nt's memorization of the various
characters and the sequence of the plot in the story. "Mature thinking
skills" include the student's analysis of Pip's internal conflict and
how Pip overcomes his internal weaknesses. Mature skills might also
include the creation of an alternative ending of how the story could
have achieved an even more satisfactory ending. This story is unique
in that there are two published endings: one, the author's original
ending, and the second written at the insistence of the author's
newspaper editor. These alternative endings illustrate how we can
create an alternative environment and make our dreams come true.
Sequential Problem Solving is about finding alternative solutions to
problems and executing well researched plans.

Second, students learn to trust their own ability through success, and
the teacher can help to insure that success. Success can be assured by
tailoring the curriculum to the student. The student with severe prior
knowledge deficits can usually be rapidly remediated by learning basic
thinking skills first: for instance, the basic memorization
techniques, note taking, outlining, and free association recall
techniques. (These are discussed in detail elsewhere.)

Students should be aware of what they learn and feel pride of
accomplishment. They should recognize for themselves when they
achieve success in learning. They should learn to constantly monitor
their own performance and the success of their strategies.

Learning occurs in well ordered ways:[2] first, the student gains
understanding of what is read or the teacher explains, then memorizes
the facts of the subject in order to analysis the information later
through comparing and contrasting. Next the student may use the
information to create something new, and finally he should use the
memorized information to evaluate his own performance. This sequence
is known to teachers as Bloom's taxonomy. [3]

Students need guidelines for making decisions. Those decisions may
involve physical, scientific problems, or they may involve
interpersonal problems, social values and moral decisions. Students
should learn a systematic workable framework for making decisions. All
students should develop the ability to evaluate their thought
processes as a learned skill. The mature learner should be able to
recall the steps of scientific problem solving, recognize specific
personal values and character traits, and remember the tests for