Generations Cooperating at Baker Effective Teaching and Learning Department.
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Transcript of Generations Cooperating at Baker Effective Teaching and Learning Department.
![Page 1: Generations Cooperating at Baker Effective Teaching and Learning Department.](https://reader035.fdocuments.net/reader035/viewer/2022062318/551b592a550346d31b8b5465/html5/thumbnails/1.jpg)
Generations Cooperating at Baker
Generations Cooperating at Baker
Effective Teaching and Learning Department
![Page 2: Generations Cooperating at Baker Effective Teaching and Learning Department.](https://reader035.fdocuments.net/reader035/viewer/2022062318/551b592a550346d31b8b5465/html5/thumbnails/2.jpg)
Opening Activity
• Take a few moments to think about the following questions:
– What do you think about your generation?– Do you consider yourself an “average” member of
your generation?– Do you think generational differences exist in
teaching and learning?
• On the index card provided, write down some of your thoughts
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Debrief
• Find a partner who does NOT appear to be from your generation (how you determine this is up to you)
• Discuss your answers
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Objectives
• Compare and contrast the differences in the student populations at Baker College
• Identify learning styles of each generation
• Discuss the importance of cooperative learning in the classroom
• Compare and contrast cooperative learning with cheating and group work
• Construct cooperate learning activities that meet the needs of diverse learners at Baker
• Practice creating methods of assessment that focus on the individual and not group grades
• Explain the importance of debriefing after a cooperative learning experience
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Who Are Your Students?
• Average age?
• Gender percentages?– Female– Male
• Working at least part time?
• Race– African American– Caucasian– Other
• Children?
• Transfer students?
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What Is A Generation?
• Normally a 20-22 year span• Strauss and Howe (1991) define a generation as
possessing certain characteristics, shared values and beliefs
• Often defined by significant events experienced as a unit such as:– Vietnam war– Columbine– World War II
• Events of one generation have ripple effects on other generation– Sexual revolution for Boomers, Silents,
Generation Xers
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Who Do You See Now?
• Baby Boomers– Born 1946-1964
• Generation X– Born 1965-1980 (sometimes as late as 1982)
• Millennial (or Gen Next, Net Generation)– Born 1980 (or 1982)-1999 (sometimes 2000)
• Differences in the way people arrange these dates– Oblinger, 2005; Strauss & Howe, 1991
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Activity
• Obtain a set of materials from the facilitator
• Place the individual characteristics into the correct generation
• Check your work using the handout provided by the facilitator
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Who am I?
Nintendo [video games] symbolizes a trial and error approach to solving problems. Losing is the fastest way to mastering a game because losing represents learning. - Oblinger, p. 40
To which generation is this quote referring?Baby Boomers
Gen X Millennials
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Silent Characteristics
• Small generation
• GI (previous generation) were their role models– Characterized as a generation of jealousies and
role reversals
• Want to humanize the world the GI generation conquered
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Silent Learning
• Likes a traditional classroom structure
• Does not like to contradict or disagree with instructor
• Does not enjoy being singled out in group discussions or for questions
• Likes to practice alone, not in groups
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What Can You Do?
• Organize materials in bullet/outline form
• Use at least 12 point type– This will help Boomers too
• Take your time through the important points
• Don’t assume that all are techno phobic– Fastest growing segment of the population using
the Internet
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Boomer Characteristics
• “New” – considered so in every sense
• No real sense of generational identity– Focus is on the individual
• Grade inflation is high
• Standard of living is both better and worse than parents
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Boomer Learners
• Enjoy working in creative and independent manners
• Possess significant professional experience
• Require interaction and “talk” time
• Enjoy icebreaker and introduction activities
• Prefer a spirit of collegiality in classroom
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What Can You Do?
• Give plenty of time for Boomers to practice new skills
• Plan your role play exercises carefully– Make them authentic
• Do not always let them lead team projects– Let them practice other skills periodically
• Organize materials with headings and relevant information underneath
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Who Am I?
