WWPD: What Would Pacino Do? Teaching and Learning for the Generations.

WWPD: What Would Pacino Do?

Teaching and Learning for the Generations

Let’s consider. . .

Things fall apart;

The centre cannot hold;

Mere anarchy is loosed upon the world. . . .

The best lack all conviction, while the worst

Are full of passionate intensity.

“The Second Coming”

W.B. Yeats

42% of students are under 22. . .10% increase from 10

years ago

Outcomes:

Describe some of the generational characteristics we encounter in classes

Examine what impact these characteristics have on our teaching Outline some specific strategies

Consider who is in your classroomWW II Generation (age 60+)Baby Boomers (age 40-60)Gen-Xers (age 23-40)ME (Millennial generation—age 3-22)

The “Greatest” GenerationRevere military or political heroesReact to wars and the advent of technologyCompelled by messages:“stay in line” and “sacrifice” Respond to leaders who must be directive and unambiguous

The Boomers. . .Revere “change makers”: JFK, RFK, MLK, Rosa Parks, John LennonReact to events such as the moon landing and Woodstock to three assassinationsCompelled by the messages: “Let’s come together” and “Change the world”Respond to leaders who are “people to people” or a “friendly equal”

Gen Xer’s. . . .Revere: basically no one, since you can trust no one (post-Watergate generation)React to the Challenger disaster; technology has become commonplace.Compelled by messages: “It’s not my problem” and “survive” (may explain the popularity of the “elimination shows” from Survivor to American Idol !)

Respond to leaders who must prove themselves on a daily basis and who must be extremely flexible.

X-Files. . . .

The ME generation. . . .Revere “cult of personality” icons—Michael Jordan, Tiger Woods, Kerri Strugg, Mia Hamm, Davey HavokReact to seemingly random acts of violence from the Oklahoma bombings to Columbine; technology is expected and necessaryCompelled by the message“Wired 24/7”Respond to leaders who are motivational or inspirational

Consider the implications for faculty:

“Tell mewhat to do and I will do it.”The “Greatest Generation”

“Let’s get together on this issue.”Boomers

“”I’ll get to it when I can—and I really want online!” Gen-Xers

“”Here I am, now, entertain and enthrall me.”ME Generation

Students expectations for their teachers!

Let’s think about strategies

Adapt to JIT expectationsAttend to lecture pacingAdjust metaphors/allusionsAnticipate challenges to credibility

And. . .

Exploit technologyEngage students in different settingsExplain concepts in different waysExpect more changes with the coming generation

Clemson University Faculty, 1958

And a little more. . . Include visual/tactile along with “text”Insist on critical reflection/opportunity for debrief and decrease memory and drill exercisesIncorporate informational literacy as core skill

And still more. . .

Offer alternative measures of learningopportunities for using technologyinteractive/group exercises yourself as an example of a continuous learnerThe Johari Window

And a little more. . .Understand the changes in today’s studentsUrge excellence in students’ performanceUncover—when possible—students’ “blind areas” about their learning

Discussion. . . .X-ers

ME generation

What’s Next?