Share your experiences teaching Gen Z. What are their characteristics? What are some of the challenges? What strategies could be used to manage these challenges?
What types of technology do you use in your teaching practices to engage your students? Share any resources, links or strategies you have found to be effective.
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I found it interesting to hear about the benefits of technology to this generation of learners. I am often caught up in what I think is being lost. The implications such as fine motor skill development for surgeons is quite fascinating. It is good to consider the wider perspective so as to consider how we can best harness the skills of these learners while ensuring key interpersonal are maintained.
Very insightful information on our “plugged in” generation. I teach a range of ages with a varying degree of IT skills and adaptability – from no skills or interest at all in technology to totally reliant on and connected to “the phone”.
Makes for very interesting lesson preparation and delivery.
This whole concept of GenZ and multitasking still baffles me. I have recently completed training refugees that have been in our country for 4 years. They used their phones literally as a dictionary to find the meaning of any words I was using. However generally if I am training the same age group I don’t allow phones only in their breaks. This has been an interesting segment for me to listen to.
My experience with Gen Z in the classroom is that they are permanently switched on to their phone + social media. I try to incorporate this by using egagement tools like Kahoot & Mentimeter that they can access on their phone. Great recap for the start of a session or a way to determine understanding at the end and students love the competitiveness (+ the chocolate rewards). Some of my students like to setup FB groups to connect with others but this can be fraught with inclusivity and privacy issues and is something I don’t actively encourage.
I teach in community services to a range of age groups and promote the value of learning from each other. I try to mix up the age groups in small group discussions and find that the Gen z people are as quick as whip with technology and latest trends, yet often lack the lived experience. This is where the older generation are beneficial. They each have tremendous amounts to offer each other and will build their experience in working with a variety of people.
Totally agree with your experience Renate – it is very inspiring to see the generations learning from each other.
being in the Higher Ed/VET space provides the challenge of having classes that can contain ‘old school’ learners with Gen z learners. i try to cater to all learning styles to be respectful of both. for Gen z i try to use technology as a platform of sharing information within them and for them to share information with me. in the classroom i have found success using programs such as zeetings and padlet
Michael, I too have a range of age groups in my class. I love the idea of zeetings and having students respond to questions electronically. It seems this is the way that they work. Great idea and thanks for sharing.
Hey Michael thanks for the tip – I have not heard of zeetings. I too have a mix of generations in my classroom and find that within time they bounce information of one another. The Gen Zs love showing the Gen Xs (and me) the tech and it gives them a sense of achievement.
Interesting insights, certainly helps to understand why some students need to be listening to music while doing their theory learning activities. Interesting that they like noise, but not interruptions.
It’s so easy to put our own assumptions about the best way to learn on to students. As teachers we are always having to be open to individual differences and needs and ever evolving learners and learning environment.
I really struggle with the concept that my students are plugging away on their laptops whilst they are ‘meant’ to be listening to and watching me. But I am learning that they can multitask in this area. So, I will battle on and give them some credibility here- perhaps you are right!
This baffles me too Erica. I had a class situation where one was tapping on her laptop,
and actually other students asked her to stop, so they can listen. I loved that moment!
I’m amazed sometimes at their ability to “multi-task’ and not focus on one thing. I had a student that would sit in my class while I delivered my lesson and the whole time she tapped on the keyboard working on assignments. She was very clear about what she wanted to get done in the classroom as she had no time at home to study. To my surprise she somehow absorbed the content and always submitted well answered assignments. At least I knew it was her own work!!!
As teachers, we’re also permanent learners! Learning about each individual and their needs and learning rapidly and constantly about an ever-changing learning model.
I have always had a problem getting students to not use their phones during class. After a lot of thought I have decided to empower them with activities that they can use their phones for as many dont have laptops or simply dont bring them to class…. the old adage ” if you cant beat them join them works well for me and my class. I also believe that as adult learners we need to trust that they will use them as they are being asked.
Yes, I agree. I find that they are surprised and love watching their faces as I say ‘OK everyone, get your phone out!’
yes karen i too have experienced this – with students using their phones for social media, messaging in class etc. i used a program called ‘zeetings’ whereby the powerpoints i presented displayed on their phones and then they used their phones to respond to questions. it was a good way to use their skills / interest in technology to focus upon the content being delivered
I know we need to incorporate technology in our teaching for this generation but I find that sending them back to their phones for things like Mentimeter or similar, not a great approach. I teach practical skills and I find the students often work best and engage more with practical classes that use the knowledge they have just learned by a mix of reading activities, some powerpoints and Q&A tutorials. Get them out of their seats as they are always tired!
