Motivating Millennials
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This document summarizes a presentation about motivating millennial students. It discusses the key characteristics of different generations, including millennials, and some paradoxes of millennials. It suggests that educators promote a relaxed learning environment, discuss relevance and rationale, use multimedia, and encourage creative collaboration to engage millennial students. The presentation emphasizes that as new generations like Generation Z emerge, educators must evolve their teaching methods to meet the needs of tomorrow's students.
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Motivating Millennials
- 1. College of Applied Technologies CEE Teaching & Learning Workshop Presented by Dr. Lynn Lease
- 2. Motivating Millennials by Lynn Lease, PhD is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. The information and images within this presentation were written or created by Lynn Lease unless otherwise cited.
- 5. Image source: “Gingerbread!” by HannahWebb is licensed under CC BY ND 2.0
- 6. Image Source: “Case Closed!!” by slgckgc is licensed under CC BY 2.0
- 7. Twitter source: Posted on Twitter by Dr. Todd Schmidt 4/29/16
- 8. Who are WE?
- 9. Silent Generation 1928- 1945 71-88 Boomers 1946- 1964 52-70 Generation X 1965- 1980 36-51 Millennials 1981- ? <35 Adapted from “The Next America” by Paul Taylor and the Pew Research Center
- 10. Do you do things the same way your parents do/did?
- 12. We don’t need to cater to our students’ every need . . .
- 13. . . . But we should seek to understand them.
- 14. Who are THEY?
- 15. Adaptedfrom“TheNextAmerica”byPaulTaylorandthePewResearchCenter Generation Y 1980- 1994 22-36 Generation Z 1995- 2009 7-21 Adapted from Generation Z Characteristics by McCrindle licensed under CC BY 2.0 The Digital Generation The Internet Generation Nexters Screenagers Echo Boomers Mosaics Sunshine Generation Bridgers Source: “Generation iY” by Tim Elmore
- 16. What do you think about our students’ generation?
- 17. Video source: The Who, When and What of Gen X, Y, Z & Generation Alpha – Mark McCrindle, McCrindle Research by McCrindle licensed under CC BY 2.0
- 18. Who are THEY?
- 19. 1. Being lost without a map 2. Resolving a dispute without resorting to Google 3. Searching for change to make a pay phone call 4. Deciding which travel guide book to leave home 5. Having nothing good to watch on TV (or conversely having to decide between simultaneously scheduled favorites) 6. Checking prices with a travel agent (or realtor, or banker, or car dealer, or…) 7. Waiting for the bank statement to arrive to know your balance 8. Missing a rendezvous at a bar or restaurant 9. Forgetting to bring a coupon or flyer to the store with you 10. Going on a blind date 10 things Generation Z won’t know about . . . Source: “Ten Things Gen Z Won’t Know About” by Millennial Marketing
- 20. Source: “Half of Teens Think They’re Addicted to Their Smartphones” by Kelly Wallace, CNN 80% = hourly 50% = addiction 72% = immediacy Image Source: “Phones” by Richard Leeming is licensed under CC BY 2.0
- 21. Who are THEY?
- 22. A generation of paradox . . . Source: “Generation iY: Our Last Chance to Save the Their Future” by Tim Elmore
- 23. Paradox #1: They are sheltered . . . yet pressured. Source: “Generation iY: Our Last Chance to Save the Their Future” by Tim Elmore
- 24. Paradox #2: They are self-absorbed. . . yet generous. Source: “Generation iY: Our Last Chance to Save the Their Future” by Tim Elmore
- 25. Paradox #3: They are social. . . yet isolated by technology. Source: “Generation iY: Our Last Chance to Save the Their Future” by Tim Elmore
- 26. Paradox #4: They are ambitious. . . yet anxious. Source: “Generation iY: Our Last Chance to Save the Their Future” by Tim Elmore
- 27. Paradox #5: They are adventuresome. . . yet protected. Source: “Generation iY: Our Last Chance to Save the Their Future” by Tim Elmore
- 28. Paradox #6: They are diverse. . . yet harmonious. Source: “Generation iY: Our Last Chance to Save the Their Future” by Tim Elmore
- 29. Paradox #7: They are visionary. . . yet vacillating. Source: “Generation iY: Our Last Chance to Save the Their Future” by Tim Elmore
- 30. Paradox #8: They are high achievement. . . yet high maintenance. Source: “Generation iY: Our Last Chance to Save the Their Future” by Tim Elmore
- 31. SO WHAT?
