WWPD: What Would Pacino Do?

1. WWPD: What Would Pacino Do? Teaching and Learning for the Generations

2. Let’s consider. . . Things fall apart; The centre cannot hold; Mere anarchy is loosed upon the world. . . . The best lack all conviction, while the worst Are full of passionate intensity. “The Second Coming” W.B. Yeats 42% of students are under 22. . .10% increase from 10 years ago

3. Outcomes: • Describe some of the generational characteristics we encounter in classes • Examine what impact these characteristics have on our teaching • Outline some specific strategies

4. Consider who is in your classroom • WW II Generation (age 60+) • Baby Boomers (age 40-60) • Gen-Xers (age 23-40) • ME (Millennial generation—age 3-22)

5. The “Greatest” Generation • Revere military or political heroes • React to wars and the advent of technology • Compelled by messages:“stay in line” and “sacrifice” • Respond to leaders who must be directive and unambiguous

6. The Boomers. . . • Revere “change makers”: JFK, RFK, MLK, Rosa Parks, John Lennon • React to events such as the moon landing and Woodstock to three assassinations • Compelled by the messages: “Let’s come together” and “Change the world” • Respond to leaders who are “people to people” or a “friendly equal”

7. X-Files. . . . Gen Xer’s. . . . • Revere: basically no one, since you can trust no one (post-Watergate generation) • React to the Challenger disaster; technology has become commonplace. • Compelled by messages: “It’s not my problem” and “survive” (may explain the popularity of the “elimination shows” from Survivor to American Idol !) • Respond to leaders who must prove themselves on a daily basis and who must be extremely flexible.

8. The ME generation. . . . • Revere “cult of personality” icons—Michael Jordan, Tiger Woods, Kerri Strugg, Mia Hamm, Davey Havok • React to seemingly random acts of violence from the Oklahoma bombings to Columbine; technology is expected and necessary • Compelled by the message“Wired 24/7” • Respond to leaders who are motivational or inspirational

9. Consider the implications for faculty: “Let’s get together on this issue.” Boomers “”I’ll get to it when I can—and I really want online!” Gen-Xers “Tell me what to do and I will do it.” The “Greatest Generation” “”Here I am, now, entertain and enthrall me.” ME Generation Students expectations for their teachers!

10. Let’s think about strategies • Adapt to JIT expectations • Attend to lecture pacing • Adjust metaphors/allusions • Anticipate challenges to credibility

11. Clemson University Faculty, 1958 And. . . • Exploit technology • Engage students in different settings • Explain concepts in different ways • Expect more changes with the coming generation

12. And a little more. . . • Include visual/tactile along with “text” • Insist on critical reflection/opportunity for debrief and decrease memory and drill exercises • Incorporate informational literacy as core skill

13. And still more. . . • Offer • alternative measures of learning • opportunities for using technology • interactive/group exercises • yourself as an example of a continuous learner The Johari Window

14. And a little more. . . Relationship Capital • Understand the changes in today’s students • Urge excellence in students’ performance • Uncover—when possible—students’ “blind areas” about their learning Classroom Excellence Value Capital Intellectual Capital

15. Discussion. . . . X-ers ME generation What’s Next?