Gen Z and Millennials Learning Styles Compared

*mutually or
reciprocally
active
(www.merriam-webster.com)

*a careful
plan or
method
(www.merriam-webster.com)

*The oldest baby Z
is 27 y/o while the
the youngest baby
Z is 7 y/o as of 2017

Gen. ZMillenials
Divide their attention between...

Gen. ZMillenials
Text Messages...

Gen. ZMillenials
Characteristics...

Gen. ZMillenials
Characteristics...
Focus on
the Present
Focus on the
Future

Question 1
When you study for a test, would you
rather…
A. read notes, read headings in a
book, and look at diagrams and
illustrations.
B. have someone ask you questions,
or repeat facts silently to yourself.
C. write things out on index cards and
make models or diagrams.

Question 2
Which of these do you do when you
listen to music?
A. daydream (see things that
go with the music)
B. hum along
C. move with the music,
tap your foot, etc

A. make a list, organize the steps, and
check them off as they are done
B. make a few phone calls
and talk to friends or experts
C. make a model of the problem or
walk through all the steps in your
mind
Question 3
When you work at solving a problem
do you…

A. a travel book with a lot of pictures
in it
B. a mystery book with a lot of
conversation in it
C. a book where you answer
questions and solve problems
Question 4
When you read for fun, do you
prefer…

A. watch a movie about it
B. listen to someone explain it
C. take the computer apart and try to
figure it out for yourself
Question 5
To learn how a computer works,
would you rather…

A. look around and find a map
showing the locations of the various
exhibits
B. talk to a museum guide and ask
about exhibits
C. go into the first exhibit that looks
interesting, and read directions later
Question 6
You have just entered a science
museum, what will you do first?

A. one with the lights too bright
B. one with the music too loud
C. one with uncomfortable chairs
Question 7
What kind of restaurant would you
rather NOT go to?

A. an art class
B. a music class
C. an exercise class
Question 8
Would you rather go to..

A. grin
B. shout with joy
C. jump for joy
Question 9
Which are you most likely to
do when you are happy?

A. write it out to see if it looks right
B. sound it out
C. write it out to see if it feels right
Question 10
When you aren't sure how to
spell a word, which of these
are you most likely to do?

A. think of a picture of a particular
dog
B. say the word "dog" to yourself
silently
C. sense the feeling of being with a
dog (petting it, running with it, etc.)
Question 11
When you see the word "d - o - g",
what do you do first?

A. write it
B. tell it out loud
C. act it out
Question 12
When you tell a story, would you
rather...

A. visual distractions
B. noises
C. other sensations like, hunger,
tight shoes, or worry
Question 13
What is most distracting for you
when you are trying to
concentrate?

A. scowl
B. shout or "blow up"
C. stomp off and slam doors
Question 14
What are you most likely to do
when you are angry?

A. look at posters advertising
other movies
B. talk to the person next to you
C. tap your foot or move around in
some other way
Question 15
Which are you most likely to do
when standing in a long line at the
movies?

HOWARD GARNER’S MULTIPLE INTELLEGENCE

Interactive Teaching Strategy
Involves facilitator and learners
Encourage and expect learners
to participate
Use HOTS questions to stimulate
discussion, emphasizing the
value of answers
Give learners hands-on experience
Use teaching aids to gain and retain
attention

Examples of Interactive Strategies
http://www.fctl.ucf.edu/TeachingAndLearningResources/CourseDesign/Assessment/content/1
01_Tips.pdf
Total Physical Response (TPR) –
Students either stand or sit to
indicate their binary answers, such as
True/False, to the instructor’s
questions.
EXAMPLE: HAZARD OR RISK? State
scenario/events and the students will
choose whether it is a hazard or risk.

Total Physical Response (TPR) V.2.0
(Version 2.0)
Students either like or dislike in Facebook to
indicate their binary answers, such as
True/False, to the instructor’s questions or to
the student leader’s post.

01_Tips.pdf
Facebook: Replace
Discussion Boards - Create a
Facebook “group”
(private/invite only) and use
the Wall as the class
discussion board. Students
are notified by home page
notification when someone
replies to their thread.

01_Tips.pdf
Twitter: Report from the Field –
Students use smart phones to
record their observations while
witnessing an event/location
related to the course of study,
capturing more honest and
spontaneous reactions

01_Tips.pdf
YouTube: Video
Demonstrations - Using
a webcam, record a
demonstration relevant
to your topic and post it
to YouTube.

Student Videos – Students’
projects, presentations, or
speeches can take the form of
video instead of PowerPoint,
and uploaded for the class to
see.

01_Tips.pdf
Picture Prompt – Show students
an image with no explanation, and
ask them to identify/explain it, and
justify their answers. Or ask students
to write about it using terms from
lecture, or to name the processes and
concepts shown. Also works well as
group activity. Do not give the
“answer” until they have explored all
options first.

01_Tips.pdf
Hand Held Response Cards – Distribute
(or ask students to create) standardized
cards that can be held aloft as visual
responses to instructor questions.
Example: green card for true, red for
false. Or hand-write a giant letter on each
card to use in multiple choice questions.

01_Tips.pdf
Quote Minus One – Provide a quote
relevant to your topic but leave out a
crucial word and ask students to
guess what it might be. This engages
them quickly in a topic and makes
them feel invested.
Example: “Working without safety is a
dead end.”

