Strategies and Tools to Teach the Gen Z Student Kelley Connor, PhD, - PowerPoint PPT Presentation

Strategies and Tools to Teach the Gen Z Student Kelley Connor, PhD, RN, CHSE This Photo by Unknown Author is licensed under CC BY-SA This Photo by Unknown Author is licensed under CC BY-SA-NC

Objectives  Explain the defining characteristics of Gen Z students  Create interactive lesson plans to teach nursing concepts  Provide an example of an electronic tool that supports interactive learning This Photo by Unknown Author is licensed under CC BY-SA 2

Defining Characteristics of Generation Z Students As a small group, please list 2-3 defining events and 2-3 defining characteristics for each generation . Silent Baby Generation Millennials Generation Z Generation Boomer X (Born prior (Born 1945- (Born 1965- (Born 1981- (Born 1997-TBD) to 1945) 1964) 1980) 1996) Defining Great Depression (Economic events Uncertainty) WWII Defining Loyalty character- Work is a privilege istics Avoid waste 3

Generation Z This Photo by Unknown Author is licensed under CC BY-SA 4

Generation Z Students  Defining Events  Defining Characteristics ― 9/11 Terrorist attacks (no collective ― World has never been safe memory of attacks) ― Value individual space and projects more ― Great Recession than millennials ― School violence common ― Independent learners (YouTube as teacher) ― True Digital Natives ― Expect instant and exceptional technology (but they are realistic) ― Online communication has included voice, video, and emotions. They want more than just text This Photo by Unknown Author is licensed under CC BY 5

So, what next? 6

Engaging Generation Z  Cantrell & Farer (2019) studied millennial students and found they are physically present in class but mentally absent, want respect from engaged professors, and they want more than surface learning.  Barnes and Noble College (n.d.) 7

Classroom Engagement Strategies  Frequent low-stakes testing  Group Test ― High-stakes tests in nursing ― Group test/Group grade ― Use low-stakes tests prior to class ― Individual test/Group test (up to 10 point gain) • Learning Management System quizzes that students may take multiple times (*)  Remind Content Announcements • Pre-class quizzes prior over reading (Remind.com)  Socratic Questioning  Muddiest Point Paper (1-minute paper)  Reverse Socratic Questioning  First Five Minutes (to socialize)  Video selfie (doing homework)  Nametag facts 8

What’s right and what’s wrong?  Student’s select a pop-culture representation of a health related issue.  Students must explain what they is accurate/inaccurate and why. Students should explain what they expect to happen next.  Examples: ― Births from TV shows or movies ― Health conditions from shows like House or Grey’s anatomy ― Professional healthcare roles from TV shows or movies 9

Students as Teachers  Twist on a case study  Present students with a realistic case story and relevant documents/props  Give students 15 minutes to outline 2-3 GBS Scenario: concerns with rationale, 2-3 risks for the patient, and what they want to happen for Baby Girl Newcourt is a 38 and 2/7 week the rest of their shift 2800 gm (6 lbs 3 oz) infant who was born 6 hours ago….  After 15 minutes, students present their case to the instructor Unfolding case study for informatics: Select a health information app and evaluate for use in a patient population, usability, and create an implementation plan. 10

Feel the Music 11

Think…Pair…Share  Consider your educational content.  What could you do to incorporate interactive activities? (60 seconds)  Create a brief lesson plan (to remember later).  Share with your neighbor. (60 seconds) This Photo by Unknown Author is licensed under CC BY-NC-ND 12

Connecting through worked examples  https://youtu.be/cYKHeqrgRgo  Providing students with worked examples (expert modeling)  Providing students with good examples and guided facilitation  Use recording capabilities through simulation center (always get consents!)  Facilitate discussion with Socratic questioning or Debriefing model of your choice 13

Synchronous Online Space  Class meetings  Online office hours  Group presentations (can be recorded so other groups can watch later)  Module (or assignment) introductions  Zoom https://zoom.us/  YouTube events  Adobe Connect  Others? 14

Nearpod • Create interactive presentations embedded with learning activities • Uploaded from previous Powerpoint presentationsPresentations can be student-paced or live • https://nearpod.com/

Nearpod: Options

Nearpod: Options

Class Quizzes: Socrative

Class Quizzes: Kahoot 19

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Interactive Tool  Over the next 60 seconds, share with your neighbor 1 interactive tool you want to try in the classroom. This Photo by Unknown Author is licensed under CC BY-SA 21

Teaching Generation Z • Foster independent learning • Incorporate multiple modes of learning • Use technology This Photo by Unknown Author is licensed under CC BY-NC 22

23 This Photo by Unknown Author is licensed under CC BY-NC

This Photo by Unknown Author is licensed under CC BY-NC-ND 24

References  Barnes & Noble College. (n.d.). Getting to know generation z: Exploring middle and high schoolers’ expectations for higher education. Retrieved from https://www.bncollege.com/wp-content/uploads/2018/09/Gen-Z-Report.pdf  Cantrell, M.A., & Farer, D. (2019). Millennial nursing students’ experiences in a traditional classroom setting. Journal of Nursing Education, 1, 27-32. doi:10.3928/01484834-20190103-05  Diliberto-Macaluso, K., & Hughes, A. (2016). The Use of Mobile Apps to Enhance Student Learning in Introduction to Psychology. Teaching of Psychology , 43, 48-52. doi:10.1177/0098628315620880  Yee, K. (2018, April 10) Interactive techniques. Retrieved from https://www.usf.edu/atle/documents/handout-interactive-techniques.pdf 25