Adapting Instructional Techniques to Meet the Needs of a Multi-Generational Classroom - Research Paper Example

Abstract Traditional learning environments can be restrictive and without the proper motivation to encourage students to engage in learning. Through techniques that were developed in group learning as well as through the online educational opportunities, students can be engaged as they learn through experience and through the act of discovery. Adding the dimension of multi-generational interaction provides educators with challenges in trying to engage learners who are at different socialization levels in relationship to work and life experience. Looking at the concept of multi-generational integration towards learning can be assessed in relationship to social constructivism as it was discussed by both Piaget and Vygotsky. Learning through inventive systems like the internet or through face-to-face interaction in group learning, students can bridge gaps and increase the knowledge of one another through integration of the advantages of their age range. Introduction The economic conditions are such that an increasing number of adults are returning to the classroom in order to further their education so that they can enter a first career or find a second career as their own has become a victim of economic hard times. Between 1970 and 2004 there was a 101% increase in the number of students attending college. This is likely due to the average lifetime earnings of someone with a high school diploma leveling at about 1.2 million dollars in comparison to that of a person with a bachelor’s degree at 2.1 million (Shea, 2007). Part of the reason this increase has been seen is through the addition of adult learners to the college populations. The dynamic that is the result of this trend is that there are students who are fresh from high school attending courses with adults who have had time and seasoning which has given them what is usually a broader perspective on life. These types of combined age classroom situations which cross generations allows for a different type of teaching experience as the students have very different conceptions on how they view the course material. As an example, where a class may be learning about the history of the 1970s, some of the students who are older may have memories that reflect differently upon the material that they are learning. The combination of different age groups within a course provides for a challenge to instructors as they begin to develop their curriculum for the course. The advantages of age provides for a series of different perspectives to be brought into the condition of the classroom. The different generations will have sometimes conflicting perspectives on world events, the idealism of the very young tempered by the practicality of those who may be in their thirties. Even a short span of five years differences will have a very different perspective than the teenager fresh from high school. Work experience, the experience of paying bills, and the cognition of how world events evolve from one to the next as it is seen from more experienced eyes will all affect the learning capacity of the individual as they contemplate the information that they are receiving. The instructor will experience a series of challenges as they approach teaching in a multi-generational classroom. Mutjaba and Preziosi (2006) write that “Integrating the art and science of teaching leads to the fact that extraordinary facilitation is situational and requires the art of influencing others as per their level of readiness and skill” (p. 3). An instructor has the opportunity to take the challenge and find ways to integrate generations, closing gaps through finding common threads through which to impart knowledge. One of the first challenges is the age difference that might be experienced between the instructor and the student. This may create a conflict as the older individual believes that they have more experience and a larger scale of understanding on the topic. Another challenge may be in bringing the understanding of the older student into context with that of the younger student. The advantages may be based upon the same diversity of experience. The nature of the experiences that the older students have in relationship to real life may expand the overall discussions on different topics in new and surprising ways. The purpose of this paper is to discuss the ways in which multi-generational classrooms can be approached in relationship to adapting teaching methods in order to engage across generational gaps. Method In order to assess the methods of adapting instructional techniques to meet the need of a multi-generational classroom, a series of searches were conducted using key words in order to define the problem and discover meaningful solutions. The paper was designed with the use of secondary resources so that a comprehension of the problem could be discovered based on previous research. The first place that was searched in order to find books that provide theories on the topic was Google Books. These resources were searched using key words in order to find works published by academically respected authors that would help to place meaning into the research. The second search was conducted on Google Scholar in order to find peer reviewed articles that could shed light on the topic. The third search was done on the database Jstor in order to find peer reviewed articles that would help to uncover solutions to the problem. The final search was a search of the internet in order to find further information on the topic. The information that was gathered through the searches was then critically evaluated in order to develop a sense of the commonalities and differences that existed within each piece of work. Through evaluating the different concepts that emerged through the research, an overall comprehension of the subject matter was attained in order to provide background for theories and ideas about how to adapt material to classrooms