Delivery sandwiches seem to work… I tend to deliver a small chunk of content, link it to a practical task, or a demonstration then review (in discussion) content. Serve with a side of story-telling 🙂
I agree – I think this style works well and gets their brains engaged, and avoids the sleepy nods, especially after lunch.
Love this approach!!
It great video understanding the young generations we are teaching skill based training, insightful.
Reflecting on delivering to a group of dis-engaged Year 10 kids, i found the best strategy was to keep delivery sessions short, and mixed in activities much more frequently. Mixing up the modes of delivery was important too – their attention spans weren’t great – eg. a bit of video, then a discussion rather than trying to watch the whole thing. Trying to keep them away from their phones was a constant and tiring activity…..they just could not leave them alone – and getting them to use them (eg. to research a simple thing) didn’t help – it was like… Read more »
I agree that this age group can be a challenge. Perhaps because using their phones at school was such a novelty.
It may take time but empower them to do the right thing with their phones and the novelty will wear off.
Hi, Fran, I have found the same sort of strategy works as I do find that their attention span is very short. To be honest I feel if they are on their phones how can they be listening !!
As a teacher of apprentices, I have noticed the importance of variety in delivery. Things like Powerpoint presentations can lead to ‘death by powerpoint’ if overused. This type of technology is better used as a learning tool to assist engagement and discussion rather than becoming the whole lesson plan.
Agreed Glen, they will not engage with that at all – you have to mix it up.
Hi Glen, totally agree that PowerPoint can be overused. It had its place definitely at some stage but fortunately, we have so many options now.
I have taught Gen Y outreach cohort of students before, ranging from extremely reliant on their phones, to not so reliant. The reliant ones were almost at exploding point of anxiety…… the fear of missing out if they were unable to check her phone. (in a prac learning environment with paying patrons) To get through this, we would offer them a choice, if too difficult not to look at their phones, please put in bags, some did, some didn’t. We would say if we had to warn them, as we have found them on their phones, then they would get… Read more »
I’d like to try this – I would think that it would need to be a rule they set themselves to have any hope of succeeding? Also, I wish there were still watches and calculators as many students ‘need’ their phones for those tasks 🙁
My students are mostly mature aged CALD learners, therefore IT skills are introduced into the course. Some are faster learners than others but most are adept at using learning apps and social media as their learning tool.
I’m a huge fan of gamification (Kahoot and Mentimeter are two of my most commonly used tools) to help in engaging my students and in letting the students drive some of their learning. I’m finding that particularly in this new age of connected learning that providing students with choices and being able to be flexible in both how and how topics delivered is helping providing benefits to the students and me as the teacher.
Love Kahoot! Even grown-ups get excited (and learn something!)
i find in a classroom mentimeter / kahoot quizzes with a bit of friendly competition and a chocolate to the winner encourages lots of engagement across all ages groups in my Higher ed classrooms
Being a Baby Boomer and a mother of Gen Y children, this was a very insightful video for me. Delivering online now, digital tools such as Slack may be quite productive.
I like the energy that this generation have and enjoy teaching them. Challenges include getting the learners to focus on long text readings, retaining their interest and attention and their desire to multi-task e.g. fiddle, check their phone etc.
Strategies including using technology tools, breaking up readings into different groups and adopting a jigsaw approach where each group tackles a different part of the reading. They can then go online and present their answers through software such as MS teams or even learn how to use Sway from 0365 suite and present using Sway.
Link to how to use Sway:
https://support.office.com/en-us/article/sign-in-to-sway-b60d6dc4-d2bc-4740-ab1d-e2c4071dca03
Hi Margaret
Thank your for your suggestion on using Sway. At first glance it looks like a great tool that we could use in class to get students to present and share information to the class.
Hi Margaret
I’m really enjoying the extra interaction with my students and the personal touches, they are going though this new experience with us and I have found most of the students are really supportive in helping me though the process (reminding me to turn on and off the microphone and helping to answer other students questions in the chat pods)
Great suggestion.
I agree that this gen can be a real challenge. I love the fact that your aware of using different methods as children are different learners and will respond accordingly.
Hi Margaret,
I too love the energy the Gen z students bring to the class. I also love that they ask lots of questions to gain an understanding. It means I need to be on my game with what I deliver.