- 32. 50% = 3 billion Information Source: The Who, When and What of Gen X, Y, Z & Generation Alpha – Mark McCrindle, McCrindle Research by McCrindle licensed under CC BY 2.0 Image Source: “Earth” by Kevin Gill is licensed under CC BY SA 2.0
- 33. NOW WHAT?
- 34. Promote a relaxed learning environment and build rapport Adapted from “Engaging the Millennial Learner” by Amy Novotny and “The 5 R’s of Engaging Millennial Students” by Mary Bart
- 35. Discuss the relevancy and rationale Adapted from “Engaging the Millennial Learner” by Amy Novotny and “The 5 R’s of Engaging Millennial Students” by Mary Bart
- 36. Use multimedia to enhance teaching Adapted from “Engaging the Millennial Learner” by Amy Novotny and “The 5 R’s of Engaging Millennial Students” by Mary Bart
- 37. Encourage creative & collaborative learning Adapted from “Engaging the Millennial Learner” by Amy Novotny and “The 5 R’s of Engaging Millennial Students” by Mary Bart
- 38. INTERACTION INTERACTIVITY INTERACTIVITY ENGAGEMENT ENGAGEMENT LEARNING/SATISFACTION LEARNING/SATISFACTION MOTIVATION TO REPEAT! Motivation Formula
- 39. INTERACTION INTERACTIVITY INTERACTIVITY ENGAGEMENT ENGAGEMENT LEARNING/SATISFACTION LEARNING/SATISFACTION MOTIVATION TO REPEAT!
- 40. SO WHAT?
- 41. Generation Alpha 2010-2024 Generation Beta . . . Gamma . . . Delta . . . “Generation Z: Characteristic” by McCindle is licensed under CC BY 2.0
- 42. If we fail to evolve as educators, we will continue teaching for yesterday’s students rather than tomorrow’s leaders. “FredericksburghSchoolHouse”byBobbyBradleyislicensedunderCCBYNC2.0
- 43. College of Applied Technologies CEE Teaching & Learning Workshop Presented by Dr. Lynn Lease Twitter: @llease eMail: llease@unoh.edu
Notes de l'éditeur
- Some topics have the propensity to turn negative --- this is one of those topics. And so, I have three disclaimers for you today before we begin.
- Our students are not all cut from the same cookie cutter --- and neither are we! So, the first disclaimer is this: keep in mind that characteristics of generations are generalized statements. There are some sources that mean to sensationalize the generational characteristics. There are always those who don’t fit the generalization. There are exceptions. Generational birth years vary from source to source. These year ranges are often determined by events in history as well as shared or common experiences. Some sources state that the generational ranges are getting smaller and smaller in number of years due to the accelerated rate of change due to technological advances and the world becoming smaller. Some predict that there may some day be as many as 5-6 living generations at any one time.
- The second disclaimer is this: we are not here to judge other generations! While it is tempting to judge other generations – as well as those within our own – we are not here to judge or FIX our student generation. We are here to simply understand them. For example, how many of you remember when JFK was shot? How many of you remember the Challenger Explosion? When we lived and what we experienced has shaped our generations. We can’t expect today’s students to truly experience the day JFK was shot or the day when the Challenger exploded --- but for some of us, those memories are burned into our memory. There are some things only fully understood with experience. We can do our best to explain, but we can’t judge younger people who not truly seeing these events the way we do.
- The third disclaimer is this: resist saying, “It worked for me, so why can’t this generation just ….. (fill in the blank).” Dr. Todd Schmidt tweeted, “Just because it worked for you” is not a reason to NOT change education.” It is tempting to cast your own values and experiences on generations on both sides of you. Remember, we aren’t here to FIX the next generation – we are simply here to understand them and meet them where they are. It’s a two-way street. They must be willing to walk toward us as well. But, we might need to adjust the way we teach if we want to effectively reach this generation.
- So, let’s take a look at who WE are first. How many generations do we represent in this room?
- Participants should identify their own generation first. They should group with others within their own generation – pairs or small groups. DISCUSSION: List statements your parents/grandparents said about your generation. List statements you said about your parents’/grandparents’ generations. List statements that the younger generations might say about your generation. Are any of these statements true? Are all of these statements true? Did it matter if these statements were true or not? Did you want to do things differently? Did the untrue or unfair statements frustrate you? Did you wish the other generations would just understand you? Share the statements made about these generations from “The Next America” by Paul Taylor and the Pew Research Center and ask if participants agree with these statements. Discuss. Remember disclaimer #1?
