I have found that hiding a review is better than announcing one. Usually, reviews are requested before tests and are appreciated. However, in order to review consistantly without the eye rolls, questions thrown out to the students during instruction time generally accomplishes the task. At other times, opinions are elicited with the content: "How do you see such and such from this course?" I try to let review be student directed as much as possible. Are there other examples of covert review that might prove helpful?

I have a night class populated with mostly adult learners at a local community college. Since it is a once-a-week class, its length (4 hours) is daunting. The students come to class on overload and extremely tired as many of them work a full day. We were told in the previous section about "changing a learning focus every 50 minutes." I follow that rule of thumb, but I also include a 10-minute break that comes with the change. That schedule is followed "religiously" if I could use that word. The students are surprisingly fresh at the end of class. I noticed nothing was mentioned about breaks with adult learners. Does anyone else do the same thing?

The subject of the three filters - deletion, distortion, generalization - determining what is of value to the learner I find to be interesting.With regard to distortion, I have come across this with some students. It seemed they focused on the logistical things like "We were told we are to receive notebooks, pencils." And during the courswe of their studies, the focus became something like "Why do we have to learn about a certain step in a procedure when it is not mentoned in the chapter we are studying but in the next?" This even when I mentioned it weas not in that chapter, and I went through the steps with them, and demonstrated this to them. When students start distorting, this becomes a challenging task for the instructor, to keep them focused to stay with the subject.

one must try hard to asses an average which is manageable and not boring with both spectrums of the class.

makes them want to succeed even more. if something they are doing at the present time, is something that is going to be earning them recognition and money in the future, the motivation increases.

really useful to help take the stress away from the student. if they are able to follow along with something that is easily understood, it can only be a good thing.

I have taught the incubation method to my students who have issues with clinical issues, theory versus real life. Students are first to point out when instructors deviate from concepts, and what I have told students is that they need to step back, analyze if this is truly a wrong way (which is what comes to thought initially), or just a different way (which is usually the answer).

After reading in this last section a definition of being smart, being that of not knowing but of knowing how and where to get the information, and how we use this information, has greatly helped me in understanding how to teach my students and to have a greater understanding of different types of "smart" students I have.

I have found that many returning learners are resistant to problem solving questions. I even have students do role-playing of a certain subject and then we analyze what was correct and what needed more guidance. I believe it is do to the "new style" of learning, and taking student out of their comfort zone...ideas...

In assessing your students, how long into a course should you be concerned that a student may have a critical thinking issue? Some students I see halfway through a 3 month course still struggling, when should I intervene?

I have done this with my students for a few years now, and I did not even know it had a name! I find it keeps the students interested to find out what goes in the blank.

I find this to be very effective. After a quiz, I collect and grade them, and then I hand them back to the students and we orally review the quiz or test. I find it really reinforces the information and makes the quiz a very valuable learning tool instead of just a grading tool.

I never knew about the 7 forms of intelligence, and that we usually have 3. Now that I read about it, it makes sence and I immediately recognized my 3 forms of intelligence.

It is so important that as culinary instructors we teach our students by demonstration. We now know why-students only retain 25% of the information they hear, yet 40% of the information they see.

We are aware of the many ways in which people learn. This portion of the course offers a multitude of choices of method by which we can assist our adult learners in obtaining knowledge. However, it appears to me that the choice of method eg. graphic organizers, mnemonics etc would depend greatly on each individual student's own intelligence type. An organizer would appeal to a visual learner while a mnemonic would appeal to a audio learner. Should this course's suggestions for scaffolding techniques not be tied to the concept of multiple intelligences?

I try to hit as many learning styles as possible with all the information provided.

It was said in the lesson that we do 3 things with new information, we delete it, we distort it to fit in our lives, and we personalize it because it has value in our lives, My question is, Wouldn't distorting and personalizing be opposite sides of the same coin? Just seems to me that based upon the information that a person could get and be able to critical think, there would be very minimal differences between the two.

I understand how being aware of multiple inteligences can be very beneficial. I teach physics to classes that range in size from 2 - 22. Following a series of physics classes, as well as other highly technical training, students are expected to pass difficult board certification exams. There is a specific body of knowlede that has to be imparted to the students. Is there room for a practical multiple-intelligence approach to instruction in such a setting?

As a trade school instructor, my students are predomitely hands on learners. These students need learning scaffolds=basic outlines to have a map to follow to perfect the operational standards of our school. They are often not skilled in decoding or pruning techniques and they must have concrete instruction to learn what they need to retain.

When teaching, it is very important to relate your experiences to what you are teaching them so they gain understanding as to why they need the information you are presenting.