Share your experiences teaching Gen Z. What are their characteristics? What are some of the challenges? What strategies could be used to manage these challenges?
What types of technology do you use in your teaching practices to engage your students? Share any resources, links or strategies you have found to be effective.
IMPORTANT NOTE – Teacher PD Accredited Hours
If you are participating in this forum as part of obtaining Teacher PD accredited hours please be aware that you must complete steps 1 and 2 below in order to meet the requirements of this forum and in order for you to receive your accredited PD hours.
You are required to do 2 things:
- Add your own contribution to the Community of Practice Forum
- Respond to at least two other posts on the Community of Practice Forum
I have found that the students like to work on classwork with music playing in their ears, often they say it helps them concentrate and they do seem to concentrate far better when listening to music.
I have also found that they love to have the work delivered to them on the computers ( google class room as work can be uploaded in colour) and they seem to engage more.
That’s a very interesting observation and I like the idea of music and concentration.
Good point. As a teacher of apprentices they are used to having background music when working on the job. Then they come into an learning environment where there is no background noise.
I have found this too Joanne. With Covid-19 – my classroom for my Gen Z students transitioned to Microsoft Teams Classroom environment. They have fully embraced this environment – it’s like they love to be able to see exactly what has been handed in, and checked off. I’ll be keeping it this way once we are back in the classroom full time, as I think it will actually keep them more organised and on track.
The rule at our school is that mobile phones should be ‘off and away’. But as we know many students cannot cope with being disconnected even for a short time. Not having the phone becomes more of a distraction and they get twitchy. I find that by allowing student to have their headphones in and music playing they tend to concentrate better and can stay on task. However, students who would use any new ‘app’ on their phones can be reluctant to use to use software they are unfamiliar with on desktop or laptops. They need encouragement to try and are scared of failure.
Hi Sharon,
“Off and away” is the rule here at my school, as well. Unfortunately, I can see a change on the horizon in which students will be encouraged to use their devices in class, even if it is just for note-taking. I read an article recently in which it mentioned our current generation of students’ proficiency with using their phones – whether this be typing, drawing, taking photographs or communicating – and how useful this would be in engaging with their work if there was a simple of way of just disabling messaging applications like Facebook, Instagram and Snapchat.
Thank you for your contribution!
In my experience I find that students (in practical classes e.g. food and textiles) that are comfortable with technology are hesitant to try something they don’t know anything about because they don’t want to make mistakes. They take some convincing that making mistakes is a great way of learning.
Hi Pamela,
I agree about the hesitancy with using new technologies and applications, and I think it might be because these students, as the speaker mentioned, are so comfortable and familiar with what they have grown up around. For example, my little brother has disabilities, but is adept at using his iPad. However, when I use our desktop computer, he enjoys watching me type and use the mouse but refuses to sit down and complete his Learning Eggs activities on this.
Great comment!
I have students who are distracted by alerts on their devices. It surprises me that I am more distracted than my Gen-Z students. They appear to learn and contribute to the class when invited. I however would need to switch off alerts because for my generation you do not ignore an alert as it could be an important email or update
Natalieanne, totally agree with you.
I think I am more distracted by the alerts than they are. And yes, I feel compelled to reply to a text etc fairly quickly but these students are happy to read and move on and get back to it
I teach a mixed cohort of students and it is very interesting to watch the different reactions to noise/distraction in the classroom depending on the generation they belong too. Gen-Y and more so Gen-Z can tolerate side conversations, both those that they are involved in and those that occur around them, and keep up with what is being delivered, much more than those of Gem-X who constantly revert to “shooshing” as a result of sheer frustration
I agree the Gen -Y and Gen Z can learn with a lot of noise whereas the older generation cant seem to concentrate with much noise and need the silence.
Totally agree. I have also witnessed this in the current virtual classroom delivery. Once the older students have learnt the technology they are thriving in this learning space with less classroom distractions.
Regarding noise. My Gen Y students will have head phones on with music playing whilst completing their tasks in class. The baby boomers in class like the silence
Interesting regarding noise and interruption’s as it now explains my students as I have younger and older students and the older students are always complaining about the younger ones being noisy and not listening. So trying to teach this range of different ages can be difficult at time
I agree Kim. That is why I am finding that the headphones work well for some activities
I agree Kim. The challenge is engaging with a cohort form different generations
The Gen Z need to be treated differently especially when it comes to the cuspers. Son and GF hate being assimilated to Gen Z. Born 1996. Quite savvy with tech and old school applications like word and excel and will read instructions when push comes to shove. The other end of the cuspers being the swipers 2015 is too big a range in my opinion to put them all in the one cohort. The exponential nature of technology and its time frame has massive impacts to the generation “generations within generation”. BTW they both admit they actually are less effective with distractions when working… finally 🙂 A bit of a shift from when they were 18.
I found the consideration of noise vs interruption very interesting. Teaching a mixed cohort I found drawing on Gen Y’s proficiency in using technology handy in assisting some of the older students. I have found this helpful with the movement to connected delivery.
