Major Points of this Presentation
Major Points of this Presentation
•
•
What is a millennial?
What is a millennial?
–– sifting through the hype: definitions, characteristics, cautions. sifting through the hype: definitions, characteristics, cautions. ••
How do they compare?
How do they compare?
– – What does A say a!out current youth "s millennials# What does A say a!out current youth "s millennials# ••
Teaching Techniques from Millennial Research
Teaching Techniques from Millennial Research
–– $iscuss and share strategies%ideas $iscuss and share strategies%ideasthat may &or' – for millennials, youth, and%or anyone &ith
that may &or' – for millennials, youth, and%or anyone &ith these learning preferences.these learning preferences.
Millennials – Who are they?
Millennials – Who are they?
•
• Age Range:Age Range: ( – )* yrs ( – )* yrs + + orn !et&een -/)+)0orn !et&een -/)+)00) 1sources "ary20) 1sources "ary2 •
• Many names:Many names: 3eneration Y, 3eneration Y, 3eneration 4e5t, $igital 4ati"es, 3eneration 4e5t, $igital 4ati"es, Media 6earners, .4et generation,Media 6earners, .4et generation,
We! ).0 3eneration, 4eo+Millennials We! ).0 3eneration, 4eo+Millennials
•
• Diverse:Diverse: on a"erage, 7*8 4on+&hite 1"s 9/8 3en, on a"erage, 7*8 4on+&hite 1"s 9/8 3en, )*8 oomer)*8 oomer, ), )08 ;ilent 3en208 ;ilent 3en2 <; =ensus )000<; =ensus )000 •
• Large:Large: 9(8 of population – )+9 5 3eneration 9(8 of population – )+9 5 3eneration , equal or greater than oomer generation., equal or greater than oomer generation. •
•
Millennials’
Millennials’
Characteristics: Characteristics: oo Raised very Sheltered Raised very Sheltered – More easily stressed, loo' to authority%parents for guidance,– More easily stressed, loo' to authority%parents for guidance,
used to highly scheduled%structured life &here desired &ere easily and quic'ly met. used to highly scheduled%structured life &here desired &ere easily and quic'ly met.
o
o Digital nativesDigital natives – &hile fluent in – &hile fluent in technology+ it is >ust another ttechnology+ it is >ust another tool? )7%@ on+demandBool? )7%@ on+demandB
lifestyle? multi and multiple media+!ased int
lifestyle? multi and multiple media+!ased interaction &ith 'no&ledge? adapta!leeraction &ith 'no&ledge? adapta!le
o
o Social & Team orientedSocial & Team oriented – We! ).0 – colla!orati"e creation of 'no&ledge, li"e pu!lically– We! ).0 – colla!orati"e creation of 'no&ledge, li"e pu!lically
online, staying net&or'ed
online, staying net&or'ed is 'ey – is 'ey – myspace%face!oo'%t&itter%te5ting%!lmyspace%face!oo'%t&itter%te5ting%!loggingogging
o
o m!itious !ut "nrealistic m!itious !ut "nrealistic + focused + focused on notoriety, mon notoriety, moneyoney, !ig ideas? u, !ig ideas? unrealisticnrealistic
e5pectations of &or'place and
e5pectations of &or'place and real+&or'B opportunities, goal+focusedreal+&or'B opportunities, goal+focused
o
o #lo!ally$ Socially#lo!ally$ Socially$ %nvironmentally $ %nvironmentally consciousconscious – em!race%accept di"ersity of all sorts,– em!race%accept di"ersity of all sorts,
acti"ists – &ant to ma'e a difference,
acti"ists – &ant to ma'e a difference, more politically in"ol"ed than 3enmore politically in"ol"ed than 3en
o
o ctionoriented ctionoriented – Cocus on ne& e5periences, trying things out, rather than Dthin'ing– Cocus on ne& e5periences, trying things out, rather than Dthin'ing
a!outB or reflecti"e acti"ities, "irtual &orld accepta!le su!stitute
a!outB or reflecti"e acti"ities, "irtual &orld accepta!le su!stitute for real+&orldBfor real+&orldB acti"ities, highly mo!ile, TE is !oring.B
acti"ities, highly mo!ile, TE is !oring.B
CAU!"#: #ot all yo$th%yo$ng a&$lts
CAU!"#: #ot all yo$th%yo$ng a&$lts &emonstrate millennial characteristics'
&emonstrate millennial characteristics'
•• !n&ivi&$ality:!n&ivi&$ality: All generational research is e5pressed in generaliFations. "ery person is All generational research is e5pressed in generaliFations. "ery person is anan
indi"idual and has indi"idual characteristics
indi"idual and has indi"idual characteristics that may or may not align &ith their that may or may not align &ith their generation.Bgeneration.B e careful of la!elsG
e careful of la!elsG
•
• (ias:(ias: 3enerational research is strongly !iased to&ards &ell+educated, middle and 3enerational research is strongly !iased to&ards &ell+educated, middle and upper classupper class
populations. Yo
populations. Youth%young adult literacy uth%young adult literacy learners 1and ;H62 are learners 1and ;H62 are poorly represented.poorly represented.