Your strategy for breaking up into smaller groups and tackling sections of reading is one I use too and find very effective.
Most of my classes are gen Z, and I allow them to use ear buds when doing computer work
I have noticed not all use them however the ones that do seem to be more efficient at getting the job done. This has been explained in the clip. One down fall with this cohort is mobile phones, they seem to distract them totally. Now with the covid 19 changes Gen Y & Z will have all the tech they need.
very good suggestion – also ear buds seem to help some students to focus better. I also give my learners this option and most use ear buds
Back when we had in class time I would start off my first session telling my students how addicted I am to the mobile phone activity and strategies that I use to try and make it easier to ignore my phone (including turning off the volume etc)
Totally agree Stephen, I had a student in my theory class, maybe 6 years ago. I actually found him focus more on the task with ear buds in than not.
I also said he could have them in, if he got his work done. And he was probably the fastest at completing the task set
When I started teaching (27 years ago….) I found students using headphones really confronting, and rude…..now, i just think “if it works for you, so be it – just don’t distract others”….times change!!
Agreed. The earbuds seem to help them stay in their own bubble and get the work done.
Because I, myself, am a Gen Z student and teacher, I have found that understanding the way these students learn and engage with education much simpler. For myself and for my students, listening to music while completing homework is a functional way to block out interruptions and disruptions to impede our learning, such as text messages, the phone ringing and our parents summoning us to do chores. However, from the perspective of teachers and students who grew up as part of Gens X and Y, or as Baby Boomers, the things we see as benefits to our learning are viewed… Read more »
Thank you for your very interesting and informative and well thought out post. As a baby boomer it can be challenging for me teaching this cohort although I try to be adaptable and am very flexible so I don’t find the strategies you outline in your first paragraph are a barrier. It also helps that I had my kids late so I have first hand knowledge of dealing with this generation at home. I also think it is important to have boundaries as otherwise the work becomes too overwhelming and research has proven that if we can have detox days… Read more »
I have found that the students like to work on classwork with music playing in their ears, often they say it helps them concentrate and they do seem to concentrate far better when listening to music.
I have also found that they love to have the work delivered to them on the computers ( google class room as work can be uploaded in colour) and they seem to engage more.
That’s a very interesting observation and I like the idea of music and concentration.
Good point. As a teacher of apprentices they are used to having background music when working on the job. Then they come into an learning environment where there is no background noise.
I have found this too Joanne. With Covid-19 – my classroom for my Gen Z students transitioned to Microsoft Teams Classroom environment. They have fully embraced this environment – it’s like they love to be able to see exactly what has been handed in, and checked off. I’ll be keeping it this way once we are back in the classroom full time, as I think it will actually keep them more organised and on track.
The rule at our school is that mobile phones should be ‘off and away’. But as we know many students cannot cope with being disconnected even for a short time. Not having the phone becomes more of a distraction and they get twitchy. I find that by allowing student to have their headphones in and music playing they tend to concentrate better and can stay on task. However, students who would use any new ‘app’ on their phones can be reluctant to use to use software they are unfamiliar with on desktop or laptops. They need encouragement to try and… Read more »
Hi Sharon, “Off and away” is the rule here at my school, as well. Unfortunately, I can see a change on the horizon in which students will be encouraged to use their devices in class, even if it is just for note-taking. I read an article recently in which it mentioned our current generation of students’ proficiency with using their phones – whether this be typing, drawing, taking photographs or communicating – and how useful this would be in engaging with their work if there was a simple of way of just disabling messaging applications like Facebook, Instagram and Snapchat.… Read more »
In my experience I find that students (in practical classes e.g. food and textiles) that are comfortable with technology are hesitant to try something they don’t know anything about because they don’t want to make mistakes. They take some convincing that making mistakes is a great way of learning.
Hi Pamela,
I agree about the hesitancy with using new technologies and applications, and I think it might be because these students, as the speaker mentioned, are so comfortable and familiar with what they have grown up around. For example, my little brother has disabilities, but is adept at using his iPad. However, when I use our desktop computer, he enjoys watching me type and use the mouse but refuses to sit down and complete his Learning Eggs activities on this.
Great comment!
I have students who are distracted by alerts on their devices. It surprises me that I am more distracted than my Gen-Z students. They appear to learn and contribute to the class when invited. I however would need to switch off alerts because for my generation you do not ignore an alert as it could be an important email or update
Natalieanne, totally agree with you.
