Experiential Learning for Gen Yers
This gives the student another "way" to learn. If a student doesn't understand. Try a different method. Something they can relate to
I have noticed that we must also make learning relevant. I try to tie learning tasks to real-world problems. If it is not seen as relevant, there is generally resistance to learning.
Monica,
yes, & while this is more prevalent with this generation, this is just a good idea & strategy in general.
Ryan Meers, Ph.D.
Towards an Orientation to New Learners and Contemporary Learning
Many considerations highlighted in the learning modules are apparent as impacting factors that has helped to structure an onset of school administrations across [and that have influence on] the new charter school movement in Illinois. Perhaps a significant aspect of shortcomings in contemporary school settings is that there has been a neglect of developing faculty towards an orientation to new learners and contemporary learning practices.
Flexibility, Experiential Learning, and Adaptive Instruction
Instructional strategies that complement the characterization of GenY learners [as presented across the learning modules] are not ‘new’ but rather combine distinctive instructional considerations that were a standard for previous generations and therefore also work well in generationally diverse classroom settings. For example, experiential [i.e., problem based] learning is one practice method that has been instrumental in helping to address issues with diverse learning modalities as well as distinctive generational characteristics. This pedagogical alternative has also been highly criticized per statistically modeled volatility in learning trend data (Drake & Long, 2009). However, it has consistently proven to be highly impacting with positive outcomes for individual learners. When there is high demand for personalization in diversity intense class settings, adaptive instruction has proven to be instrumental for maintaining sufficiency of both the student and instructor’s time during class sessions (Wang, 1983).
Disruptive Behavior
As fellow discussants concerning ‘GenY’ Learners in contemporary class settings, we are familiar with offsetting aspects of inter-generational diversity in the classroom [i.e., as may concern perceptions of respect and generally encompassing social graces]. What is considered socially acceptable behavior in class settings does bring to the surface mild contrasting synergies. When there is a lack of sufficient planning to offset negative aspects of differences regarding behavioral expectations—negative impacts can occur. Instructors set the atmosphere of acceptable behavior in the class setting and yet the possibility for instances of disruption remain. Our response to disruption should be tailored to the particular type and source of disruption. Consider distinctions across disruptive behavioral types and appropriate responsive tactics for each (Ivanova, et al., 2007).
References
Drake, K. N., & Long, D. (2009). Rebecca's in the Dark: A Comparative Study of Problem-Based Learning and Direct Instruction/Experiential Learning in Two 4th-Grade Classrooms. Journal of Elementary Science Education, 21(1), 1-16.
Ivanova, M. Y., Dobrean, A., Dopfner, M., Erol, N., Fombonne, E., Fonseca, A. C., et al. (2007). Testing the 8-Syndrome Structure of the Child Behavior Checklist in 30 Societies. Journal of Clinical Child & Adolescent Psychology, 36(3), 405-417.
Wang, M. C., and Walberg, Herbert J., (1983). Adaptive Instruction and Classroom Time. American Educational Research Journal, 20(4), 601-626.