•
• Rate of Change:Rate of Change: What is true today, What is true today, may not !e so tomorro&. may not !e so tomorro&. A A recent trerecent trend sho&s thatnd sho&s that
DMillennial characteristics can !e demonstrated !y students of any
DMillennial characteristics can !e demonstrated !y students of any age, particularly those ofage, particularly those of D3eneration . These characteristics may !etter reflect a mindset – rather t
D3eneration . These characteristics may !etter reflect a mindset – rather t han a specifichan a specific generation. ;tay informed.
generation. ;tay informed.
)o
)o$th in A* – +o, &o they
$th in A* – +o, &o they com-are to Millennials research?
com-are to Millennials research?
•• Age Range:Age Range: -( – )7 -( – )7 J7-8 of AJ7-8 of A ser"ed 07+0* 1millennials are mo" ser"ed 07+0* 1millennials are mo"ing into the )* – 77 range2ing into the )* – 77 range2 •
• Diverse:Diverse: ((8 4on+&hite 1"s @/8 3en, ((8 4on+&hite 1"s @/8 3en, @78 oomer@78 oomer, @7, @78 ;ilent 3en28 ;ilent 3en2 07+0*07+0* 4R; Rpt to =ongress4R; Rpt to =ongress •
• Large:Large: -%9 of population ser"ed in A– and gro&ing 1despite declining drop+out -%9 of population ser"ed in A– and gro&ing 1despite declining drop+out rates2rates2 •
•
)o$th in A*
)o$th in A*
Characteristics:Characteristics: oo 'amily (ssues)'amily (ssues) a!use, teen parents, lac' of family support a!use, teen parents, lac' of family support for education, poor parentalfor education, poor parental
super"ision%e5amples super"ision%e5amples
o *oor) generational po"erty%&elfare !ac'ground, health issues, transportation issues,
desire for instant gratification
o (mmature) =ompared to peers, poor decision ma'ing s'ills, unrealistic 1high A4$ lo&2
e5pectations, impulse control, poor organiFational s'ills
o *essimistic) poor self+esteem, lo& e5pectations, lo& "alue on the education process
1although they &ant &hat the paperB can get them2
o Sociali+ation ,eeds) peers are their primary social group, need to !elong, gangs,
drugs%alcohol as a &ay to escape%!elong
o "nsuccessful at -school.) Atypical learners, learning disa!ilities, mediocre%poor
readers, prefer "ideo%"isuals, hands+on, music L discussion? A$$, A$$
eaching 0trategies%Recommen&ations from the Research 1o$r i&eas2
0ocial%eam oriente&%We3 4'5 – I li'e to discuss, net&or', &or' &ith others.B
• Structured /ooperative 0earning)
o =+Kal: asics of Adult 6iteracy ducation: =ooperati"e 6earning
http:%%&&&.c+pal.net%course%module7%m7Ncooperati"eNlearning.html
o * 6e"els of =ooperati"e 6earning http:%%literacy.'ent.edu%cra%cooperati"e%coop.html o Oagan Hnline http:%%&&&.'aganonline.com%
• /olla!orative discussion!ased activities
o =+Kal: asics of Adult 6iteracy ducation: =olla!orati"e 6ear http:%%&&&.c+
pal.net%course%module7%m7Ncolla!orati"eNlearning.html
o =olla!orati"e 6earning in Adult ducation. RI= $igest 4o. --9
http:%%&&&.ericdigests.org%pre+))0%adult.htm
• T $toring%mentoring
o Oagan ;trategy: Rally =oach
http:%%&&&.usd7-(.org%pages%uploadedNfiles%RallyN=oach.pdf
o Keer Tutoring in Adult asic and 6iteracy ducation. RI= $igest 4o. -7(
http:%%&&&.ericdigests.org%-7%tutoring.htm
o ffecti"e Kractices for Mentoring http:%%&&&.nationalser"iceresources.org%ep+literacy
Action%6real7life8 oriente&
– o& does this apply to my goals# My life#B• Role play 1 live or online
o Role Klaying 3ames and acti"ities (written for presenters, but good overview)
