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Understanding the iGeneration: Innovations in Student Learning and Engagement

Join Dr. Jodi Long in exploring the iGeneration and their unique learning styles. This session delves into generational differences from the Silent Generation to Generation Y, focusing on the iGeners. Discover how neuroscience can enhance educational practices, motivate students, and transform classroom dynamics. Learn about metacognition, the importance of emotional connections, and practical strategies to engage students effectively. By understanding and adapting to these generational shifts, educators can improve student outcomes and foster a love for teaching.

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Understanding the iGeneration: Innovations in Student Learning and Engagement

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Presentation Transcript

  1. The iGeners Are Coming – RU rdy? Presented by: Jodi Long, Ph.D. Sciences for Health Programs Department Chair Santa Fe College STEMtech 2011

  2. Session Playlist • Generational Overview • Neuroscience Applications • Practical Applications

  3. Desired Outcomes • We will know what motivates students to learn. • We will view our students differently. • We will see immediate and dramatic changes in our students’ performance and self-perception. • We will LOVE our jobs even more!!

  4. Generational Overview • Veterans (or “Silent”) generation –1925 – 1945 • Baby Boomers – 1945 – 1965 • Generation X – 1965 – 1980 • Generation Y – 1980 – 1990 • iGeneration – 1990 - ?

  5. iGeners – see life more integrated

  6. How fast is society moving?

  7. Multiple Generations in the Classroom

  8. Feedback in Games

  9. What is Metacognition? The ability to: • think about your thinking • monitor and control your mental processing • accurately assess what you understand

  10. Recipe for Success • Ingredients: • Emotional connection with students • Get them to pay attention • Train them to think about their thinking • Method: • Meaningfully engage students often in 1st 3-wks of class • Provide activities that focus on what you want them to focus on

  11. Processing Information Current Experience Working Memory Long-term Memory

  12. Why Students Do Not Accurately Judge Their Learning • They haven’t had to do it in the past • They base their learning on what’s in short term memory • They don’t test their learning • They’ve never engaged in an activity that would show them that they are overestimating their learning

  13. 1st 3-weeks • Teach Reflection • Assess early • Assess often • Keep it fresh • 360° feedback

  14. Bottom Line • Students CAN learn. • We must help facilitate. • We have to hold them accountable.

  15. Questions? • What are you thinking about right now?

  16. Contact Information Jodi Long, Ph.D. Jodi.long@sfcollege.edu Sciences for Health Programs

  17. Sources • Rosen, L. (2010). Rewired. New York: Palgrave Macmillian • Willingham, DT. (2009). Why Don’t Students Like School? : A cognitive scientist answers questions about how the mind works and what is means for the classroom. San Francisco: Jossey-Bass, a Wiley Imprint • http://www.amanet.org/training/articles/Leading-the-Four-Generations-at-Work.aspx • http://www.fdu.edu/newspubs/magazine/05ws/generations.htm • http://www.kaplaneduneering.com/kappnotes/index.php/2011/03/feedback-essential-for-video-games-and-learning/ • http://www.cas.lsu.edu

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