I agree Glenn, with the recent necessity to move to online delivery I know that my Gen Y students are always providing older Gens with assistance and troubleshooting technology problems using support groups in social media
I agree that having the tech savvy students in class can be a bonus. Students instructing other students on the use of different technology becomes another set of hands in the classroom. Instruction coming from a peer can feel less confronting for some students. When I have been stuck on an issue with technology it has often been my students who I ask to rectify the problem
i agree too on having tech savvy students an added bonus into the class especially when language too is a barrier and getting students to be involved in online learning out of the blue.
I agree having tech savvy students is very helpful and they actually love to help and feel useful when you ask them so it is a great way to connect with students in the class, some students are a lot more computer savvy than others and they often willingly help others which is also good for their moral.
I too found the noise vs interruption insightful. It gives me a better understanding how each and everyone of us interact whilst learning.
Its true the Z generation are always plugged in – phone in one hand, earbuds in their ears! I think drawing on their knowledge particularly in the technology arena is sensible to allow them to share what they know. I think breaking down teaching into small sections with adequate breaks and time for self direction is useful also
Gen Y often feel valued and respected when older generations in the class ask for help with their knowledge with technology.
I have experienced the same Jackie, Gen Y are happy to assist those more mature students who may not be so tech savvy.
The move towards more digital delivery is accelerating. This will provide many benefits including students having more options to work at their own pace, accessing learning off campus and 24/7. This also presents challenges, for example, how we assess learners and how teachers develop their own digital skills. Face to face learning will still be important as many vocational skills require it eg bricklaying although these might be able to be assessed on the job.
I agree Cary. Sometimes the difficulty occurs in trying to get teachers to embrace the technology that their students are so proficient in
During the Covid 19 pandemic and the delivery of online lessons has actually highlighted ‘the great divide’ in technology acceptance and usage. Although this generation is put forward as a ‘tech savvy’ learning from home has not been as successful as anticipated. Our level of student engagement has been low and students we assumed were comfortable with technology have struggled with this new way of learning. As you pointed out students could work at their own pace and had 24/7 access but without the ‘face to face’ as well some remained unmotivated. There is still a way to go.
I have noticed that you can only engage the students for 40-45 minutes tops and then you lose them so I am very conscious about this – especially now that we are delivering through connected delivery mode – we need to engage with them this way which can be challenging, I am aiming for 30 minutes of theory delivery and then setting them tasks to complete in self directed learning so they can chose to stay online with me for some assistance with theory, or move onto the practical elements. It seems to be working well so far.
Thanks Chloe thats good advice – I know myself I tend to lose focus when doing online meetings for too long. I was also thinking a 30 min time span is a great idea and also good advice to offer them something self directed to do then
Hi Chloe I have also noticed this as well 40-45 minutes is all I can engage them in, so I often get my students to do clinical skills.
I totally agree with this. In 1 hour periods (or double periods) the lesson needs to be broken down into smaller increments to maintain engagement.
As a TAFE teacher of business studies, I have a number of Gen Z learners who often come to class with their own level of technology skills, some of whom are very engaged with the learning of new technologies or new ways of completing tasks – especially when you can show them “shortcuts” or “cheats” as they like to call them if they are gamers.
Many of these Gen Z learners like to have their headphones on whilst completing tasks – which I have embodied into my classroom delivery program -by breaking each session into 30 to 45 minute blocks – Teach/demonstrate a task or process, do a task as a group, then during the last 45 minutes they are given the opportunity to don the headphones and complete their own tasks independently.
It certainly has been interesting going into a more technology focused environment – the Gen Z learners have thrived in this environment and have even developed skills at a much higher level than is required in their program – simply because they feel more empowered by the use of technology and engaging with the things that really interest them. Using MS Teams, forms, sway and letting them choose how they want to engage with their classmates and with me through technology – it’s been interesting to see those students who were shy or participated less in the classroom are now eager to share their tech skills in the online classroom environment.
Great advice Belinda – Its true they are so much more plugged in and accepting that they may listen to music or understand more about technology is helpful as a teacher
Good points Belinda, Students using headphones is just how they do things. It is us who needs the updating.
I have also found with students using TEAMS, some students who I thought would enjoy that style of learning have found it difficult and have preferred the face to face mode of delivery. Its been an eye opener.
Gret idea.
Definitely more tech savvy! Able to complete many tasks while having their devices on them, they don’t seem to be able to place their devices in their bags or in a locker or draw….. i get they dont want to be switched off, but in the beauty industry it is a massive concern, when a text message or tik tok vid is more important than your client having a facial or massage…. I know many small businesses whom embrace a device free work zone and that its an instant dismissal. Thankfully most dont bring their devices into their workplaces, its deemed unacceptable, however in the training room, its a different story – i have decided to embrace the devices – get them looking for regulations, act and new trends surrounding the topic at hand, this way they do feel part of their society.