I think I am more distracted by the alerts than they are. And yes, I feel compelled to reply to a text etc fairly quickly but these students are happy to read and move on and get back to it
I teach a mixed cohort of students and it is very interesting to watch the different reactions to noise/distraction in the classroom depending on the generation they belong too. Gen-Y and more so Gen-Z can tolerate side conversations, both those that they are involved in and those that occur around them, and keep up with what is being delivered, much more than those of Gem-X who constantly revert to “shooshing” as a result of sheer frustration
I agree the Gen -Y and Gen Z can learn with a lot of noise whereas the older generation cant seem to concentrate with much noise and need the silence.
Totally agree. I have also witnessed this in the current virtual classroom delivery. Once the older students have learnt the technology they are thriving in this learning space with less classroom distractions.
Regarding noise. My Gen Y students will have head phones on with music playing whilst completing their tasks in class. The baby boomers in class like the silence
Interesting regarding noise and interruption’s as it now explains my students as I have younger and older students and the older students are always complaining about the younger ones being noisy and not listening. So trying to teach this range of different ages can be difficult at time
I agree Kim. That is why I am finding that the headphones work well for some activities
I agree Kim. The challenge is engaging with a cohort form different generations
The Gen Z need to be treated differently especially when it comes to the cuspers. Son and GF hate being assimilated to Gen Z. Born 1996. Quite savvy with tech and old school applications like word and excel and will read instructions when push comes to shove. The other end of the cuspers being the swipers 2015 is too big a range in my opinion to put them all in the one cohort. The exponential nature of technology and its time frame has massive impacts to the generation “generations within generation”. BTW they both admit they actually are less effective… Read more »
I found the consideration of noise vs interruption very interesting. Teaching a mixed cohort I found drawing on Gen Y’s proficiency in using technology handy in assisting some of the older students. I have found this helpful with the movement to connected delivery.
I agree Glenn, with the recent necessity to move to online delivery I know that my Gen Y students are always providing older Gens with assistance and troubleshooting technology problems using support groups in social media
I agree that having the tech savvy students in class can be a bonus. Students instructing other students on the use of different technology becomes another set of hands in the classroom. Instruction coming from a peer can feel less confronting for some students. When I have been stuck on an issue with technology it has often been my students who I ask to rectify the problem
I agree having tech savvy students is very helpful and they actually love to help and feel useful when you ask them so it is a great way to connect with students in the class, some students are a lot more computer savvy than others and they often willingly help others which is also good for their moral.
Its true the Z generation are always plugged in – phone in one hand, earbuds in their ears! I think drawing on their knowledge particularly in the technology arena is sensible to allow them to share what they know. I think breaking down teaching into small sections with adequate breaks and time for self direction is useful also
Gen Y often feel valued and respected when older generations in the class ask for help with their knowledge with technology.
I have experienced the same Jackie, Gen Y are happy to assist those more mature students who may not be so tech savvy.
The move towards more digital delivery is accelerating. This will provide many benefits including students having more options to work at their own pace, accessing learning off campus and 24/7. This also presents challenges, for example, how we assess learners and how teachers develop their own digital skills. Face to face learning will still be important as many vocational skills require it eg bricklaying although these might be able to be assessed on the job.
I agree Cary. Sometimes the difficulty occurs in trying to get teachers to embrace the technology that their students are so proficient in
During the Covid 19 pandemic and the delivery of online lessons has actually highlighted ‘the great divide’ in technology acceptance and usage. Although this generation is put forward as a ‘tech savvy’ learning from home has not been as successful as anticipated. Our level of student engagement has been low and students we assumed were comfortable with technology have struggled with this new way of learning. As you pointed out students could work at their own pace and had 24/7 access but without the ‘face to face’ as well some remained unmotivated. There is still a way to go.
I have noticed that you can only engage the students for 40-45 minutes tops and then you lose them so I am very conscious about this – especially now that we are delivering through connected delivery mode – we need to engage with them this way which can be challenging, I am aiming for 30 minutes of theory delivery and then setting them tasks to complete in self directed learning so they can chose to stay online with me for some assistance with theory, or move onto the practical elements. It seems to be working well so far.
