age differences and expectations
In some task oriented classes, like computer skills, older students are reluctant to try new things on their own. Would pairing older students with younger students help get them involved or reinforce their feeling of being too old to learn new things?
Mauricio,
I agree. I really like having these students in my classes as they help the younger students to see the value of what is being taught and how that content can be applied in the real world.
Gary
Dr. Gary Meers
Mature students not only contribute to the class in terms of learning outcomes, they bring survival skills to many of the young studnets
Hi Paul,
Good observation about how to integrate diverse student populations. When you create learning groups like that the mix really helps to develop not only the content areas but the need social development and respect as well.
Gary
I have noticed as well that there need to be a mix of genrations when working on projects. When it does come to games people in same generatiosn do well because of the commonalities.
Joseph, when I first started teaching, I tended to allow students to form their own groups. I quickly learned that this was not the most effective method of generating classroom discussion. Now, I assign groups and I have found that students actually prefer to be assigned vs. having to pick their own groups. I think it alleviates some of the pressure of having to fit in and "what if I don't get picked" etc. It is also mirrors more closely what happens in the workforce. Most of the time we do not get to pick our colleagues!
Hi Crystal,
Thank you fro sharing these strategies on how to create working groups. I know these will be of benefit to the other participants.
Gary
One thing that I try to do is to have students work with as many different partners as possible. Occasionally they can stay where they are seated and work with the friend that they know well,but I usually use a simple technique to mix things up. A real quick one is to number off and ask either the odd numbered or even numbered student to move back one,two,or three seats. Another technique is typing out quotes, separating them into two parts,randomly passing them out and when they reconstruct their quote they will also find their partner. It gets people up and moving as well.
Crystal Berntson
Hi Rory,
That is exactly why the more career mature students are such great resources for our classes. They are there because they see the value of the training they are getting and can share that value with other students as a result of their life experiences.
Gary
I was a student at 30 years old and felt out of place but once we started group projects. I was able to give some insite from life experence.
I think older students may have more patience and are usually better at problem resolution because they can draw from experiences that younger students can not, also if you as a teacher can parallel what a student has for experience you may be able to deliver the info or theory in a manner that they can comprehend
That's great feedback Dr. Meers. I have tried personally putting groups together in the past but shyed away from it after having to deal with personality conflicts that in a couple of cases nearly came to blows. When you're training people to work on machines that can cause severe injury or death I find it's challenging enough to keep students out of harm's way even when they are on their best behavior. I will try building groups myself again and see if I can improve from my previous experiences. Thanks again.
Anthony
Hi Anthony,
Great question and one that challenges instructors all the time. "How to put students into learning groups?" Based upon my experience I focus on the outcomes desired from the work groups and then I put the students into the groups according to how I want to mix their experience, personalities, and age. I go for a mix of all the three above. I have found that if the students select their own groups they do group according to just what you mentioned. This greatly reduces exposure to other's thinking and experience. It is amazing how these groups jell and get down to the project that has been assigned to the group.
I do let groups form when I have a fun activity such as a pretest review where we play Jeopardy and the teams compete. This is always fun because the different ages and experience individuals get together and try to best the others.
In a recent Harris Interactive survey of 3,500 employers and managers (2008) they found that different generations rarely interact, even though they need to to accomplish the work mission. The outcome of the study was that employers should "help close the knowledge gap by instituting ways for each generation to recognize the strengths and value to all colleagues." This study supports why I believe that we need to form and mix the groups according to the group's mission.
Any questions let me know.
Gary
Hi Dr. Meers,
I was curious if you allowed your students to create their own working teams or "pairs" and if you do, before you allow students to choose groups do add limitations to their choices. If you have a few older students in one group it would seem natural for them to want to form a group of their own. Would you discourage such a decision from a particular group of this type?
You could also substitute age for a variety of different attributes and come up with similiar results i.e. ethnic background, past experiences, interests, etc. I find that the ship will tend to sail a little smoother when I allow students to make their own choices and own up to their obliogation to keep each person in the group pulling their own weight. Should lessons in working well with anyone/everyone take a 2nd place compared to learning the skills the student has sought after and paid for?
Robert,
I would also agree with some previous comments that older students would give total participation. Being a non traditional student myself I felt I have alot to offer in the form of real life experiences. When I am teaching my students, who vary in age, I feel this helps to facilitate the learning in the classroom. It also helps the students to open up and want to participate in discussions.
Joseph,
I would like to believe that in a class setting both parties might have valuable information that could help the other. As far as pairing young and old students together I definitely
agree with your first scenario. Older students usaully feel like this is their last chance at being successful and give total participation.
Hi Karin,
Pairing students up to work on projects is always a challenge to insure that everyone contributes equally to the work being required. I complement you on your pairing of diverse differences. I have as have you that such pairings require both parties to depend upon each other. The more non-traditional students have life experiences upon which to draw and the younger students have the current perspectives upon which they can draw. This creates a great balance and opportunity for learning.
Gary
Hi
I believe that pairing students up younger to older or with any difference will make for a better classroom setting. Just as we should understand were our student are coming from in order to educate them better. Working together and getting to know one another are will benifit each student socially as well as educationally.
Hi Jim,
You are on the right track with your comments. Non-traditional students I have found need some form of connection between themselves and their instructor. This connection is so important because they have a strong experience base, but often lack in classroom skills due to the time lab between their last school experience and the current setting. In using your own experiences you are creating a connection as well as rapport with these learners. This connection will help them to clam down and focus on the current demands being place upon them. Give them opportunties for success right at the very beginning of the new class and you will have created a solid base from which they can operate throughout the cours.
Gary
Dr. Meers, I usually teach the first module of our one year program and consequently I usually am the first instructor all of our students are exposed to.
To help bridge the gap between the older students and the younger students, many times I use myself as an example to help my older students get over some of their fears.
I went back to school when I was 30 years old and I was a non traditional student because of my own background. I try to let my students know that they can succeed know matter what their background is.
I know that I must maintain a student instructor line but I have found that many times they can relate better knowing that the instructor standing in front of them has been there and done that.
What are your thoughts on this?