Gen Z are definitely a tech savvy lot. The VET course I deliver requires all learners to be proficient using both a scientific calculator and computer spread sheeting applications. It is common for the more mature folk who may be been out of the workforce / and or education for decades to struggle using this fairly standard level of technology. A lot of time can be spent demonstrating basic calculator function. Gen Y and Z rarely have any issues using technology. Anything can be done either with a smart phone or laptop. A real bonus when they need to operate computer driven chemical instrumentation. This can be a real advantage.
Dan I certainly agree, my Gen Z learners are very eager to learn the higher level skills on spread sheeting apps and the use of financial calculators really gets them thinking. They truly enjoy the analytics and like to demonstrate their prowess and support the others in the class who may not be so tech savvy. The one major thing I find with Gen Z learners is they like to be empowered and feel very confident in showing others how to use technology. The old saying “the best way to learn is to teach”.
I am teaching adult migrants and most of them are older than gen Z. However, I find this session about teaching Gen Z very interesting. I do understand that teachers who mainly teach Gen Z would find it quite challenging to find the ways to engage them. Most of my student wouldn’t be able to learn in a noisy environment.
This is an interesting session. Seeing my children grow up and the way they multi-task over studies, music and online games, the presenter has summarized succinctly how this generation of children learn. I have to salute to teachers who have to face the many challenges in keeping them engaged and at the same time dealing with helicopter parents. Personally, I think one way of counter-balancing this over-praised generation is to introduce success stories/biographies of achievers who are resilient, determined and resolute.
As for me, most of my students are adults learners, and that has not posed too many challenges to the way I used to teach, but in general there is also an increasing demand to involve learner participation and engage them with more audio-visual stimulation and resources.
I also teach adult learners and agree that they need audio-visual stimulation to keep them engaged and motivated
Agreed. AV helps engagement. Love the comment about over praised and introducing what it was like through bio’s. I might utilise this a little more. Obviously leave out the over praised bit 🙂
I teach first aid to a variety of cohorts and find that Gen Y and Gen Z learners are a lot less distracted if there are older learners in the class. They are less likely to be reaching for the phone continually. However if I am teaching a cohort of Gen Z it is very hard to stop the flow of text messaging without removing the phone from them and that would be worse then cutting off both arms so I never resort to this action. I just make sure that what ever I am teaching they can repeat back to me or show me. I am constantly surprised when a student who has appeared distracted all day achieves 100% in the 45 MC question assessment. So I fully understand that this generation can learn without having their attention fully focused all the time.
Jackie I also ask my students to repeat back to me as well, I also teach First Aid and often Gen Z are on their phones I do explain this is life and death and they must have 100% on their exam at the end.
Generation Z students reliance on technology such as mobile phones is noteworthy. My observations are they have an expectation for instant information, have shortened attention spans, are more responsive to visual forms of learning and struggle with face to face communication and prefer digital ‘interaction’. Session Two has made me think how the education process needs to move with the times and be prepared to teach using software, hardware, and digital, technological and social media.
Yes, Bryony, Gen Z learners appear to have less patience and always want to get to the result quickly, without the “fluff”. They are happy to use cheat sheets and ask “google” when in doubt. I have found with my Gen Zs that they enjoy being engaged through “Blogs” and have research tasks where they can use websites and online sources of information/youtube videos to locate information. I’ve even found recently they enjoy the online interactive resources such as Mentimetre, Kahoot and even Forms to respond to questions.
Agree Bryony that, Gen Z students often exhibit short attention spans. It raises an interesting conundrum, namely to what extent do we adapt to this demographic versus should we include some learning activities that help develop students ability to focus and persevere through more challenging or complex tasks.
With the current changes to delivery patterns that all teachers are facing I feel it will have a lasting shift in the way we all deliver our face to face classes when we are allowed to return. We have to move to connected delivery which is very challenging for practical courses and we need to engage visual & tactical learners to a purely online medium. By having to look at a more engaging theory delivery my hope is that all we are about to learn will be transferred back to a classroom to move away from any of the “old” practices we made new learners accept
I agree Sharon that it is very challenging trying to teach practical courses in a connected space especially where the learners need to demonstrate practical skills. However Gen Z learners may be able to come up with new ways to help show their competence. We need to engage them in this process. I also agree that we need to move on from the “old” tired practices that we have been using for way to long in face to face delivery .
i agree – its definitely moving us forward with technology….
Yes Sharon the current situation will push as all further along the digital delivery path. I guess we will have to be very creative in finding ways to deliver practical skills. My feeling is that learning and assessment will increasingly require a blend of delivery methods including face to face approaches.
I agree Sharon the “push” to connected learning had been a sharp one. I also teach practical units and it has made me re look at how I approach the assessments and made me think outside the square.
