Getting Students to Think Critically and Visibly

Students can sometimes find the classroom to be an uncomfortable environment; hence, it can be difficult to persuade them to voice their thinking in front of their peers. Students’ fear of accidentally recalling incorrect answers in a classroom setting may set a domino effect of instant ridicule from their classmates, which can consequentially inhibit many of them from participating in future classroom discourse. To reduce fears, educators should foster an environment of support that encourages students to think visibly and more critically. The purpose of this article is to explore the literature, which suggests an environment that promotes creative learning and visible thinking inherently develops students’ critical thinking skills resulting in them becoming better problem solvers

Additional file 3: Table S3a,b,c and d. of Tracking post-infectious fatigue in clinic using routine Lab tests

Supplemental tables containing summary statistics describing the significance and probability of false discovery for the effects of time and the time x group interaction for each of the clinical markers using a regression-based repeated measures model. (XLSX 48 kb

Additional file 2: Table S2a. of Tracking post-infectious fatigue in clinic using routine Lab tests

Summary of 2-way ANOVA. Significance of time, group and time x group effects of conventional metabolic profiling in blood across 6, 12 and 24 months following diagnosis with IM. False discovery rates (FDR) were based on Storey [36] using the bootstrap (boot) and the polynomial (poly) fit methods to estimate lambda, as well as on by Benjamini and Hochberg [37] (BH). Table S2b. Summary of 2-way ANOVA. Significance of time, group and time x group effects for complete blood count (CBC) profiling in blood across 6, 12 and 24 months following diagnosis with IM. False discovery rates (FDR) were based on Storey [36] using the bootstrap (boot) and the polynomial (poly) fit methods to estimate lambda, as well as on by Benjamini and Hochberg [37] (BH). Table S2c. Summary of 2-way ANOVA. Significance of time, group and time x group effects for conventional differential blood count profiling in blood across 6, 12 and 24 months following diagnosis with IM. False discovery rates (FDR) were based on Storey [36] using the bootstrap (boot) and the polynomial (poly) fit methods to estimate lambda, as well as on by Benjamini and Hochberg [37] (BH). Basophil count was not considered due to a large proportion of missing values. Table S2d. Summary of 2-way ANOVA. Significance of time, group and time x group effects for standard endocrine profiling in blood with urine specific gravity and pH across 6, 12 and 24 months following diagnosis with IM False discovery rates (FDR) were based on Storey [36] using the bootstrap (boot) and the polynomial (poly) fit methods to estimate lambda, as well as on by Benjamini and Hochberg [37] (BH). (DOC 150 kb

Additional file 1: Table S1a. of Tracking post-infectious fatigue in clinic using routine Lab tests

Summary descriptive statistics of clinical assays. Mean and standard deviation () of the conventional complete metabolic profiling in blood at 6, 12 and 24 months following diagnosis with IM. Table S1b. Summary descriptive statistics of clinical assays. Mean and standard deviation () of the conventional complete blood count (CBC) profiling in blood at 6, 12 and 24 months following diagnosis with IM. Table S1c. Summary descriptive statistics of clinical assays. Mean and standard deviation () of the conventional differential blood count profiling in blood at 6, 12 and 24 months following diagnosis with IM. Basophil count was not considered due to a large proportion of missing values. Table S1d. Summary descriptive statistics of clinical assays. Mean and standard deviation () of the conventional endocrine profiling in blood with urine specific gravity and pH at 6, 12 and 24 months following diagnosis with IM. (DOC 149 kb