I agree on a part it says, "A good way to define the problem is to write down a concise statement that summarizes the problem, and then write down where you want to be after the problem has been solved."

It sometimes takes great discipline to be a good problem solver. It is important to examine the elements of the situation, break it down and re-build it to come up with a plausible solution. We can't always go directly to a final solution without some work put into it.

I have noticed that students are afraid to use and trust their instincts for fear of being wrong. They look to us for the answer instead of problem solving on their own. It is important I feel to force them to think about the question that they are asking even if it means failure.

I don't think it is easy to teach someone how to be disciplined when it comes to learning. I feel however when a student does put in the effort in regards to something they really want to master the benefit becomes more apparent. This may reinforce how important this concept of discipline really is.

I totally agree that Reflective Thinking is a process to help critical thinkers to overcome that trap and come up with the viable workable solutions.

Discipline, common sense, dedication, effort, contrast, time management, and judgment are very important as students grow in different aspects of their lives.

I think it is very important because you have be very clear and precise with students in order for them to comprehend the material that you're displaying and understanding.

I have notice that since I have been teaching a course on critical thinking. I have become more aware of my self-talk and my though process. This helps with instructions. I am able to disclose personal experiences to help the students in recognizing that to think critically is a process and it evolves as we all learn.

I find that if speek to students the way that I speek to the other Instructor thay seem to respond to that so much better than if you try to talk above them let them know that you are one of us.

AS instructor we have to help the student recall what they learn by keeping the lesson appealing to all five senses.

I enjoyed this portion of the course because it helped renew my attack plan on teaching patient diagnosis. Creating a from diagnosis to treatment thought process will re-enforce the information I teach.

I like to make the reviews interactive with the students deciding which information was needing to be reviewed. I also have students explain how they remember the information covered in the block of instruction.

Instructors must be flexable to reach all the students in the class.

I have to challenge my students to retain medical terminology for use throughout thier career. I use daily reviews and the "medical term of the day" to re-enforce the retention of the information

This is very important to utilize students needs, so that they can process all the information.

When you are an instructor it is critical that you understand each student has a different learning process.

What do you think of reverse scaffolding as a learning / retention tool? What I mean is, instead of giving the students a temporary structured outline of an important government policy paper, have them create an outline of their own - then compare their scaffolds in class to see if everyone agrees on the most critical issues in the paper. I have tried this technique with some success by having students create an outline (sometimes on a PPT slide) of the national security strategy, or a speech by the Secretary of Homeland Security. I find it much more effective for them to decide on the key points and then defend their decisions to their peers. A further step is to have them convert their outlines into an information paper or executive summary of the document "for their boss." Many former students tell me this is an excellent approach to teaching them how to cut through masses of government documents with a highlighter. In this case the scaffolding is not really temporary. Rather it produces a permanent record of the most important learning points. And for some uses the scaffolding may have more utility than the longer basic document itself.

I find the concept of stepping back from the problem to reflect helpful when trying to attain the right flavor profile of a vinaigrette for example. When students combine vinegar, mustard, garlic, oil, salt and pepper and begin tasting for a balanced flavor, the subtle balance needed can be difficult to achieve after four or five tastings if the viaigrette is too sharp, too hot or too salty. I them tell it is important to step back, give their taste buds a break and evaluate/reflect on what is known and possible soultions. Their thought process(and taste buds) can become more clear and help them make viable choices to solve the imbalance.

Now I can clearly indentify my critical thinkers in my class and encourage those who are not to think critically.

I have learned some very valuable methods in order to assist my students with critical thinking.I appreciate all of the advice I have viewed amongst the other forums as well.