As a TAFE teacher I do find that classes with only Gen Z students with access to technology are more distracted by phones and technology in comparison to other students cohorts. They find it genuinely difficult not to be connected during class time. They are constantly distracted by messages and notifications. I have had students that feel quite anxious if asked not to carry their phone in their hand when asked to demonstrate or take part in practical hands on sessions as part of their course. Some strategies we use include agreeing to have phone free learning sessions for specific times (for example 30 minutes) then allowing them to take regular breaks to use or check phones/messages. For multi generational classes we use programs such as menti-meter or kahoot to develop on-line quizzes or puzzles to allow them to use the phone or iPad as a learning tool during class sessions. I find that these students will grasp new technology easily and will often assist other students that are less familiar which will often add to the learning experience for the class as a whole.
great ideas – with online puzzles! allowing their to be time to engage with society!
My students tend to be older, baby boomers mostly. However the discussion about Gen Z has been interesting for two reasons. The first is that I can see that it is important to plan for multi-generational classrooms because learning preferences can be very different. I will try to allow space for everyone to enjoy their particular way of learning. The second thing is that critical consideration must be given to new learning methods because the ‘newest’ idea might not be the best for my cohort of students. My students mostly would not enjoy learning with music in their ideas and probably would find not getting a response from classmates with ear phones, rather frustrating.
I am in a similar position in that most of my students are adult migrants, at lot of them are in their sixties, so ‘baby boomers’. I guess teachers have to be adaptable and flexible in engaging students to bring out the best learning in the students. I have recently introduced a couple of interactive learning links to my ‘baby boomers’ students and they absolutely love it. They can spend hours on it. So, perhaps technology is not just for the 21st century learners!
Janice,
I completely agree with your comments as my students are adult migrants mostly baby boomers and generation X. As you pointed out about your students, mine wouldn’t be able to learn in a noisy environment either. it is always good to be informed about new learning methods, but also very important to give them critical consideration.
Hi Janice
I think you nailed it with the “importance to plan for multi-generational classrooms because learning preferences can be very different”. Definitely take that on board
I’m now teaching English as a second language at TAFE to refugees/migrants at TAFE and technology plays a key role for students who are translating English to their first language. But, I also am attempting to teach not to automatically jump to technology to determine the definitions but to use critical thinking in regards to context.
Likewise, I also tutor on the BEd. Primary Teaching and find that using laptops is the norm during lectures. I guess we have to appreciate that this is the way these students learn.
Karen, I find you post very interesting because it points out how two different cohorts use technology for different purposes and it makes me aware of the role technology plays in the learning of any group of learners.
Your point regarding use of technology is certainly valid, Karen. Use of technology in the workplace often negates the requirement for an individual to problem solve. Sometimes when technology fails, we find ourselves needing to instead think a process through and process data manually. Those who lack understanding of basic first principles will struggle to cope in adverse situations!
Being of the generation who had Fred Flintstone as part of my life, I often use “Grand Poobah” for a particular thing when teaching with MS PowerPoint. I have always used this in conjunction with “top level, “number one”, etc. The challenge I always have with one particular task usually takes everyone, regardless of generation, a few times to really understand it. At the beginning of the year, I had a new group of students, mainly Y and Z. One student, 19yo Gen Z, understood the concept first and just said, “why don’t you call it the OG?”. All other Y & Z stopped and looked at me. Of course I had no idea what that was but when they explained it to me, (and there was an argument between them of if it was Original Gangster or Original God – I still have no idea) I said that this would be the same thing. They completed the task very fast. The next class I had was year 11 TVET. I used this term as I introduced this challenging task; the whole class completed the task in record time, after laughing that I knew the term of course. Not a high level strategy but it worked well. Take the time to ask them some of the terms and initialisms they use. Don’t try and be like them but it helps to know how they understand things.
Fiona I agree with you we need to learn a new vocabulary to under stand some of the thing that happen in class, and conversation is the best way to learn these.
What a great result Fiona! A few years back I had a year 12 cohort taking a VET as part of their HSC. They were a good-humored bunch and absolutely loved it when I was able to demonstrate I understood by using their language.
Fiona,
I have also experienced the positives of being able to tap into the interest or language used by Gen X – they actually enjoyed bringing me up to speed on latest language etc. , and would laugh if I subsequently used a term they had talked about! My group enjoyed hearing the comparisons about how things “used to be” – particularly when discussing school and social interactions.
I haven’t been in the classroom on a consistent basis for a few years, so maybe my experience is out of date, but I will be honest and say that I have not seen a huge difference. I have taught ELICOS and ESOL to adults from 16 to 60+ and found that there is not a huge variance in what is required to engage students. It can be easy sometime to overstate the differences between cultures and generations, and while it is helpful to note general tendencies, each class should be dealt with on its own merits, and we should avoid making too many assumptions about our students. Get to know your class, what their motivations and interests are, and how they like to learn.
I agree Andrew, I think that individual classes will vary as will students within the class. I think that identifying learning preferences is a very important part of facilitating with any group of students.
Two experiences I’d like to share,
Firstly right now, due to the current world health crisis with covid 19,
We have been thrown in the deep end with needing to use/preparing to use existing and new technologies for online delivery as face to face has currently been put on hold, while there is plenty of training available, it is still a little daunting knowing this is a necessary change, secondly an observation I made while working as a support teacher for TVET (high school students) they really engage if you give them an opportunity to teach you something from their world, the class was debating with the teacher and I that a relatively new app ‘tiktok’ was a means of communication, while it didn’t necessarily comply with an old definition of communication tools it certainly met the criteria for the younger students.
