Graphic organizers are also useful as a non-verbal communication device. While I would be remiss if I did not shed a tear for the fact that visual communication is (in part) responsible for the lowering of reading and writing skills, it is also undeniable that a picture is worth a thousand words, if it lends to instant understanding of the concept at hand. In a course that has a high volume of new material, the idea that a picture or graphic can communicate instantly what would take 100 - 500 words ... it is not only a valuable tool for learning, but a welcome time saver in the process of learning new material.

I believe that, in additions to the multiple intelligences effecting the way people acquire and process information, there is also a personality factor. The brain is one part of the formula, but the personality (which is partially based on prior experience / emotions / behavorial) is indeed another. I like to think of the brain as being mechanical in the way it functions (even though different people will demonstrate different brain types, while exhibiting different personality types at the same time.)

While I do not disagree that some students might cause, by asking / or answering questions, the flow of the class to go backwards to a degree, I must say that when I pay my hard earned money to take a class, I darn well want my questions answered. I am in that class for a reason; to learn. Consequently I fully expect questions I may have to be answered (as applies to course material) and I personally don't care if the instructor likes it or not. As one may imagine, I afford that same philosophy to my students. Inspired Class room management techniques do not require an instructor to ignore a student that may have his hand in the air a lot, or a long time. Just sayin' .....

all students must participate in all learning activities given by the instructor

the instructor should repeat the lecture so the student csn take in all information

i think communication with other students is an excellant way as a learning tool

how do we handle students who are very good in one thing and excel in another

how do we handle students that have a communication problem

I'm MUST INTERESTED IN WHAT CONCORED USES AS A PRE-ASSESSEMNT FOR ADMITTANCE. Often times as an instructor I use the pre-test in GE-100 this gives me a baseline as to where the students knowledge level is, before starting the chapter. A baseline can help lead the instructor in preparing the student's to keep their interest. Adult learners will "turn-you-out" if information is repeated just for the sake of filling class time

I use a simple brain assessment instrument that allows students to determine if they are right or left brain. Students are so amazed that they are visual or auditory learners. It really helps to understand what style of learner the students favor.

Perception influences problem solving activities. Thus, when perceptions are distorted or ill-structured the process of problem solving can become ineffective. Can the assurance of an un-skewed outcome be determined through problem solving questions?

The relationship between attitudes and critical thinking is seldom discussed or included in textbooks. I believe a positive attitude should be included as a notable trait of a critical thinker. Should attitude be included as a critical thinker’s trait? Why?

Critical thinking skills are often confused with creative thinking. 1.What are some good hands-on lessons and activities that would clearly distinguish critical thinking skills from creative thinking?

WE such a diverse population in the GE-100 sections I utilize a variety of techniques: Open discussion, group forums, one-on one. Every adult learns in a different style so it is imperative to change or teaching styles and not simply read and recite

There are numerous best practices to apply towards meeting the learning needs of adult learners, to name a few: • Take an inventory of your students’ prior knowledge and experiences. When instructing students, make efforts to acknowledge students’ experiences and build on what they already know. • Determine why students are motivated to be adult learners. Work with students to meet their personal goals. • Identify your students’ learning styles. Use a variety of teaching techniques that will work with a variety of learning styles. Along with those practices mentioned, we may also sometimes ask the learners who seem to be struggling, exactly what they need in order to do better. Recently I asked a learner aged 33 who was constantly nervous and apprehensive, exactly what she needed. Her answer was simply to know that someone was there to understand her and support her in her learning. As a result of gaining that understanding of her particular need, I simply made supportive comments before and after class, and wrote a few more words of encouragement on the assignments she turned in. Those little bits of extra effort paid off, and the student now is now brimming with confidence and doing earning higher scores! Sometimes just asking the learner what he/she needs, can provide the information you as the instructor require in order to meet that need. -CAJE-

It is amazing to me how the subconscious is always hard at work and how even when we are not focusing on the problem we want to solve, the subconscious can come up with solutions to that problem. I wonder if this is the ultimate cause of why students blank out when they take tests. Is it because they are thinking too hard, and the subconscious doesn't really want it to? Does the subconscious work more productively when in the relaxed state?

Each term, I have my students take a learning style assessment, in which they determine if they are auditory, visual, or kinesthetic learners. I was wondering if there has ever been any research or findings as to whether a person's intelligence types (top three) is correlated to their preferred learning styles?

I am wondering if certainly personality types are more prone to being effective critical thinkers from the start. While I believe that everyone has the potential to develop these skills, my question is if there is an known correlation between a person's personality type and ability to think well critically?

What role does a person's personal environment play on their desire to learn?

I may be teaching a class on critical thinking at some point, and I was just wondering if anyone had any "fun" exercises that I could incorporate into that class. While a major component of that class will be to teach the class about critical thinking, it is very important to have the students involved in the application of what they have learned. Any ideas that you may have are greatly appreciated!