http:%%&&&.!usiness!alls.com%roleplayinggames.htm
o A iography ;tudy: <sing Role+Klay to 5plore AuthorsP 6i"es
http:%%&&&.read&ritethin'.org%lessons%lessonN"ie&.asp#idJ9/
• /onte2tuali+ed3relevant instruction
o =+Kal: asics of Adult 6iteracy ducation: =onte5tualiFed instruction http:%%&&&.c+
pal.net%course%module7%m7Nconte5tualNinstruction.html
o CC Teaching%6earning Tool'it http:%%eff.cls.ut'.edu%tool'it%e5amples.htm o =reating Authentic Materials L Acti"ities for the Adult 6iteracy =lassroom
http:%%&&&.ncsall.net%fileadmin%resources%teach%>aco!son.pdf
• *ro4ect3pro!lem!ased learning (especially community involvement social/global issues)
o =+Kal: asics of Adult 6iteracy ducation: Kro!lem+ased 6earning http:%%&&&.c+
pal.net%course%module7%m7Npro!lem+!asedNlearning.html
o 4=;A66: Turning H!stacles into Hpportunities http:%%&&&.ncsall.net%#idJ9/9
o - L )000 Camilies Cirst Idea oo's: Integrating Wor' ;'ills and asic ;'ills.
http:%%&&&.cls.ut'.edu%)000NideaN!oo'.html http:%%&&&.cls.ut'.edu%-NideaN!oo'.html
• #ote: The goal%real lifeB focus is related to Millennials desire to 'no& e5actly &hat is
required to complete the acti"ity%assignment. $o not !e surprised if they do H46Y &hat is required and no more. *rovide e2plicit and clear e2pectations of performance and !ehavior , and follo& through on consequences. Kro"ide strong positi"e feed!ac' if they meet e5pectations, and set e5pectations at the le"el you Q&antQ performance.
49%; Mo3ile; "n7&eman&; c$stomi<e&
– I &ant to learn stuff right &hen I need it – any time, any &here.B 6earning should !e fun and aligned &ith my preferences.B• 56(D passive learning +>ust sitting and recei"ing.B Hpportunities for Qe"eryoneQ to
discuss and%or use &hat they ha"e >ust learned should occur e"ery @+-0 minutes.
• 7uild choice into learning as much as possi!le – students ha"e input into the pacing,
frequency &ith &hich they s&itch tas's, learning or performance modalities, etc.
o =+Kal: asics of Adult 6iteracy ducation: Kacing LKractice
http:%%&&&.c+pal.net%course%module7%m7NpacingNpractice.html
o Kro"ide indi"idualiFed learning plans !ased on long and short term goals.
• llow Millennials to -multitas8. 1&hich is really microtas'ing2 – participate in se"eral
tas's at once. Wor' &ith them on options if Dmicrotas'ing does not lead to efficient learning.
• Millennials prefer instant feed!ac8, and need &ays to attain it other than from the
instructor. ;ee ;ocial%We! ).0 strategies – online communities can meet this need.
Me&ia%Digital73ase&
– I see' multiple sources for information and distrust D!est or Donly &ay statements%learning.B $oing se"eral things at once 'eeps things int eresting.B• Multiple 0earning Modalities 16earning styles, Multiple Intelligences Theory, etc.2: While
these learners ha"e a slight preference for "isual learning, they are comforta!le accessing many different learning styles. Also, they are comforta!le accessing more than one
modality at the ;AM TIM.
o AEHI$ Te5t in large !loc's and as an intro to topics. Te5t is generally not their
-st choice, !ut is perfectly accepta!le for deeper in"estigations.
o =+Kal: asics of Adult 6iteracy ducation: 6earning Modalities http:%%&&&.c+
pal.net%course%module7%m7NlearningNmodalities.html
• Trial & %rror 0earning
o Kro"ide opportunities to find information, see' patterns, and !uild 'no&ledge from
many disparate sources. 4ot afraid of failure and repeated tries as long as they ha"e many solution options.