My experience in the same situation of planning for remote delivery during COVID has been interesting in one practice session I just had with a class. The Gen Zs sat on their beds on their laps (one painting her nails and one texting a friend at the same time), while older students sat at their desktop computers (one swiping the dust of the top of the computer while waiting to start – typical mum). The older students were all apprehensive, even though they have been watching their kids home schooling for the past few weeks. When it came to trialing the technology, displaying their screens, requesting control and so on, the Gen Zs just looked up from what they were doing and did it. The older students were cautious and waiting for approval after finding the right buttons. Gen Y and Z have grown up in the era of the undo button (not to mention delete) and don’t worry about taking that risk. And my favourite bit was listening to the Gen Zs encouraging the older students who they have come to be friends with in class. The communication method may have changed for us but the students in this new generation are doing just fine.
Often i observe the younger students helping mature students with technology. Again, great to see them learning from each other.
Interestingly, I will be in a similar position in 2-weeks times because the covid-19 outbreak has required teachers to deliver online lessons. My biggest challenge now is to build the confidence of my ‘baby boomers’ students to use Microsoft 365 TEAMS to attend language classes. Wonder how long it will take the students to overcome all the new technology, some of them can hardly use emails. Maybe their children need to come to their rescue.
We now have an amazing opportunity to allow our students to teach us something & we must let them do this.
I work in a workshop situation at TAFE and have always taken the headphone thing as an ignorant approach to learning. Most of the students now wear the earphones in one ear only, which I OK with because at least I know they have one ear to listen with. The workshop can be a dangerous place to be in if you do not concentrate 100%. Now knowing they need this background noise to help them learn, I will not be such a stickler to the, removing them.
As far as new technologies, I try to stay in the current era with my teaching by using platforms that the students would use, YouTube, Google, CDX video applications etc. I try to keep the subject interesting as I can for them and limit class time to increase Hand On time.
Well done Mark in making that change. I agree with the dangers if they are not able to listen to what is happening around them in the workshop. My classes are not so dangerous but for about 10 years now I have said they can listen to music in one ear so they can hear if they need to. I also always jokingly say that it can’t be so loud that it comes out the other side out of respect for the other students :). They are always very happy with this and I (think) it is successful in helping them with their learning.
Well done Mark adapting to the cohort. I’m now teaching English as a second language to refugees/migrants at TAFE and technology plays a key role for students who are translating English to their first language. But, I also am attempting to teach not to automatically jump to technology to determine the definitions but to use critical thinking in regards to context.
talking to students whilst they have one ear plugged in does take some getting used to but it is good to hear what Michael says about this and agree with you that we need to accept this is the way this generation learns.
In the classes of students I work with, I have had to adapt to the way in which the students communicate often in fits and starts while they engage with media. I have changed the way I teach to accommodate the changing needs of the students to smaller chunks of information interspersed with activities and often encourage the students to in effect co-facilitate the class sessions. Often students teach me and their peers about aspects of technology and often they demonstrate to the group to enhance all our skills. I look forward to classes each day as I believe that the learning is mutual and therefore respectful and collaborative.
I have a similar approach and find that allowing the students to teach and demonstrate technology to their peers really promotes a more respectful and collaborative classroom.
Students enjoy engaging with media – be it Youtube clips or Kahoot. It gives more relevance to the lesson and provides the opportunity for cementing knowledge and displaying what they have learnt in a particular lesson.
I have used music (of the students’ choice) in a classroom to manage a diverse group with varying abilities, learning challenges and levels of engagement. We had an informal contract for when they had to work on activities; I would play their music as long as they did their work. If they became excessively chatty or disruptive we would turn the music off. It was my super power; other teachers could not believe the students’ engagement.
Hi Sue, Yes i too have found this to be a successful strategy with some of my youth groups.
Sue I like your strategy, I believe I will give it a go with my groups.
As my class consists of students aging from 18 – mid 50’s I have to be adaptable and no one delivery method is suitable. Class is structure to include the same content in a visual, kinesthetic and auditory. case studies are often used
this poses a challenge in meeting all students needs.
Hello Anne,
I also work with a diverse age range in the classes I support. There is a large range of learning styles and sensory needs across the group. The classes become quite interactive with younger students helping more mature aged students with their technology needs. This interactive support has assisted some students to connect socially with their fellow students.
In my area of business and administration, learners include mothers wanting to return to work or school leavers or those who want to refresh their skills and knowledge. Most of the course content requires the learners to work at computer workstations. It is interesting how people learn as I find the more mature adults like a quiet environment as opposed to the younger adults who like to learn with music. Whilst the mobile can be a distraction, I allow the mobiles in the class room for different reasons. The young adults listen to music with earbuds in and the others in the class have their mobiles on silent in the event they receive a call or message. However, I do state my expectations at the beginning of the course with respect to use in the class room and I find most learners are understanding and comply. I am more than happy for learners to listen to music providing they are productive.
