bridging the gap between ages
My biggest dilemma seems to be making a smooth transition with the technology used in the classroom and the age gaps in students. The younger students often feel that I am slowing them down and the older students are oftern terrified of the technology. Would you recommend maybe identifying some of the younger students to mentor others with assignments given on the computer or do you think the older students would feel they are being insulted?
Hi Heidi,
When I have a class mix with both older and younger students I break the class into work groups of approximately 5-6 people. I mix the groups so there are equal representations of both groups. I have found that with a common assignment (problem or trouble shooting situation) both groups work well together. The groups stay focused on the completion of the project and you find that the younger students are sharing their use of technology with the older students and the older students sharing their life experiences to mutually solve the problem.
This way I don't have to spend a lot of time with either group beyond the instructional support I give all students. You may have an individual student or so that needs some extra attention to keep moving forward and you can provide it as needed.
Gary
Dr. Meers,
This is a great approach to narrowing the gap between older and younger students. I think asking one student to mentor another runs the risk of frustrating both. Establishing collaborative groups where each member can function in his/her strengths while benefitting from the strengths of others allows everyone to feel that they are making an important contribution to the whole.
Do you think this collaborative approach will play a larger role in the career college classrooms of the 21st century?
RC
I feel that when I have older students that for instance have problems with computers by askink younger students to help them out seems to work.
I find that paring older and younger students often works well, not only in the area of technology, but also for motivational purposes. Often an older student is able to bridge the gaps between high school and the work force in a way that I, as an instructor, cannot.
Hi Heather,
You are right on with your use of the resources you have in your classroom in this case your blend of older and younger students. By pairing them as you do you can see the benefit for both. The younger benefit from the experience of the older students and the older students can build confidence in their ability to be successful in the classroom.
Gary
I like the idea of having groups larger than two working together. As a student and a teacher, it seems each individual can contribute without feeling left behind or having to carry the whole group.
I also find it difficult to bridge this gap. We have a unique mix of ages in our classes which makes it hard to reach each student in the way they need to be taught. It is hard with our particular type of class structure (demonstration and lecture, then production) to allow the separation into groups. I usually try and appeal to both types of learners during my lectures and demonstrations. Any other good tools to appeal to both at once?
Hi Sarah,
You are on the right track with your approach based upon the constraints you are facing with the class structure. My suggestion would be to develop examples, questions, and discussion points that focus on the different age groups so that each can "see" themselves in the examples used and no one feels left out.
Gary
As a new instructor I have had concerns relating to the age diversity of our students. The information here has given me some great insights into how to handle these concerns. Thank you very much.
