find that those individuals who think for themselves, rather than their fellow classmates over comes these obstacles.

I have only 10 hours of time with my students, spread evenly over four consecutive days. Can you recommend your favorite techniques for accomplishing some of the goals described in this module within such a short exposure setting? Thanks.

What are your thoughts on the use of novel course content on pretests? I like the idea of giving the students the sneak peek at what's to come, and an opportunity to synthesize what they've learned in previous courses to successfully answer questions they've never been asked before. But this also seems to pose a threat to student confidence. Do you a have a favorite approach? Thanks.

Do you recommend spending class time on an effort to help students identify their own learning preferences? Thanks, Stephen

... are not processes. It is difficult to have confidence in the value of material that contains factual errors. Can you please indicate any and all similarly mistaken information presented in this module so I can be sure to delete it? Thanks! :-)

...Another result of our dependence on technology. We are creating a world where we can't really interact in personal situations. Facebook, My Space, that space and all spaces keep us from experiencing real emotional connections. Interpersonal communication is going to be lost in the cyberspace of technology--why, I've even heard that, now, when young people want to 'date'...they do it via a text message...How can you hear the intonations, or the expressions of a human voice like this?? Has anyone read E.M. Forster's "The Machine Stops"? This short story was written in 1909 and he hits the nail on the head of what we are eventually heading to...check it out sometime. It's quite revealing about our very culture today. No wonder we can't think critically or any other way...we have machines to think for us...including our not so smart phones...wouldn't have one if it was free!

The lesson states we as a society (this includes our students) have become too dependent on technology and governmental involvement...I couldn't agree more. We are too dependent on technology and I fear this will come back to bite us where it really will hurt. We want to throw out the pen and paper and now have everything 'online' or electronically uploaded. This is going to be a problem in the future!!! Students coming into college at the age of 18 do not know how to write in cursive writing--but whose fault is that? It is the educators'. We have failed to teach them writing because now we can use an I-pad or some other form of machinery. I firmly believe until we as educators say 'hey wait a minute' then we will continue to support a system that depends entirely on technology. I believe that technology is going to let you down when you need it the most...it happens ALL the time. But as long as we remain in this mindset, we are seriously hurting young and upcoming learners...eventually they'll look at a pencil and say, 'what's that for." Only until we decide that we must keep the 'old-fashioned' means of writing out our thoughts, then we are doing a total disservice to every student we encounter. Personally, I think we should not allow this. We will suffer for it--watch and see....

I believe reflective thinking is such an important part of learning. I think students will retain so much more of what has been discussed in class when they are given the opportunity to reflect at the end of the day.

I find that most students can learn difficult concepts if the meat of the concept can be relayed in a memorable melody. :)

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?