through techniques that would allow for the variance of educational levels that would exist in a multi-generational class room. Discussion The return to school for most adults is predicated by a decision that is made due to economic strain. While an adult more often is in a classroom to get to a goal that will provide them with a better career, the end goal may not be as tangible to a student who has not spent much time in the work force. The purpose that a student has for being within a classroom will affect the outcome of their experience in the classroom if the focus is merely on the end result. A student who is seeking to attend a class merely to get a good grade will not put the focus into it that a person who is looking for the educational value will place upon the instruction. This puts pressure on an educator to find a way to break through barriers in order to provide true educational experiences for their students. Both deeply integrated learning experiences as those found in group learning and less engaged methods such as internet courses can allow students in all generations to find common ground on which to learn. Students in the physical classroom can find themselves engaged with other students of a variety of age ranges in order to find new perspectives from which to see the world. Through the anonymity of an online course, students can eliminate some of the barriers that are caused through perceptions of various generational gaps, working together through discussion boards and sometimes projects online that can provide for equalization amongst the various generations within the class. Through both ends of the spectrum of interaction, students are able to discover new perspectives in which the overall experience of learning is enhanced. In adapting different methods of teaching so that students can adapt to one another and to the course curriculum is essential as the instructor finds a common ground through which to impart knowledge. Some methods emphasize discussion, while others allow for more independent learning. Navigating the choices available to the instructor can be difficult and stressful as the students need to all be able to relate their own experiences to that of the educational opportunity in order to gain the knowledge that is intended to be taught. Group Learning Constructivism and Social Constructivism Constructivist models of educational experiences suggest that learning is the result of the connection made between thought and experience. Jean Piaget (1896-1980) posited that knowledge gained is affected by previous knowledge, students being active learners who created their understanding by fitting it into their experiences. Social constructivist theories, such as that put forth by Lev Vygotsky (1896-1934), suggest that primary school students learn better in group environments where they can investigate and solve problems (Murphy, Murphy & Kilfeather, 2011). Rather than being told information, through group work students can begin to discover how things work and through discovery, learning begins to be achieved at a heightened level. One of the ways in which group learning creates better frameworks is through allowing for the differences that can be seen between the genders to be equalized. Yurdabakan (2011) states that while male to female assessments of work was scored on the basis of contribution, teacher to female assessment was higher than teacher to male student in the primary educational system. Approached through the social constructivist theory, peer assessment in group work provides for an equitable distribution of success that is not always true for purely teacher based assessment. While peer assessment can be viewed as more equitable, some critics caution that factors such as “reciprocity, tacit agreement, shared values, visual affection, beliefs, gender and racial differences may affect the success of peer assessment in a negative way” (Yurdabakan, 2011, p. 153). Social influences may have an effect on how peer assessment is achieved, but may also reduce prejudicial factors that come through the relationship of the teacher to the student. Peer Influences From an adult perspective, medical teaching practices have utilized the concept of group teaching in order to more successfully provide learning in relationship to communications between medical professionals and patients. The techniques used and the skills discovered through these methods include “creating a safe learning environment, working with disengaged and resistant learners, assisting learners to identify and build on their skills, and motivating learners to bring new skills into their future practice” (Fryer-Edwards et al, 2006, p. 539). One of the practices in creating this environment and in seeking to teach communications skills to learners was in finding the ‘learner’s edge’. This place was the position in which the student felt challenged but not overwhelmed. After the instruction was given and the group tasks were performed, a reflective practice was put into place in which students and teachers discussed the result of the group tasks and created context through these reflections (Fryer-Edwards et al). In creating a method of teaching that is based upon this type of dynamic, Group work can begin to create a sense of commonality and focus among the students as they work together towards accomplishing tasks and discussing how those tasks changed their understanding. Yurdabakan (2011) relates that group learning creates a sense of “reciprocity, tacit agreement, and assessment of peers” (p. 153). This provides a social agreement between the students that engages them in working together towards goals in cooperative frameworks of learning. Group learning creates advantages that teacher to classroom frameworks may not provide, extending the learning process in such a way as to increase overall understanding. Mentoring Mentoring is a crucial component in the multi-generational experience as younger students benefit from the experience and knowledge of