- Participants should brainstorm, in pairs, characteristics of today’s student generation. Then allow sharing time --- reminding participants of our “disclaimers!”
- Participants should brainstorm, in pairs, characteristics of today’s student generation. Then allow sharing time --- reminding participants of our “disclaimers!”
- Participants should brainstorm, in pairs, characteristics of today’s student generation. Then allow sharing time --- reminding participants of our “disclaimers!”
- Participants should brainstorm, in pairs, characteristics of today’s student generation. Then allow sharing time --- reminding participants of our “disclaimers!”
- Now, let’s take a look at what the experts say about the next generation --- the millennials!
- Generation Y = 27-38 Generation Z = 16-26 years old (4-18 by other experts ranges)
- Participants should brainstorm, in pairs, characteristics of today’s student generation. Then allow sharing time --- reminding participants of our “disclaimers!”
- Let’s dig in!
- Nearly 80% of teens in the new survey said they checked their phones hourly, and 72% said they felt the need to immediately respond to texts and social networking messages. 50% feel they are addicted to their mobile devices. From Half of Teens Think They’re Addicted to Their Smartphones by Kelly Wallace, CNN
- Let’s dig in!
- This generation makes up 50% of the world’s poplulation!
- So, now we understand this Millennial generation – Gen Y and Gen Z. Now what?
- Previous generations saw adults as the authority --- as the sole leaders in the classroom and in society. Millennials have been raised in a totally different parenting environment. They are being raised by the latch-key generation, Gen X, who were often left to raise themselves. These parents are now helicopter parents, the kids have closer relationships with their parents and are central to many of the discussions and decisions within the family. Millennials expect that open and close relationship in the classroom as well. Be accessible and approachable! Build a rapport. Offer time for social presence --- in addition to the cognitive and task presence. Be sure to set boundaries, as this generation can be needy. Adapted from “Engaging the Millennial Learner” by Amy Novotny and “The 5 R’s of Engaging Millennial Students” by Mary Bart
- Information is not at a premium anymore. Information is at the tip of our fingers – in our pocket – available at any and all times. Google has changed the way we think about knowledge! It is important that we take time to discuss the relevancy of the information we are teaching – and to discuss the rationale for learning it and remembering it! Millennials do not value the information alone – they can access that at any time. They want to know why the information is needed and why it is important! Adapted from “Engaging the Millennial Learner” by Amy Novotny and “The 5 R’s of Engaging Millennial Students” by Mary Bart
- Not to REPLACE IT! Millennials want variety. Offer them the opportunity to curate course content. Have them find relevant examples in videos and post those to the course in the LMS in a forum. Then use those to further explain concepts in class. Studies have been conducted showing the learning benefits when videos are used to further explain concepts and connect them to real life. Adapted from “Engaging the Millennial Learner” by Amy Novotny and “The 5 R’s of Engaging Millennial Students” by Mary Bart
- Millennials tend to be exploratory and experimental learners. They no longer sit down to read a manual when they get a new device. Most devices now don’t even come with a paper manual – it is available online if needed. You are teaching skills in many of your courses. But, there is knowledge that must first be gained. Take what we know about their love of active learning in the shop, and bring that into the traditional classroom when you can. Make sure you have not only mental transitions during your 5 hour classes --- but physical transitions also. (And, a 10-minute break after an hour lecture doesn’t count as a transition.) Implement partner learning, peer teaching, information seeking and curating, place students in groups, have them move around the room, get them up and moving to learn when possible. Adapted from “Engaging the Millennial Learner” by Amy Novotny and “The 5 R’s of Engaging Millennial Students” by Mary Bart
- So, I’ll ask SO WHAT? again! Well . . .
- There is a generation of students ready to graduate from high school and they will be knocking on our classroom doors soon! Simply put, the world is changing and so are the people in it. We will be faced with the next generation – and the next – and the next ----- some of you are newer to teaching, you are younger, and you will experience many more generations filtering through our classrooms. So, are you willing to get to know them, their needs, how they learn, how they live, what they hope and dream? We must be willing to shift (not change entirely, but shift) the way we teach if we hope to reach our students.