"Plagiarism is the most serious of academic misbehaviors, but the pressure to achieve desired outcomes can blur the ethics for the overly ambitious"
- Robert DeBard, 2004, p. 43
To which generation is this quote referring? Baby Boomers Gen X Millennials
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Gen X Characteristics
• Smaller than both generations before and after• Sometimes called the modern “Lost” generation• Adult oriented from an early age• First to seek the work/life balance
– Mostly in response to the Boomer workaholic mentality
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Gen X Learners
• Consider themselves fiercely self-reliant
• Provide regular, timely, and relevant feedback
• Help them work on interpersonal skills if necessary
• Explain the importance of assignments repeatedly, if necessary
• Allow them to assist others technologically
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What Can You Do?
• Remember that the school/life balance is important
• Use pop-culture examples if appropriate
• Give individual attention when required
• Use most exciting material in short lecture (15-20 min)– Use activities for rest of material
• Use bullet points when giving info
• Use plenty of graphics and white space– This will help Millennials as well
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Millennial Characteristics
• “Special” – at least considered so by their parents
• Optimistic about their future
• Conventional in many areas
• Grade inflation on the rise again
• Materialistic and brand oriented
• Group oriented– Yet individual at times
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Millennial Learners
• Are accustomed to group work
• Can multi-task with ease
• Consider themselves technological experts
• Require more structure and mentoring
• Can be motivated by money and earning potential
• Orient themselves towards goals and achievements
• Are familiar with active learning methods
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What Can You Do?
• Break up lectures with activities
• Give assignments with multiple steps, not just a final product
• Use the most up-to-date technology and references available– Check often
• Tie course or program goals in with economic gain
• Use visuals whenever possible
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Activity
• Using what you know about the generational traits, identify the generation targeted by each ad campaign on the handout provided.
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What Works for Everyone
• Ask for professional experiences from both Boomers and Xers
• Change activities often
• Tap into the technical savvy and interest of Xers and Millennials
• Assign group roles for the first few team projects
• Work to foster a team environment
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How generations can cooperate
• Consider the use of formal groups
• Enforce individual accountability for group work
• Find the right mix of guidance, structure, and visibility for all groups
• Encourage discussion between the groups
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Informal Small Groups
• What makes small groups an effective strategy?
• What happens in small groups?
• What can instructors do to provide students with guidelines for positive interaction?
• What are some basic considerations?
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What is cooperative learning?
Cooperative learning is a relationship in a group of students that requires positive interdependence, individual accountability, interpersonal skills, face to face promotive interaction, and processing.”
(The Cooperative Learning Center at the
University of Minnesota)
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Activity
• Form groups of three to four
• Using the Venn diagram provided, compare and contrast Informal Small Groups and Cooperative Learning
• You have five minutes
• Be prepared to share your responses
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The importance of cooperative learning in the classroom…
Students:
• Take ownership for learning
• Learn to teach each other
• Participate in active learning
• Attain deeper levels of content mastery and understanding
• Engage in practices that model the real world
• Observe and assess different learning styles and learning processes
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The premises underlying cooperative learning…
• Promotes respect for students and a belief in their potential for academic success
• Promotes a shared sense of community
• Learning is an active, constructive process
Millis (2002)
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Brainstorming Activity
• Form a different group of three or four
• Obtain a handout from the facilitator
• You have seven minutes to complete the activity
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Assessment of Cooperative Learning
Instructors who begin using cooperative learning generally have three main assessment concerns:
• How to assess teamwork within a group.
• How to assess group projects.
• How to assess individual work within the group.
http://www.journeytoexcellence.org/practice/assessment/cooperative/assessing.phtml
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Individual accountability promotes fair evaluation…
• Final course grades should be based on personal efforts, uncompromised and uncomplicated by the achievement of others
– Carefully structured in-class activities strategies
• Numbered Heads Together (Kagan, 1989)
When students receive a specific task (worksheet or case study) to complete cooperatively, instructor tells students that one group member – unidentified ahead of time – will be responsible for reporting the group’s work
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The Power of Debriefing…
This process can be achieved in one or more of several ways:
• Spokesperson reports
• Written reports
• Three stay, one stray
• Sentence starters
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Questions