o 3ee, ames Kaul 1 S)00*2 Good Video games and Good Learning
http:%%&&&.academiccola!.org%resources%documents%3oodN6earning.pdf
o <sing 3ames to Kromote =ommunicati"e ;'ills in 6anguage 6earning
http:%%itesl>.org%Techniques%=hen+3ames.html
• 7uild in time for reflection$ encourage metacognition o uilding Metacogniti"e A&areness
• #ote: Technology is one T660 for addressing millennials needs. They are comforta!le
accessing many types of resources, "ia many types of tools. $o not assume they &ant to use tech all the time 1they dont2. "se Technology when it is easy$ smooth and effective – other&ise they &ill &ant to s&itch to another method%tool.
"$r contact info:
$uren – duren.thompsonut'.edu eth – !aponderut'.edu
/(*+@7+7-0
=enter for 6iteracy ;tudies, <ni"ersity of Tennessee
9-) <T =onference =enter ldg Ono5"ille, T4 9@(+7-9*
Millennial >eneration References Reso$rces
asy Reads:
=oates, ulie 1)00@2 Generation Y – Te !illennial Generation, from>enerational Learning, 6R4 oo's 5cerpt at http:%%honolulu.ha&aii.edu%intranet%committees%Cac$e"=om%guide!'%teachtip%3enY.htm
Cocus Adolescent ;er"ices 1)00@2 Yout wo "rop #ut http:%%&&&.focusas.com%$ropouts.html
H!linger, $iana 1)0092 $oomers, Gen%&ers ' !illennials nderstanding te *ew +tudents http:%%net.educause.edu%ir%li!rary%pdf%erm097).pdf
Ke& Research =enter for The Keople and The Kress 1)00@2 -ow Young .eople View Teir Lives, utures, and .olitics 0 .ortrait of Generation *e1t
http:%%people+press.org%report%900%a+portrait+of+generation+ne5t $eeper ;tuff:
• America =onnects =onsortium 1)00)#2 0merica 2onnects 2onsortium *oteworty .ractices +erving
Yout in 0dult 3ducation .rograms U4o longer onlineV
• $ede, =hris 1)00*2 .lanning for *eomillennial Learning +tyles.
http:%%&&&.gse.har"ard.edu%dedech%$ede4eoMillennial.pdf
• e'iele', ;usan and ro&n, rett 1)00*2 Te Transition to 0dultood 2aracteristics of Young 0dults in
0merica A Oids =ount%KR%=hild Trends Report http:%%&&&.pr!.org%pdf0*%TransitionToAdulthood.pdf
• 6ynch, Art 1)002 4eady or *ot 0dult 3ducation and !illennial Generation
ttp//opensaloncom/blog/alync/5667/68/59/ready:or:not:adult:education:and:millennial:genera tion
• H!linger and H!linger 1)00*2 ;s it 0ge or ;T irst steps toward understanding te *et Generation
http:%%&&&.educause.edu%educatingthenetgen
• Krens'y, Marc 1)00-2 "igital *atives "igital immigrants .art ;; "o Tey 4eally Tin< "ifferently=
http:%%&&&.marcprens'y.com%&riting%Krens'y8)0+8)0$igital8)04ati"es,8)0$igital8)0Immigrants8)0+8)0Kart).pdf
• ;ale and ;ims 1)00/2 #nline Learning "esign "oes generational poverty influence te young adult
learner= http:%%&&&.ascilite.org.au%conferences%mel!ourne0/%procs%sale.pdf
• ;tearley, ;ean 1)00/2 >at Generational "iversity !eans to e%Learning , Aetna. 13ood o"er"ie& of
generations, and interesting research findings on media learning preferences.2
http:%%iil0/.&i'ispaces.com%file%"ie&%WhatX3enerationalX$i"ersityXMeansXtoXe+6earning.ppt
• Wi'i!oo's 1)002 >eb 56 Learning +tyles ttp//enwi<iboo<sorg/wi<i/>eb:56:Learning:+tyles
Miscellaneous:
• ;M; language 1Te5t+ese2 http:%%en.&i'ipedia.org%&i'i%;M;Nlanguage
• *etLingo list of 0cronyms ' Te1t !essage +ortand http:%%&&&.netlingo.com%acronyms.php • Cred 6ynch 1)002 +lang "ictionary http:%%&&&thesource7youth.com%teenlingo 1caution R rated2
