I have let the students use their phone as a light when working in the lab and to take pictures of assemblies so they can look back at it later to help them get it back together. Sometime I let them look up things on the internet also. They like this.`
I agree that a lot of hands on, and a lot of interaction in lab and class.
One strategy that seems to work is creating an environment that allows them to discuss projects that I assigned to each individual. Allowing other students to give feedback seems to initiate personal growth among the students.
Engage them in the instructional design process. This includes styles of assessment and evaluation.
I have used information that students have received and provided instant feedback to see what they have done right or wrong depending on the subject of the day. the great part is that in culinary school, they need the feedback to progress.
It works for me to use PowerPoint presentations and graphing calculators.
Rick,
these are great strategies & sound like they are very successful.
Dr. Ryan Meers
Nedialka,
I agree, as this groups seems to really respond well to these type of activities.
Dr. Ryan Meers
Well said just because they are looking at a screen does not mean they are engaged. The current challenge for me is to constanly change lesson pesentation in ways that keeps them awake and focused.The lab days are easy but for classroom days I will need to break down class planning in fifteen minute increments.
One thing that works well with Gen Yers is having them critique each other. They must have at least 3 positive things and 1 negative. That allows them to feel respected and accepted by their peers and gives them the instant gratification they need.
It seems to me that constant positive reinforcement keeps them motivated.
Having grades instantly go up online is very important to this student.
Gilbert,
yes, sometimes what we think is technologically cutting edge is not for our students.
Dr. Ryan Meers
Michael,
I agree that this generation seems to really thrive on the positive.
Dr. Ryan Meers
Allison,
I too have found that they love that immediate feedback.
Dr. Ryan Meers
Allison,
I too have found that they love that immediate feedback.
Dr. Ryan Meers
First of all, hearing what the student has to say getss an investment and ownership from that student. To listen to what he or she prefers works above my presenting how I want it. Secondly, allow as much discussion and variety in the presentation as possible. I cannot lecture throughout without losing their interest. I continuously seek variety and ways to liven up the process. Thirdly I use groups as a means to allow their interaction in a meaningful way. I always ask for sharing and questions, however it will "take off" better when group investment rather than individual expression is expected. I sum up by saying however the student feels that he or she learns is the key to their learning; so I always get their feedback and dialogue to let them know I care as to how they learn and how they view the lesson.
True they would rather do hands on but in many cases the lecture prepares them for the lab.If they are poor at gathering information from a lecture then they may need extra help in lab also. Simple tasks need to be given to them step by step and you cannot expect them to " figure" it out themselves.
Gen Yers like to be very busy in a productive manner and feel a personal satisfaction of their learning experience. I teach the material in small increments and have them get in small groups out to lab. I give them instructions and activites on the material. We go back into class and I teach a little more and go back to lab. This has kept my students engaged with the material.
Bob,
I like all of what you say here. I agree that a key is to allow them to have a voice & input.
Dr. Ryan Meers
