1. Generational Diversity in the Classroom Enhancing Student Learning

2. Generational Categories Who Are You???? TraditionalistsBaby BoomersGeneration XMillennials Born BeforeBorn Between 19461946 & 1964 1965 & 19801981 & 2000

3. Workshop Objectives – Participants will: 1.Discuss and describe generational differences that impact community college teaching and student learning. 2.Share current attempts to differentiate instruction: pros and cons. 3.Review, practice and evaluate research-based teaching and learning strategies that support generational diversity. 4.Create discipline/course-related strategies for engaging multi- generational learner populations.

4. The best teachers have an intuitive understanding of human learning akin to the ideas that have been emerging from research….they use a much richer line of inquiry to design a class, lecture, discussion section…they begin with questions about student learning.. Ken Bain (2004, p. 16-17)

5. Guidelines for Discussing Dimensions of Diversity  Provides an Opportunity for Educators to Value Differences  Leads to Increased Student Success  Focusing on One Dimension Increases the Probability of CHANGE  Generalizing on Any Category Requires Caution

6. – What do you do to differentiate instruction? – What are the pros and cons of differentiating in a college course?

7. Traditionalists Baby Boomers GenerationX Millennials Born Before Born Between Born Between Born Between 1946 1946 & 1964 1965 & 1980 1981 & 2000 70+ 52 to 70 36 to 51 16 to 35 MATCH CHARACTERISTIC TO GENERATION Multitasking Skills Learning for Learning Sake Duty Before Pleasure Entrepreneurial Works for Time OffRequires RelevanceWants Full AttentionSilent, Non- questioning Wants Balanced Lifestyle Wants Blended Lifestyle Work Before Pleasure Works for Praise Wants Independent Learning Experiences Experienced Group & Active Learners EfficientGoal-orientated

8. Traditionalists Baby Boomers Generation X Millennials Silent, Non- Questioning Wants Independent Learning Experiences EfficientMultitasking Skills Duty Before Pleasure Learning for Learning Sake Wants Balanced Lifestyle Wants Blended Lifestyle Wants Full Attention Requires Relevance Entrepreneurial Experienced Group & Active Learners Works for Praise Work Before Pleasure Works for Time OffGoal-Orientated

9. Generational Research Supports Life experience shapes the way individuals want to LEARN and BE TAUGHT….. The time period has a significant impact on the way individuals LEARN..

10. INSTRUCTIONAL IMPLICATIONS Given the generational characteristics, how might individuals from each group react to the Blizzard of 2016 and missing class time? How did the students react to your approach to “making up” class time?

11. Instructional Planning – Given your preferred style of working, work alone our together to create one or two new ideas for teaching this semester (or in the future). Focus on supporting the generational diversity needs of your learners.

12. IDEA’S POD Note Example Click here to access a POD IDEA Note

13. IDEA Feedback & Teaching Methods Related Reading Solutions – Student Self-Rating As a rule, I put forth more effort than other students on academic work. – Teaching Methods and Style 1.Demonstrated the importance & significance of the subject matter. 2.Related course material to real life situations. 3.Inspired students to set and achieve goals which really challenged them. 4.Introduced stimulating ideas about the subject.

14. Thank You for Participating!!! For Your Questions/Ideas – Please contact Amy Chase Martin, Director of Faculty Development and Instructional Media, acmartin@howard.edu, 443-518-4848 acmartin@howard.edu – Stop by the Faculty Lab in CL232. – Visit hccfacultysupport.wikispaces.com – For this Workshop; Dr. Chris Helfrich chelfrich@howard.edu chelfrich@howard.edu