Thanks Chloe thats good advice – I know myself I tend to lose focus when doing online meetings for too long. I was also thinking a 30 min time span is a great idea and also good advice to offer them something self directed to do then
Hi Chloe I have also noticed this as well 40-45 minutes is all I can engage them in, so I often get my students to do clinical skills.
I totally agree with this. In 1 hour periods (or double periods) the lesson needs to be broken down into smaller increments to maintain engagement.
As a TAFE teacher of business studies, I have a number of Gen Z learners who often come to class with their own level of technology skills, some of whom are very engaged with the learning of new technologies or new ways of completing tasks – especially when you can show them “shortcuts” or “cheats” as they like to call them if they are gamers. Many of these Gen Z learners like to have their headphones on whilst completing tasks – which I have embodied into my classroom delivery program -by breaking each session into 30 to 45 minute blocks… Read more »
Great advice Belinda – Its true they are so much more plugged in and accepting that they may listen to music or understand more about technology is helpful as a teacher
Good points Belinda, Students using headphones is just how they do things. It is us who needs the updating.
I have also found with students using TEAMS, some students who I thought would enjoy that style of learning have found it difficult and have preferred the face to face mode of delivery. Its been an eye opener.
Gret idea.
Definitely more tech savvy! Able to complete many tasks while having their devices on them, they don’t seem to be able to place their devices in their bags or in a locker or draw….. i get they dont want to be switched off, but in the beauty industry it is a massive concern, when a text message or tik tok vid is more important than your client having a facial or massage…. I know many small businesses whom embrace a device free work zone and that its an instant dismissal. Thankfully most dont bring their devices into their workplaces, its… Read more »
Gen Z are definitely a tech savvy lot. The VET course I deliver requires all learners to be proficient using both a scientific calculator and computer spread sheeting applications. It is common for the more mature folk who may be been out of the workforce / and or education for decades to struggle using this fairly standard level of technology. A lot of time can be spent demonstrating basic calculator function. Gen Y and Z rarely have any issues using technology. Anything can be done either with a smart phone or laptop. A real bonus when they need to operate… Read more »
Dan I certainly agree, my Gen Z learners are very eager to learn the higher level skills on spread sheeting apps and the use of financial calculators really gets them thinking. They truly enjoy the analytics and like to demonstrate their prowess and support the others in the class who may not be so tech savvy. The one major thing I find with Gen Z learners is they like to be empowered and feel very confident in showing others how to use technology. The old saying “the best way to learn is to teach”.
I am teaching adult migrants and most of them are older than gen Z. However, I find this session about teaching Gen Z very interesting. I do understand that teachers who mainly teach Gen Z would find it quite challenging to find the ways to engage them. Most of my student wouldn’t be able to learn in a noisy environment.
This is an interesting session. Seeing my children grow up and the way they multi-task over studies, music and online games, the presenter has summarized succinctly how this generation of children learn. I have to salute to teachers who have to face the many challenges in keeping them engaged and at the same time dealing with helicopter parents. Personally, I think one way of counter-balancing this over-praised generation is to introduce success stories/biographies of achievers who are resilient, determined and resolute. As for me, most of my students are adults learners, and that has not posed too many challenges to… Read more »
I also teach adult learners and agree that they need audio-visual stimulation to keep them engaged and motivated
Agreed. AV helps engagement. Love the comment about over praised and introducing what it was like through bio’s. I might utilise this a little more. Obviously leave out the over praised bit 🙂
I teach first aid to a variety of cohorts and find that Gen Y and Gen Z learners are a lot less distracted if there are older learners in the class. They are less likely to be reaching for the phone continually. However if I am teaching a cohort of Gen Z it is very hard to stop the flow of text messaging without removing the phone from them and that would be worse then cutting off both arms so I never resort to this action. I just make sure that what ever I am teaching they can repeat back… Read more »
Jackie I also ask my students to repeat back to me as well, I also teach First Aid and often Gen Z are on their phones I do explain this is life and death and they must have 100% on their exam at the end.
Generation Z students reliance on technology such as mobile phones is noteworthy. My observations are they have an expectation for instant information, have shortened attention spans, are more responsive to visual forms of learning and struggle with face to face communication and prefer digital ‘interaction’. Session Two has made me think how the education process needs to move with the times and be prepared to teach using software, hardware, and digital, technological and social media.
