gen y learners
If we just take the time to answer a closed ended question perhaps with a no, then say "and let me explain why I said no." This is just what Gen Yrs want.open ended questions do help mget more answers from the students. Give a reason for a descision, a task, a reading assignment...give them a relevant reason to do what you have asked them to do. This approach works so much better, draws a conclusion and everyone walks away happy and informed. Works for me!
this is a great direction to take with all students give them a reason to reach for their dreams bye giving them proper answers to their question and staying engaged with them all the time.
David,
this is a good point & one to consider as long as we are leading them to the correct answer & helping them develop in their thinking skills.
Ryan Meers, Ph.D.
I take a similar but slightly different approach. I believe any answer is a good answer regardless of whether it's correct because I am trying to get them involved. So, my approach is, if they are wrong, I tell them good thought but, then take the opportunity to lead them to the correct answer. Once the correct answer is given then I elaborate as to why and the reasons for that.
Anthony,
yes & this also helps in the area of critical thinking as they need to articulate their ideas & defend them.
Ryan Meers, Ph.D.
I will also tell them when they are wrong and why, but also try to see where their thought process is and show them the difference between the two. I also try to get the rest of the class to help out with questions like these, especially when one person can only give a piece of the puzzle. I think it helps them greatly with the what's in it for me?
Hello Anthony and class members.
Yes, learning the importance and then skill at asking open-ended questions is as critical for teachers as it is for managers in the business world. I agree that closed-ended questions discourage students to dig deeper to explore the shades of grey a variety of responses will cause all of us to contemplate together in classroom or online discussions.
I find that college students do enjoy discussing current issues in business and international affairs. Additionally, a strong give and take of ideas and opinions across the class is the strongest stimulation to participate I have come across thus far in my career.
Best regards,
Barb 7-9-13
I agree; with our students they have to keep their shirt tucked in for professionalism. I explain to the students that if you go to an interview with your shirt hanging out of your pants and pants hanging down, do you think the employer will hire you or will they hire me? The students usally agree.
Kristian ,
excellent point made here & one that we need to use more often. Help them understand the policy or rules & they typically come on board with that.
Ryan Meers, Ph.D.
When tackling Generation Y learners, it's a good idea to explain why the policy is in place, what issues arose and why it solves it. Once done, they are on board.
I agree. And what seems most important very often, is showin and explaining the relevancy to their lives of the subject matter we're covering.
That's a good point! I teach nutrition and so I always try to engage by finding out why type of health concerns they (and family and friends) have... that way, when I get to a question about a health topic, I can say yes or no and explain why... but elongate my explantion if I know someone in the class or someone's friend or family member in the class has been affected by the health concern... I can also use youtube or other illustrations to make it become more real to them... again, I typically do this if I know there is real interest on the specific health topic.
When I deal with Gen Y learners I have I find this approach works best. Long, drawn out, cryptic instructions seem to frustrate them and in turn I get frustrated as well. It is best to know who you are teaching.
Anthony,
yes & the reasons can also be used behind policies or procedures that may seem "stupid" or not needed, but they can help them see the why.
Ryan Meers, Ph.D.