older students while older students benefit from the responsibility involved in being a part of the educational experiences with younger studetns (Gurian, 2011). A method that is used in college courses is that of multi-generational courses which are designed to use a variety of skill levels in order to form teams that work together towards a common goal, older students servicing as peer-advisors while younger students contribute a their level of educational attainment (Nejmah, 2012). Through peer mentoring students find psychological stimulation as well as educational value in the multi-generational experience. Dr. Michael R. Mitchell (2010) suggests that “multi-generational small groups…cut across generational and educational lines and barriers, allowing personalization and application in a real-life environment” (p. x). Placing students at different levels of education together allows for the development of a deeper meaning to the coursework, creating real life applications for educational experiences through group activities towards common goals. In providing for multi-generational learning, mentoring is typically met with the outcome of “peers who can help provide order, challenge, wisdom, direction, and intellectual focus” (Gurian, 2011, p. 136). One of the problems that is facing students as they are growing into adulthood is that the global marketplace is creating cultural changes in which hypercompetitive realities are affecting employment and success. Through working in group structures in which peer collaboration provides for a broader meaning to the act of learning, students are being prepared for a future in which high levels of group and team work with people of various skills within organizations will be expected. Miller and Slocombe (2012) suggest that “cultural changes in the United States leading to declining student performance and graduates who are unprepared for competitive work environments” are indicative of the need to change the way in which learning is being achieved (p. 18). Through group structures the nature of the work environment is mimicked as cross generational experienced allow for the students to become engaged and act upon the life and learned knowledge in a meaningful experience. Internet Learning Online Learning Current trends in education promote the use of online educational opportunities towards getting degrees and continuing education when time constraints mean going to class is more difficult. According to Palloff and Pratt (2001), studies have shown that students in online courses typically do better in tests than those in regular classes. Using the online system of college level learning provides for an opportunity for more personalized learning paradigms as the individual can control how much or little research is done in relationship to the topics that are presented. As most learning relationships are developed in the online community, the individual has the autonomy to supplement themselves as they need. In addition, presentation of the self is diminished as the individual is not a physical presence in the classroom. Rovea (2004) states that because of this type of anonymity, students often are freed from the constraints of their age, the generational gap closing due to the common tasks and pressures that are applied through the act of learning and being taught. In providing a situation in which the student is often freed from these constraints, the ability to integrate into the learning environment is higher than in regular face-to-face learning. The online persona becomes the vehicle through which the act of participation takes place rather than the physical form and any distinctions that are bound by real world constraints would place upon the individual. Socialization In contrast to learning through engaged group learning in which students utilize the experiences and knowledge of each other is the concept of internet courses. The internet has provided a space in which distance, age, and experience can be challenged through interactions that take place in a virtual space rather than a personal space. An advantage and a disadvantage to online school frameworks is that of the lack of true social interaction. Palloff and Pratt (2001) note that while older students adapt very well to less personal forms of educational experiences, younger students who have just left the secondary system are more prone to need the socialization available during face-to-face classroom experiences. Because of the dynamic that exists of the importance of face-to-face classroom styles for students entering college directly out of high school, it is clear that this gap between teenage students and adults can be a source for division. Within a traditional classroom, this may lead to alienation of older students who cannot fully participate in events that would lead to social position within the school. Applying the Online Model The example of using the online model for educational instruction has been utilized for a number of years through the development of schools that are completely online as well as colleges that offer online courses. One of the advantages of this type of schooling is that the student is not obligated to continue; as well they are not obligated to take the time to get to a class, but are still able to participate in an education through the flexibility of the online schedule. Through use of the online form, a teacher can converse through the system in general ways, but also give individual attention to students while treating them in ways that eliminates the gaps while also stimulating them when the regular course may not. Commentary can be tailored for each student without fear of comparisons between students’ skills and levels. Equity is difficult to achieve in any educational setting, but when students are significantly and noticeably different to each other in age, the reach for equity is near impossible. Through the use of the computer, students can become involved through their actual level, rather than