01_Tips.pdf
Everyday Ethical Dilemmas –
Present an abbreviated case
study with an ethical dilemma
related to the discipline being
studied.
Ex. Social media’s trending and
viral Stories

01_Tips.pdf
Pop Culture – Infuse your
lectures, case studies, sample
word problems for use during
class with current events from
the pop culture world.
Ex. Trendy hairstyle for 2017

01_Tips.pdf
Make Them Guess – Introduce a new
subject by asking an intriguing
question, something that few will
know the answer to (but should
interest all of them). Accept blind
guessing for a while before giving the
answer to build curiosity.

01_Tips.pdf
Make It Personal – Design
class activities (or even
essays) to address the real
lives of the individual
students.

01_Tips.pdf
Punctuated Lectures –
Ask student to perform five
steps: listen, stop, reflect,
write, give feedback. Students
become self-monitoring
listeners.

Punctuated Lectures –
*5+1 (five Plus One)
direct instruction variation
where the teacher presents
for 5 minutes, students share
and reflect for 1 minute, then
the cycle repeats.

01_Tips.pdf
Word of the Day/Status of the
Day – Select an important term
and highlight it throughout the
class session, working it into as
many concepts as possible.
Challenge students to do the
same in their interactive
activities.

01_Tips.pdf
Background Knowledge Probe
– Use questionnaire (multi-
choice or short answer) when
introducing a new topic, or use
KWL Chart.

01_Tips.pdf
One-Minute Paper – Students write
for one minute on a specific question
(which might be generalized to “what
was the most important thing you
learned today”). Best used at the end
of the class session.

01_Tips.pdf
One-Sentence Summary –
Summarize the topic into
one sentence that
incorporates all creatively.

01_Tips.pdf
Concept Mapping – Students
write keywords onto sticky notes
and then organize them into a
flowchart. Could be less
structured: students simply draw
the connections they make
between concepts.

01_Tips.pdf
Harvesting – After an
experience/activity in class, ask
students to reflect on “what” they
learned, “so what” (why is it
important and what are the
implications), and “now what” (how
to apply it or do things differently).

01_Tips.pdf
Think-Pair-Share – Students
share and compare possible
answers to a question with
a partner before addressing
the larger class.

01_Tips.pdf
Profiles of Admirable Individuals –
Students write a brief profile of an
individual in a field related to the
course. Students assess their own
values and learn best practices for
this field.
Ex. PECS

01_Tips.pdf
Bumper Stickers – Ask students to
write a slogan-like bumper sticker
to illustrate a particular concept
from lecture. Variation: can be
used to ask them to sum up the
entire course in one sentence.
Ex. 5s or Good Housekeeping

01_Tips.pdf
Wisdom of Another – After any individual
brainstorm or creative activity, partner
students up to share their results. Then,
call for volunteers of students who found
their partner’s work to be interesting or
exemplary. Students are sometimes more
willing to share in plenary the work of
fellow students than their own work.

01_Tips.pdf
Invented Dialogues – Students
weave together real quotes
from primary sources, or
invent ones to fit the speaker
and context.
ex. Front Office Services

01_Tips.pdf
Psychoanalysis – Students get into pairs
and interview one another about a recent
learning unit. The focus, however, is upon
analysis of the material rather than rote
memorization. Sample Interview
Questions: Can you describe to me the
topic that you would like to analyze
today? What were your attitudes/beliefs
before this topic?

01_Tips.pdf
Jigsaw (Group Experts) – Give
each group a different topic.
Re-mix groups with one
planted “expert” on each topic,
who now has to teach his new
group.

01_Tips.pdf
Board Rotation – Assign groups of
students to each of the boards you
have set up in the room (four or more
works best), and assign one
topic/question per board. After each
group writes an answer, they rotate
to the next board and write their
answer below the first, and so on
around the room

01_Tips.pdf
Pick the Winner – Divide the class into
groups and have all groups work on the
same problem and record an
answer/strategy on paper. Then, ask
groups to switch with a nearby group, and
evaluate their answer. After a few minutes,
allow each set of groups to merge and ask
them to select the better answer from the
two choices, which will be presented to the
class as a whole.

01_Tips.pdf
Movie/Video Application – In
groups, students discuss examples of
movies/videos that made use of a
concept or event discussed in class,
trying to identify at least one way the
movie-makers got it right, and one
way they got it wrong.

01_Tips.pdf
Human Tableau or Class
Modeling – Groups create living
scenes (also of inanimate
objects) which relate to the
classroom concepts or
discussions.

01_Tips.pdf
Baggage Claim– members in a
new group are asked to write 5
interesting facts about themselves
on a note card. For several
minutes, people will walk,
introduce themselves and share
the facts on their cards.

01_Tips.pdf
Sketch to Stretch– intended to
help students used sketches as a
means of exploring, expressing
and sharing interpretations of
selections.

01_Tips.pdf
Talking Chips– Response
management technique to
encourage students who do not
often contribute, and limit
students who contribute too
much to discussion.

01_Tips.pdf
Graphic Organizers– a visual
outline that provides pictorial of
graphic format for summarizing
key concepts, ideas and
vocabulary.

“Our task is to provide an
education for the kinds of kids
we have, not the kinds of kids
we used to have, or want to
have, or the kids that exist in
our dreams.” K.P Gerlach

“The mediocre teacher tells.
The good teacher explains.
The superior teacher
demonstrates. The great
teacher inspires.”
― William Arthur Ward

Gen Z and Millennials Learning Styles Compared

Gen Z and Millennials Learning Styles Compared

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