MILLENNIAL GENERATIONCatatan yang perlu dicermati para pendidik

Neila Ramdhanihttp://neila.staff.ugm.ac.id

Generation Y Echo Boom

Net Generation

Millennials

Neila Ramdhani

•Bekerja di UGM:• Fakultas Psikologi

• Magister Manajemen

• Ka Program Studi Pendidikan Doktor Ilmu Psikologi

•Education Background:

• PostDoctoral Research at TU Wien, Austria

• Doktor Psikologi Informasi Teknologi (UGM + University of Massachussetts, USA)

• M.Ed in IT, Multimedia, & Education University of Leeds, UK

• MA in Clinical Psychology, UGM

•Mengajar Human Motivation di School of Education and Behavioral Science, University of Boras, Swedia 2012

•Visiting Profesor: • Faculty of Psychology University of Groningen, NL

• Institute of Software Technology, TU Wien Austria

The Echo Boom/Millennials…

The Millennials are the children born between 1982 and 2002 (peaked in 1990), a cohort called by various names:

The Millennials are almost as large as the baby boom-some say larger - depending on how you measure them (approximately 81 million, civic).

Generation Y Echo Boom

Net GenerationMillennials

What We Know

• Born to older parents and raised in smaller families (lots of only children) – many have never shared a room

• Expect technology to be free

• Think it is cool to be smart

• Have had cell phones since they were children

• Expect to have 4 or more jobs in their lifetime

• Are as interested in where they live as what they do – so cities are working to attract them

Millennials – What We Know

• This generation is civic-minded

• They are collectively optimistic, long-term planners, high achievers with lower rates of violent crime.

• This generation believes that they have the potential to be great and they probably do. We are looking to them to provide us with a new definition of citizenship.

Influenced by Customer Service Movement

• Expect what they paid for

• Everyone should be concerned that they are satisfied and happy

• If they are not happy with your answer, they will go over your head

• Expect colleges to bend over backwards to please them

• Not the way it works in higher education

• Savvy consumers and will stay under your radar as long as possible

Parents Are Different

•Well-educated

•Boomers were the first generation to be thrown out in to an unsafe world as adolescents.

Cognitive Psychologists and Learning

Styles

• Cognitive psychologists such as Kolb, Honey and Mumford, Jung, etc. who have done the major work on learning styles recognize four basic styles:• Concrete Experience (feeling)

• Active Experimentation (doing)

• Abstract Conceptualization (thinking)

• Reflective Observation (watching)

• Those probably don’t change dramatically with generations. What may change are the perceptual modalities such as preferences for print, aural, interactive, visual, kinesthetic, and olfactory

What We Do Know

• Faculty tend to teach in the same style by which they prefer to learn.

• We also tend to teach by the methods we were taught – “if it was good enough for me, it is good enough for them.”

• Students prefer faculty who teach according to their learning style.

How Millennials Learn

• Try it their way – always looking for better, faster way of doing things

• Prefer graphics before text, reading of excerpts

• Like small and fast processing technology – best when networked

• Want instant gratification and frequent rewards (spot)

• Focus on skill development – not memorization of what they perceive they don’t need to know

• Productivity is key – not attendance – so make class worthwhile or they won’t come

• Have different critical thinking skills based on their high tech world not thought processing (need help here)

• Rely on teacher to facilitate learning

• Group think and interaction

Millennial School Experiences• Many private schools, charter schools, magnet schools – all to meet the needs of the individual child –many, many choices

• School uniforms, child safety, high performance standards, character education, cooperative learning and community service

• Goal oriented – outcome based education (what’s in it for me)

• School is a means to an end – one must endure until the next level

• Interactive, participatory and engaging – are consulted by adults

• Everything 24/7 and available electronically

• No “grunt work” - must do “meaningful work”, participate in decisions

• International flavor, celebrate diversity, different is okay

• Motivated by working with bright, motivated and moral people

• Student makes judgments about truth and believability of what is taught

• Classroom mainstreamed – multiple levels based on ability and interest

• Constantly tested and compared to peers (learned to take tests so now of little use for college admissions)

• Feel pressure for high achievement

Millennial College Experiences• Multiple options – state, private, proprietary schools, community colleges, dual and concurrently enrolled, middle college, etc. (Where does one start and another begin?) make the choice by “what’s best for me.”

• Fast paced learning

• Group activities (learning communities, peer tutoring, service learning, supplemental instruction)

• More assumed responsibility from colleges for the social issues of students (before, faculty weren’t concerned)

• Don’t want or need silence to concentrate – freaks out the librarians

• All possible content is on the internet – need process and skills-based

• Get out as fast as you can

• Stay home as long as you can – are protected and mentored

• Get “do-overs” often

• Lots of technology, no tolerance for delays

• Are not hardy, drop out and quit easily

• Dislike ambiguity – “just tell us what we need to know”

Issues for Discussion

• Cheating – vague meaning for students

• Much easier now, we had to work to cheat.

• Electronic toys.

• Online sites (paper mills, etc.).

• Too much focus on the end point (grade in class) than learning. Have to help refocus them.

Cell phone wrist watch

Issues for Discussion

• Plagiarism

• What is it

• Don’t assume they understand it

• Be careful with sites like “turn it in.com”

• Create materials for them with samples

• Discuss ownership of creative works

• Get the library involved

• An issue for all ages

Issues for Discussion

• Communication policies

• How soon can they expect a response from you

• When are you available for email

• What will you accept emails about

• Email is official communication between the student and the teacher – should look like official communication

• Other casual communication devices

• Connectivity and communication are two of their strengths and areas they abuse

• You are your own worst enemy

Issues for Discussion

• Handwriting

• Lost art “cursive”

• They have been typing papers on computers since they learned to read

• Have horrible handwriting

• May have never turned in a handwritten paper

• How much time does the average person spend writing things down by hand today

• Outlook, text messaging, email, calculators, iPods, etc.