Yes, Bryony, Gen Z learners appear to have less patience and always want to get to the result quickly, without the “fluff”. They are happy to use cheat sheets and ask “google” when in doubt. I have found with my Gen Zs that they enjoy being engaged through “Blogs” and have research tasks where they can use websites and online sources of information/youtube videos to locate information. I’ve even found recently they enjoy the online interactive resources such as Mentimetre, Kahoot and even Forms to respond to questions.
Agree Bryony that, Gen Z students often exhibit short attention spans. It raises an interesting conundrum, namely to what extent do we adapt to this demographic versus should we include some learning activities that help develop students ability to focus and persevere through more challenging or complex tasks.
With the current changes to delivery patterns that all teachers are facing I feel it will have a lasting shift in the way we all deliver our face to face classes when we are allowed to return. We have to move to connected delivery which is very challenging for practical courses and we need to engage visual & tactical learners to a purely online medium. By having to look at a more engaging theory delivery my hope is that all we are about to learn will be transferred back to a classroom to move away from any of the “old”… Read more »
I agree Sharon that it is very challenging trying to teach practical courses in a connected space especially where the learners need to demonstrate practical skills. However Gen Z learners may be able to come up with new ways to help show their competence. We need to engage them in this process. I also agree that we need to move on from the “old” tired practices that we have been using for way to long in face to face delivery .
i agree – its definitely moving us forward with technology….
Yes Sharon the current situation will push as all further along the digital delivery path. I guess we will have to be very creative in finding ways to deliver practical skills. My feeling is that learning and assessment will increasingly require a blend of delivery methods including face to face approaches.
I agree Sharon the “push” to connected learning had been a sharp one. I also teach practical units and it has made me re look at how I approach the assessments and made me think outside the square.
As a TAFE teacher I do find that classes with only Gen Z students with access to technology are more distracted by phones and technology in comparison to other students cohorts. They find it genuinely difficult not to be connected during class time. They are constantly distracted by messages and notifications. I have had students that feel quite anxious if asked not to carry their phone in their hand when asked to demonstrate or take part in practical hands on sessions as part of their course. Some strategies we use include agreeing to have phone free learning sessions for specific… Read more »
great ideas – with online puzzles! allowing their to be time to engage with society!
My students tend to be older, baby boomers mostly. However the discussion about Gen Z has been interesting for two reasons. The first is that I can see that it is important to plan for multi-generational classrooms because learning preferences can be very different. I will try to allow space for everyone to enjoy their particular way of learning. The second thing is that critical consideration must be given to new learning methods because the ‘newest’ idea might not be the best for my cohort of students. My students mostly would not enjoy learning with music in their ideas and… Read more »
I am in a similar position in that most of my students are adult migrants, at lot of them are in their sixties, so ‘baby boomers’. I guess teachers have to be adaptable and flexible in engaging students to bring out the best learning in the students. I have recently introduced a couple of interactive learning links to my ‘baby boomers’ students and they absolutely love it. They can spend hours on it. So, perhaps technology is not just for the 21st century learners!
Janice,
I completely agree with your comments as my students are adult migrants mostly baby boomers and generation X. As you pointed out about your students, mine wouldn’t be able to learn in a noisy environment either. it is always good to be informed about new learning methods, but also very important to give them critical consideration.
Hi Janice
I think you nailed it with the “importance to plan for multi-generational classrooms because learning preferences can be very different”. Definitely take that on board
I’m now teaching English as a second language at TAFE to refugees/migrants at TAFE and technology plays a key role for students who are translating English to their first language. But, I also am attempting to teach not to automatically jump to technology to determine the definitions but to use critical thinking in regards to context.
Likewise, I also tutor on the BEd. Primary Teaching and find that using laptops is the norm during lectures. I guess we have to appreciate that this is the way these students learn.
Karen, I find you post very interesting because it points out how two different cohorts use technology for different purposes and it makes me aware of the role technology plays in the learning of any group of learners.
Your point regarding use of technology is certainly valid, Karen. Use of technology in the workplace often negates the requirement for an individual to problem solve. Sometimes when technology fails, we find ourselves needing to instead think a process through and process data manually. Those who lack understanding of basic first principles will struggle to cope in adverse situations!
Being of the generation who had Fred Flintstone as part of my life, I often use “Grand Poobah” for a particular thing when teaching with MS PowerPoint. I have always used this in conjunction with “top level, “number one”, etc. The challenge I always have with one particular task usually takes everyone, regardless of generation, a few times to really understand it. At the beginning of the year, I had a new group of students, mainly Y and Z. One student, 19yo Gen Z, understood the concept first and just said, “why don’t you call it the OG?”. All other… Read more »
Fiona I agree with you we need to learn a new vocabulary to under stand some of the thing that happen in class, and conversation is the best way to learn these.