Hello Sonia,
I also teach groups of diverse age ranges and backgrounds and initially found it difficult to focus with mobile phones evident on desktops and ear plugs with music playing for some students. I have learned especially over the last few years that the need for media for some students helps their focus and now accept diverse approaches to learning and being in the classroom easily. It did take me time to adjust to the diverse needs and approaches and made me change up the way I was offering class material as well. I did some additional training and research and shadowed some other staff to gain more insight. I’m glad I did as I have a relaxed accepting approach in our sessions and feel more open to change and enjoy my work more.
I teach in a workshop where it is vitally important for the students to be able to listen to what the machines are doing and responding to their actions. This is vital for their learning as well as their safety as these are machines that can take your life if you get it wrong. We therefore have a rule that the students can not have their ear phones in and listening to music. They often try and get around this by using blue tooth ear plugs or concealing their ear phones in other ways. Before this session I had not realised that having this background noise was not only normal for them but also possibly necessary. I think an option is to have a radio playing in the background which would be safe as it is background noise and still allows them to hear the machines.
I too are the same as you Andrew, with the TAFE workshop environment. It is a great thought having some music playing in the background to help them learn. This is a process I will definitely employ and see how it goes.
I teach all ages at TAFE in Floristry Certificate qualifications. I have found that the Gen Y students thrive and really like the noise. Many will wear head phones however I will play music in the class room so that they can have the background noise and still be actively listening to the classroom activity and conversations.
I think it is great to have noise in the background as I am sure in the vocation of floristry it may help produce more creativity.
I’m a Baby Boomer and I cant work without some music in the background. Difference is I put on the radio! – not headphones.
I teach many different generations and one thing I have noticed my younger students will often ask for permission to put earbuds in so they can listen to music whilst they are working independently on activities in class. They have explained that that helps them so I trialled it and they do work solidly when I allow them to listen to their own music in class. Therefore, when we are working together as a group or I am delivering content they are are respectful and remove the earbuds and are present and when they are given independent work to they put their earbuds in and work diligently.
I think this shows reciprocal respect. You are willing to engage with their type of learning process and now they are willing to engage in your teaching process. Well done.
I teach all ages at TAFE, so often have to adapt my style to fit all generations. Yes, the younger generations can complete work with lots of noise and distractions, but the older students prefer quiet. It can be extremely challenging and has been a great learning curve for me and the students. After class discussions, we usually agree on the best course of action. One of the strategies I try to do is “buddy-up” different generations so that they can learn from each other and also help each other, especially with IT. We never stop learning, even as teachers!
What a great idea to buddy up when you are delivering to different generations in the one class. There are so many positive opportunities for us all to learn from different generations.
I find that it works well to play the music to all students within the classroom that way I can keep control over the noise, what noise it is and make it appropriate for all learners.
I agree with the ‘buddying’ up concept. I use this in my classroom as we can all learn from each other as we have different ideas and life experiences. Share the knowledge:)
i agree with the complexities of meeting the needs of all generations
I find that I don’t need to buddy them together – instead they tend to do so themselves as a means of comfort and understanding regarding the content
I love your strategy of buddy up – the richness of learning for both generations enhances the learning/classroom experience.
I agree with this style of learning and use the same strategy. I will “Team up” the young and older students so the can bounce off each other and find a solution to the problems at hand. We are ALL sponges for knowledge, it just how we take on the information that is different.
I agree that in a classroom of mixed ages, the older students (grandparents, many), find the constant chatter/banter of the younger students very difficult. They often complain of having trouble concentrating or of headaches. I think dividing group work by age might be strategy that I will try
Technology can be fast, wonderful and also tricky in a practical workplace – where technology is not a great deal of the time. I teach Early Childhood and in our theory based lessons a mix of age groups, students as discussed learn in their own way, with music, in silence, in groups.
In the practical environment where technology is not present students either do really well or need a great deal of direction. This is an interesting topic
I find exactly that. Students either exceed expectations or really struggle with the technology side. I have learnt a few things from my younger students when computer issues arise in class – and welcome the fix and knowledge!
I teach a variety of generations in one class and the differences I find is that the Gen Z are happy with headphones on whilst completing self-directed learning sessions and others like the silence. I have found Kahoots is loved by all of the class, young and old, although this year I have noticed that the Gen Z seem to take it more as fun, whilst the older ones take it more seriously, but they all love it. I use a variety of modalities in the classroom some of those being: powerpoint, Kahoots, Microsoft forms quizzes, practical exercises and youtube.
I find much the same, Floristry students tend to be more visual learners regardless of age or generation. Anything interactive is a real hit with them.
I teach ESOL to students from differing age groups and different cultures. The one thing that they have in common is that 95% of them are constantly on their mobile phones and the internet. I like to use technology with these students, especially the Gen Z cohort who just love anything interactive and online. They like the noise of a Kahoot quiz and often like to listen to music when studying. My view is that they can use whichever methods works for them and I will never dictate learning styles. It’s the absorbing and engagement of language that counts. And yes, I don’t understand how they can have music blasting into their eardrums when they are doing the past perfect!