Issues for Discussion

• Cell phone policies• Faculty are divided down the middle on this

• Don’t make such a big deal out of it

• Be fair but don’t let them disrupt class

• Connectivity is very important to them

• They will not turn them off but will silence them

Methods of Teaching

• Teamwork – play to their strengths

• Lifelong learning – critical for them to survive – must learn to teach themselves

• Ability to have input into assignments and grading (they are negotiators)

• Team oriented assistance – learning communities, supplemental instruction, peer tutoring, mentoring

• Culture of civic engagement – this is a civic generation – get them involved

Methods of Teaching

• What world are we preparing them for?

• The one we grew up in???

• A future world unknown to many of us

• Critical topics

• Information literacy

• Language (bilingual a necessity)

• Technology that does work for them

• Critical decision-making

• Dealing with change

• Globalism, world economy

• Rapid disbursement of information around the globe

• Get ahead with process skills, applied knowledge

Top Ten Skills for the Future

• Work ethic, including self-motivation and time management.• Physical skills, e.g., maintaining one's health and good appearance.• Verbal (oral) communication, including one-on-one and in a group• Written communication, including editing and proofing one's work.• Working directly with people, relationship building, and team work.• Influencing people, including effective salesmanship and

leadership.• Gathering information through various media and keeping it

organized.• Using quantitative tools, e.g., statistics, graphs, or spreadsheets.• Asking and answering the right questions, evaluating information,

and applying knowledge.• Solving problems, including identifying problems, developing

possible solutions, and launching solutions.

The Futurist Update (Vol. 5, No. 2), an e-newsletter from the World Future Society, quotes Bill Coplin on the “ten things employers want [young people] to learn in college”

Learning Outcomes for the 21st Century

Students in the 21st Century will need to be proficient in:

• Reading, writing, speaking and listening

• Applying concepts and reasoning

• Analyzing and using numerical data

• Citizenship, diversity/pluralism

• Local, community, global, environmental awareness

• Analysis, synthesis, evaluation, decision-making, creative thinking

• Collecting, analyzing and organizing information

• Teamwork, relationship management, conflict resolution and workplace skills

• Learning to learn, understand and manage self, management of change, personal responsibility, aesthetic responsiveness and wellness

• Computer literacy, internet skills, information retrieval and information management

(The League for Innovation’s 21st Century Learning Outcomes Project.)

Methods of Teaching

• Too much reliance on technology (spell check, Excel formulas, calculators, grammar check, etc. (is this really a big deal?)

• Poor basic skills in 30-70%

• Less prepared from K-12 (what issues?)

• Poor technology skills in 30-40%

• First generation students (gen 1.5)

• Immigrant families (language issues)

Instead of Complaining –Do Something

• Complaining about their lack of preparedness helps no one – we have to develop an approach

• Some are gifted students – smarter than we can believe, others need serious help

• May need to:

• Create special programs

• Modularize some courses to work a step at a time

• Special labs for skills we used to take for granted

• Workshops and tutorials as certain course requirements

• Typing help (don’t learn it in high school now)

Focus on Retention

• “Ambitious yet aimless” characterizes this generation

• They work for a while until they save enough money to live for a while, then quite – play for several months and then look for work again.

• They know at the age of 21 that they may have to work until they are 70 – 75. So why hurry into a career job now.

• They have the same attitude with school.

• They stop out regularly and see if things work out. They appear to be in “no hurry.”

• They swirl….

Suggested Teaching Techniques

• Set up real-world assignments where they use skills from the

course to solve a real problem or sell a real product. Bring

businesses/agencies in as clients. Do work for an actual client

(e.g. write grants for community agencies).

• They do best in groups if you (as the faculty) structure them.

Create questions or guidelines for the group work and they

perform well.

• Keep them constantly informed of their progress including

class means, medians, running point totals, etc.

• Take a personal interest in them and their work.

• Offer a variety of activities and make it fast paced

Things That Work

• They like technology and understand it but don’t expect everything to be delivered via technology.

• They do like things posted so they can access it and being able to communicate with their teacher via technology.

• Remember they are civic and like to do things in groups – get along well with other generations.

• Use interactive learning technology

• Learning by discovery

• Watch their “attention deployment.” They stop paying attention to things that don’t interest them.

Things That Work –Teaching Thinking

• Students need the ability to sift, analyze, and reflect upon large amounts of data in today's information age.

• Use scenarios where they must reach a conclusion, determine what flaws and limits might be embedded in their approach, what they know with certainty, what do they not know.

• Give students a controversial problem that can and should be approached from several perspectives. Help them to come to a reasoned conclusion.

• Put the students in charge, allow them to lead and don’t butt in too much.

Things That Work

• Mini learning communities in class

• Break up first time and in the same group for the entire semester

• Exchange phone numbers, emails, etc.

• When one is absent, someone from the group calls

• Engages them in the group and thus in the class

• Teacher conferences

• Get to know the student and student get to know the faculty –makes a difference

Copy of Presentation:

• http://www1.cpcc.edu/millennial

• Click on presentations and workshops

• Title: “Teaching Strategies for Diverse Generations”