I haven’t been in the classroom on a consistent basis for a few years, so maybe my experience is out of date, but I will be honest and say that I have not seen a huge difference. I have taught ELICOS and ESOL to adults from 16 to 60+ and found that there is not a huge variance in what is required to engage students. It can be easy sometime to overstate the differences between cultures and generations, and while it is helpful to note general tendencies, each class should be dealt with on its own merits, and we should… Read more »
I agree Andrew, I think that individual classes will vary as will students within the class. I think that identifying learning preferences is a very important part of facilitating with any group of students.
Two experiences I’d like to share, Firstly right now, due to the current world health crisis with covid 19, We have been thrown in the deep end with needing to use/preparing to use existing and new technologies for online delivery as face to face has currently been put on hold, while there is plenty of training available, it is still a little daunting knowing this is a necessary change, secondly an observation I made while working as a support teacher for TVET (high school students) they really engage if you give them an opportunity to teach you something from their… Read more »
My experience in the same situation of planning for remote delivery during COVID has been interesting in one practice session I just had with a class. The Gen Zs sat on their beds on their laps (one painting her nails and one texting a friend at the same time), while older students sat at their desktop computers (one swiping the dust of the top of the computer while waiting to start – typical mum). The older students were all apprehensive, even though they have been watching their kids home schooling for the past few weeks. When it came to trialing… Read more »
Often i observe the younger students helping mature students with technology. Again, great to see them learning from each other.
Interestingly, I will be in a similar position in 2-weeks times because the covid-19 outbreak has required teachers to deliver online lessons. My biggest challenge now is to build the confidence of my ‘baby boomers’ students to use Microsoft 365 TEAMS to attend language classes. Wonder how long it will take the students to overcome all the new technology, some of them can hardly use emails. Maybe their children need to come to their rescue.
We now have an amazing opportunity to allow our students to teach us something & we must let them do this.
I work in a workshop situation at TAFE and have always taken the headphone thing as an ignorant approach to learning. Most of the students now wear the earphones in one ear only, which I OK with because at least I know they have one ear to listen with. The workshop can be a dangerous place to be in if you do not concentrate 100%. Now knowing they need this background noise to help them learn, I will not be such a stickler to the, removing them. As far as new technologies, I try to stay in the current era… Read more »
Well done Mark in making that change. I agree with the dangers if they are not able to listen to what is happening around them in the workshop. My classes are not so dangerous but for about 10 years now I have said they can listen to music in one ear so they can hear if they need to. I also always jokingly say that it can’t be so loud that it comes out the other side out of respect for the other students :). They are always very happy with this and I (think) it is successful in helping… Read more »
Well done Mark adapting to the cohort. I’m now teaching English as a second language to refugees/migrants at TAFE and technology plays a key role for students who are translating English to their first language. But, I also am attempting to teach not to automatically jump to technology to determine the definitions but to use critical thinking in regards to context.
talking to students whilst they have one ear plugged in does take some getting used to but it is good to hear what Michael says about this and agree with you that we need to accept this is the way this generation learns.
In the classes of students I work with, I have had to adapt to the way in which the students communicate often in fits and starts while they engage with media. I have changed the way I teach to accommodate the changing needs of the students to smaller chunks of information interspersed with activities and often encourage the students to in effect co-facilitate the class sessions. Often students teach me and their peers about aspects of technology and often they demonstrate to the group to enhance all our skills. I look forward to classes each day as I believe that… Read more »
I have a similar approach and find that allowing the students to teach and demonstrate technology to their peers really promotes a more respectful and collaborative classroom.
Students enjoy engaging with media – be it Youtube clips or Kahoot. It gives more relevance to the lesson and provides the opportunity for cementing knowledge and displaying what they have learnt in a particular lesson.
I have used music (of the students’ choice) in a classroom to manage a diverse group with varying abilities, learning challenges and levels of engagement. We had an informal contract for when they had to work on activities; I would play their music as long as they did their work. If they became excessively chatty or disruptive we would turn the music off. It was my super power; other teachers could not believe the students’ engagement.
Hi Sue, Yes i too have found this to be a successful strategy with some of my youth groups.
Sue I like your strategy, I believe I will give it a go with my groups.