I absolutely agree with your last statement Dana, I can’t listen to noise whilst studying, but the do learn and that is what we are after as teachers. I also create exercises in class where they need to collaborate with each other and some do this on line and others sit together depending on their preferences.
Dana, so true..so long as the students are engaging and learning and that can mean different delivery modes for different generations or different individuals all in the same class. What a great example of teaching when everyone can learn their own way and what a great opportunity for the class to see different ways of doing things so they can learn new ways of learning as well as the learning the content.
It can be a challenge to accept and work with students in an environment that is noisy and chaotic, but feel the buzz and you realise that there’s a lot of learning happening. I’m currently working as a digital learning designer and its exciting to build something that is interactive, incorporates different media and sometimes social media and to hear that’s what students in the current generation will respond to well! yay!
Vicki, I agree sometimes what looks to be noisy and chaotic is actually a great place for learning
Gen Y engage and enjoy the use of technology in the classroom, it is a platform that often they can demonstrate their strength in that space and feel safe, especially if it is their first time in an adult learning environment. They love showing others how they navigate through different platforms, love nothing more that the positive comments that come with their clever demonstration of technology. Learner today are extremely visual and engage tasks that they can simply watch then do. Some do struggle with the fear of the unknown/s and it immobilises their progress. The risk takers can sometimes be a great partner in group tasks. I love watching the Gen Y students zoom around technology and how they embrace it, its their “happy place”.
Agreed, an interesting generation to teach.
Find the lack of, or not yet learnt, resilience really intersting. As teacher of aged care i am keen to have aged care workers strong enough to cope in the workplace. Their workplace consists of death and dying, many people living with dementia and an abundance of body fluids to metion just a few. The beauty of a class with students of all ages allows for growth on all points of the life cycle. One memorable student who was older, was having a fragile day….
The next day she came in and i asked her how she was today.
she said
‘i have moved on from yesterday and I have put on my big girl pants on today and i am going to do this…’
From that point on all the younger members of the class approached their anxiety and iminent panic attacks by……….
Putting on their big girl/boy pants and haviing a go, at some very confronting, difficult adult tasks.
I agree that the area of resilience or the lack interesting too, it is crucial for the youth to build a resilience that will assist in life and all the challenges that will occur. It is a balancing board of being risky and resilient.
Technology and practical based courses sometimes don’t always mesh well together.Most Gen Z’s can cope but in the mix we still have people with disabilities, equity issues to access to up to date devices and a range of ages in our cohorts. As a teacher we also need to be quite flexible and open minded. People learn in different ways
I teach a practical course and you are so right, technology and teaching a student to practically complete a task can be tricky, however so many young people learn “how to” by watching YouTube and Instagram. I agree with your comments on staying flexible and open minded.
Yes, Kate, I teach refugees who have PTSD so loud noise and flash player is not appropriate for them. Also, some of my more mature students have no idea how to use a computer key board and probably will never need to use one. Flexibility and customer focus is the key for sure.
My first experiences with technology in the classroom was in a remote Aboriginal school with newly installed IWBs. These children are largely kinaesthetic learners and their reading and maths skills were well below national standards. The boards enabled them to interact with learning activities through touch, individually and collaboratively. It was a joy to watch them so engaged in their learning and eager to participate in lessons. Although the boards I use now are not interactive, I still find that the ability to quickly search for images, videos and “how to” on you tube invaluable for collaborative learning. I find ‘Chalk and talk’ style of teaching is only effective for self motivated learners. I think it is a problem when students are constantly looking at their phones and communicating with others, while they are in the classroom. It is particularly difficult to monitor with the adolescent learner and these distractions must impair cognitive learning.
Yes it is quite distracting to one as a teacher as you think that you are trying hard to make them understand whilst they are on their gadgets- I put them on the spot by asking them to explain what I just said and bingo- they have been paying attention- frustrating as it may seem, they seem to be able to multi task and adapt their learning styles- a far reach from what we grew up as auditory learners where noise was a distraction not a contribution to learning.
great that you’ve seen evidence of GenY’s ability to multi-task – listen, comprehend and interact with their technology … 🙂
Janis you just reminded me of a student who was always distracted by her phone, she was shopping, one day I said to her if you continue playing on your phone I will take it off you for the day, long story short, I took it off her and gave it back in the afternoon and she said to me “can you take it off me everyday please, I actually got a lot done today” I just smiled and said see 🙂 Obviously, this wouldn’t work with everyone, but we try to create an equality in the classroom and perhaps this helped. 🙂
I love how you used technology to meet your Aboriginal students preferred learning methods/styles. These benefits are sometimes overlooked by practitioners.
Getting students engaged is the first step towards a love of learning, as you have clearly demonstrated. Great job.