through a standardization of levels that is uniformly applied. The teacher does not have to treat each student individually and can tailor their efforts towards the application of previous knowledge and experience. This method of applying teaching skills to a new paradigm will provide for higher levels of achievement for all students. Although equity is still important in relationship to grades, the expectations of the teacher can be reflected through comments and discussions that are conducted through textual communication rather than through verbal commentary. This provides the instructor with some flexibility in how to apply lessons to what is reflected as already known by a student. Conclusions Group teaching techniques are vital in preparing students for a world of ‘organizations’ in which group work tasks are the cornerstone of corporate processes. Through engaging students with group tasks that consist of multi-generational engagement, the concept of the individual within the group can be taught along with the outcomes of the tasks that have been assigned. It is clear that group teaching is a vital component to learning because it allows for discovery to be found in experience. Through peer relationships and mentoring relationships within the group experience, students learn how to interact and accept differentials in relationship to skills and experience. Utilizing both group learning and peer assessment techniques, it is possible to create a higher level of equity. Teachers as the sole source of assessment have too much power as prejudices and bias can lead to a lack of success or over-estimation of success. While teachers work to be equitable, personal biases are often subtle and may not be as easily controlled as intended. Students who are in a multi-generational work dynamic will have the opportunity to judge one another, even though that may also be subject to biases within the group. Although the need to create an equitable situation can be served by the peer assessment technique, it can also lead to group favoritism which should be avoided. Online teaching techniques can be used to provide individualized experiences for students as they pursue their education through a variety of age groups. Students have the opportunity to recreate themselves through the online persona, while also revealing their level of previous understanding so that they can be challenged by the instructor to reach beyond what they already know. Where face-to-face experiences are better for those still in their teens, online classes provide an anonymous environment in which students and instructors can come to a mutually beneficial arrangement. Recommendations Despite the easier and more readily equitable solution for adult learners to go back to school through online courses, it is probable that the traditional classroom setting would give a more well-rounded educational experience. In interacting on a face-to-face level, students must contend with a series of important exercises in order to get to the end of the course and gain their grade. A student must contend with social graces as they navigate the interactions with older students. The student is forced to learn how to operate in a group setting where age can no longer be a factor to acceptance and to how thoughts will be accepted or rejected by the group. Real discussion requires more than simple text language, the engagement of emotion becoming real and tangible as academic debate rises. The clash between idealism and pragmatism can emerge in a classroom setting where it is likely it would not arise within the online environment. Battling perspectives can enrich the discourse rather than having it muted through individuals who are not at odds with each other as they strive to learn what is offered from the meanings and understandings of the world from which they are situated. Through adapting methods of teaching that allow for peer and group learning to thrive, equity can be attained while older students begin to mentor as younger students begin to see the older generation’s view point on the lessons that they are learning. Adapting to an online model of education also provides an equalizing factor as students adopt different personas. Although online schools allow for flexibility, it is still not equivalent to the debate of idea that should come from an academic pursuit. The best recommendation from this study would be to adapt group learning models of education into the classroom setting. References Fryer-Edwards, K., Arnold, R. M., Baile, W., W., Tulsky, J. A., Petracca, F., & Back, A. (July 2006). Reflective teaching practices: An approach to teaching communications skills in a small group setting. Academic Medicine. 81(7): 538-644. Gurian, M. (2011). Boys and girls learn differently!: A guide for teachers and parents. San Francisco: Jossey-Bass. Mitchell, M. R. (2010). Leading, teaching, and making disciples. Bloomington, IN: Cross Books. Mujtaba, B. G., & Preziosi, R. C. (2006). Adult education in academia: Recruiting and retaining extraordinary facilitators of learning. Greenwich: Information age Pub. Murphy, C., Murphy, C., & Kilfeather, P. (2011). Students Making Sense of Science. Research In Science Education, 41(2), 283-298. doi:10.1007/s11165-010-9165-6 Nejmeh, B. A. (2012). Service-learning in information sciences: Practical applications in engineering education. Hoboken, NJ: Wiley. Palloff, R. M., & Pratt, K. (2001). Lessons from the cyberspace classroom: The realities of online teaching. San Francisco: Jossey-Bass. Rovea, A. P. (6 May 2004). A constructivist’s approach to online learning. The Internet and Higher Education. 7(2): 79-93. Shea, P. (2007). Bridges and Barriers to Teaching Online College Courses: A Study of Experienced Online Faculty in Thirty-six Colleges. University of Albany. 7(2): 73-102. Yurdabakan, I. (2011). The investigation of peer assessment in primary school cooperative learning groups with respect to gender. Education 3-13, 39(2), 153-169. doi:10.1080/03004270903313608 Read More