“Teaching is where I find out what I really think. It is only in the act of having to explain a complicated idea, in having to find language for what rambles around in my mind, that I find out where my convictions lie, what ideas I am excited about most . . .” Uta Barth
As a Business Technology instructor at City College, my focus is on helping students develop a strong basic skillset that gives them the ability to create and manage digital documents for the business office setting.
My emphasis has been on Microsoft (Word, PoerPoint, Publisher, Outlook, SkyDrive) Adobe (Photoshop, DreamWeaver, Flash and Acrobat) and Google (Drive, Apps, Gmail, Calendar, Maps, Translate, etc) programs.
Problem Solving
In both settings, my goal is to help students become independent problem solvers as they move from one project to the next, from one program to the next. I want students to start seeing larger patterns and then gain confidence needed to use the patterns 
to solve problems. I want them to develop questions and then work on finding the answers through their own investigation.
My goal is to teach them to “organize and integrate information, think deeper and take ownership and control for learning.” How can I shift the focus from the “right answer” to the process of getting there?
Speaking the Language, Demonstration & Step-by-Step
Typically, I start by giving a verbal overview of what I will do accompanied by a visual demonstration that involves role playing, drawing graphics and diagrams and narrative.
Often I show a finished example of a piece that employs techniques we will learn.
Then I type out the workflow and what concepts were involved so that students develop a bridge between the language they hear, the actions associated with the language, and the language they need to repeat to themselves.
Next, I demonstrate from start to finish how to employ the technique.
Then we go through the process step-by-step together as a class
To reinforce lesson content, students are asked to repeat the steps on their own while I walk around and answer questions. Students may be asked to hand in their work to a designated shared drive.
After students have worked on their own, we reconvene as a group and I discuss some of the questions / issues that were raised and ask to see if there are additional questions, ideas or comments. I may show examples of work that illustrate an issue or show an especially creative approach to the assignment.
Frequently, I ask students to show their work to their neighbor and get their feedback and questions.