Hi Janis, i have also had the opportunity to use IWB’s with learners. In my situation it was ELICOS learners, and they too found the IWB very engaging, both for the opportunity to interact with it, but also the ability to bring new vocabulary to life. They no longer have to suffer my “functional” drawing on the whiteboard – we can find exactly what we are looking for on Google Images.
I find that incorporating technology works with the varied ages that I teach. They all enjoy using an app to revise new vocab. I use quizlet and we also revise the lessons with Kahoots. These types of activities are quite short and engage different types of learners.
Absolutely Naomi- the use of interactive activities where they use the gadgets make them learn and remember- one of the recent articles I shared with them was how a booking system for a hotel has similarities to the dating website Tinder, where you choose what bookings you want and reject what you don’t and this got their attention!!! To have teenage kids at home helps you to understand the current generation better for sure.
these are great technologies for consolidating knowledge and recall, as well as engaging all learners – fun too! we are designing 3D models and AR/VR that also give students virtual experiences … I think gen y students will love them given their advanced spatial skills.
I agree, Naomi and love using Kahoot, if we have wifi that is! I give my learners more time than usual so that they can read and digest the information. I’ll have to give quizlet a go as well. Thanks for the post, Dana
Although I am a baby boomer I do work well with background noise, but don’t ask me what the noise is – it is interesting to hear that although the new generations work better with noise they are actually taking in all the information and are able to processing it all – multitasking on a whole new level. This may be why the introduction of different tasks and skills with a single lesson seems to keep the students more engaged and motivated. One issue that has worried me about these learning styles is WHS particularly in the laboratory area of delivery where distraction can cause injury – may be the ability of this generation to multitask so effectively will reduce these WHS concerns.
As a teacher who adapted well to “chalk and talk” – I guess i was flexible enough in my learning style to flourish in that environment. I am very aware that the students I teach can and do learn with noise and need much more stimulation, variety and pace. I am concerned though about the mental health and well being of students who find it hard to cope without the noise and distraction but also know the benefits of this as a coping strategy that facilitates some to stay engaged.
I understand the need for noise to concentrate, I am exactly the same although I’m a “boomer” Trying to focus when there is silence is next to impossible for me. In my class I have no problem with students listening to music or whatever and get them to put just one ear bud in so they have an ear free for me. The environment I educate in is very technology based and my students range from 17 to 70. They all work together with mutual respect for each other’s learning styles and the younger gen y students are usually really helpful to the older students that might need assistance with technology. The older students appreciate their support and I think they really enjoy the interaction.
Yes Judi. As a boomer I grew up with a transistor radio in my bedroom listening to Top 40 and reading the boomerang song book lyrics while I studied for my HSC. These days I have Spotify playing while I work on the computer, but I will have to admit, I get distracted by search engines at my finger tips, and tasks do take a bit longer. When the going gets tough, I need to relent and turn the music off. I love using technology in the classroom and wish there was more PD available in regional areas.
Our students are often disengaged learners with negative school experiences. They like to work in pairs or groups and many want to have music buds in their ears. We provide coloured pencils/textas to create positive posters and then laminate the posters for students to display and then keep. Students sometimes use their phones for research. Relevant videos are included wherever appropriate possible
A great way to engage learners and make learning fun for them.
My older students have had very negative school experiences that still affect them 30 years later. They enjoy the banter in the classroom, mainly carried on by younger students but only so much, so important to have some quiet activities as well.
I am still navigating my way between the ‘old’ and the ‘new’ along with my own styles of learning with my students ways. I am hearing impaired so I am a visual learner and I like to write and read and prefer reading from paper based. I also prefer a quiet space – maybe due to my hearing I find background noise is an issue for me. The students are very different. I teach both adults and school age. I recently was teaching in a year 3 flexible deliver classroom. I have been skeptical of how this would work but I have to say I was impressed. The different ‘desks’ and seating [ sometimes none !] where a challenge at first but seeing how the children did adapt and ‘produce’ good work was interesting. Of course there are always some that are not ‘on task’ and engaged in their work. I was pleasantly surprised and it changed my view. I was also super impressed that the children used air drop and all their work is submitted and marked digitally. They did do some handwriting in books for planning. It was very worthwhile.
It seems to me that due to the increase in technology and the change in the environment (food, air, etc); the fast pace of society, the pressures to respond immediately to emails and requests that can become redundant in an hour, a day, a week or a month etc; the divide between the haves and have nots widening; is creating a society that doesn’t have time to think things through because it doesn’t really matter. There’s no reflection or long term plans. It seems immediate gratification is all that matters. And what about the generation that raised them? – helicopter parenting, not allowing children to fail and never hearing No! Not allowed to explore as its not safe, parents that don’t have time to spend with their kids etc. It’s no wonder Generation Z expect everything to be tailored to meets their needs only, that’s what some of them have had. No waiting to buy something with real money, you can purchase and break it before its even paid for.
Yes there needs to be some balance in all of this. There is one good thing coming out of this current COVID19 problem and that is people are being forced to slow down, personally I have found it to be a good wake up call to slow down, take some time to enjoy the journey.