I think it is fascinating how boomers interact with Gen X and Y in a classroom. They have a completely different way of learning and a much longer attention span. How are do you balance the short verses long attention spans in the classroom environment well without losing some students? I use this site as a resource for boomer info: http://www.nextavenue.org

I have a deaf student in my class who requires interpreters. they do a fairly good job of relaying highly scientific lectures. However, we have a hard time getting the student involved in class. He is naturally very shy, but also his disability puts up a barrier between him and the other students. He would much rather have private conversations with his interpreters than communicate with other students. We've talked to the interpreters about not having side conversations, but the student is still reluctant to join the class. How can we get him more involved without forcing him into a situation that he is not comfortable with?

A point was made in this lesson that rang really true with my experience teaching automotive technology. Gen Y learners don't read manuals! I'm technically a Generation Y'er myself but I cannot for the life of me understand others my own age not reading instructions. When it comes to making adjustments or repairs I must constantly remind students to follow the directions manufacturers provide. Most of my students prefer to learn from trial and error. Unfortunately in this field that will most certainly result in damage to vehicles or yourself! I believe teaching students to read directions may be one of the most important "skills" I have to teach.

Does anyone think that the question of discrimination under the Title VI of the Civil Rights Act of 1964 is appropriately applicable to Skills Colleges, given that they do not receive federal funding?

How Do You handle testing in the traditional post-secondary classroom where time limitations are imposed with ELL students?

At the end of a given chapter my students are to answer a critical thinking question. These questions are usually composed of 3 or more parts each related to the initial topic. The students are required to give clear and concise answers to each part, explaining how they arrived at their conclusions or opinions. Simple statements without explanation results in a lower grade for the exercise. This teaches the students to assimilate,review,and analyze the information rather than just collecting and reciting it.

I see Gen Y learners as very interested in knowing why something works. They are more interested in the reasons than if it works or not. Giving students a voice is key to any sucessful learning experience.The most important element in this method is the confidence that students have and the ability of the instructor to allowing a student to be wrong but not foolish.

I have been teaching for 6 years & have never heard of dyscalculia. It's amazing to me that I have probably had several students with this disabilitly & didn't even know about it. I probaby had it growing up. I wonder if it's something one can out-grow or learn to manage. I think that people with dyscalculics often have a related difficulty with telling the time, using a calendar, and therefore also with time management.

The way the world works today one has to be informed and savy about the techno age. I do use the modern methods, but I give my students alot of personal experiences and group discussions to teach my classes. I find that my students are so involved with their tech life that they appreciate the more personal touch. I certainly get more of their attention and thus greater retension of the material.

Just wondering what you would recommend in this situation: a student has not officially reported a learning disability, but then mentions it to you in a casual conversation? -Jennifer

The presentation of material to Gen Y students seems to work well as a orchestrated dance. I now incorporate movement into my lectures. What I mean by that is that I move all over the classroom during a class session. Sometimes I'm in the back of the room, the side and the front of the classroom. While I'm moving around I find that I get more engaged with my students. They never know where I am going to be so they are more alert and attentive. Any thoughts on this?

Coming from the boomer generation it is often difficult to adapt my teaching style to this current generation. How do we change to meet the needs of our students? I certainly could use some thoughts in this area.

I think this is interesting as we have different teachers teaching the same content. The methods, lesson plans and sequence of instruction was established and is continually updated by the director, not the teachers. Can systematizing a curriculum and instructional plan for GenY students create problems of delivery and effective instruction if not written by the teachers of different generations? Can continuity be maintained the other way? What are your opinions?

Visible disabilities are one thing invisible disabilities tend to be overlooked, partly becasue individuals that have them are trying to hide them or they are not acknowledges and accomodated by the instructor( When applicable).

I have noticed that students from generation Y do have an attitude that they are going to be successful and see education as a means to get where they want to go, however they are not always able to determine which information is relevant and which isn't in their career area. They don't always "see" the important connections among the different functional areas of business for instance.

I have moved away as much as possible from the lecture method in the classroom. Instead I have to as great extent possible to create group projects that require the students to do research in a particular area and report their findings to the class as a formal presentation. It gives them important practice in key communication skills they will need after they graduate and get a job.

I understand that many students are on Facebook. Our university actually has a Facebook page as well. I have been recommending that students use Linked-in because it is a professional site. Does anyone else recommend to their students the Linked-in option?

I typically incorporate experiential learning activities through the use of simulations. Has anyone else found them effective in engaging Generation Y'ers?

Over and over I have heard of studies that find multitasking is really just doing many things poorly. Our society has a concept that multitasking is something that shows productivity when it really results in a lesser work quality. Does anyone think we should promote and teach single tasking and focus?

I enjoyed this module relating to the Y generation students. I have noticed,it is harder to manage cell phones in the lab environment. We have rules about the usage of cell phones in class and lab, but it has become harder to mange due to the increasing amount of technology that is available. I would prefer for the students to not use their cell phone for anything during class or lab, but again, when they are doing certain labs they may need a calculator, I think we can go on and on about the rules of not using cell phones in the lab, but it is hard to manage the rule when we have so many uses of the technology that benefit the students.