Teachers’ Guide

1.2 Generation Z: Why teacher-centred methods do not work

Effective education that meets the needs of students begins with the focus on their characteristics. The theory on generations developed by William Strauss and Neil Howe has received much attention from educators and attracted followers who have further developed the idea. According to the scholars, every 20 years, due to social and cultural conditions, a new generation of students distinctive by its way of thinking and learning needs emerges. Within the framework of the theory, students born after 1995 belong to the generation Z. This generation grew up in the environment where permanent discussion about global problems were going on, they had opportunities to use smart technologies and got involved into social networks. These students are used to visual information; they constantly explore objects presented in a virtual environment. Z generation has the potential to become the most educated generation so far. Students of this generation demonstrate skills naturally attributed to much older individuals at a relatively young age. Representatives of the Z generation see themselves as a part of the global world since their childhood thus they believe they can make an impact on the renewal of the world. The Z generation does not accept traditional learning that embraces understanding of facts and application of knowledge to carry out certain tasks defined in a textbook or a student book. Teachers do not achieve the same academic results by applying classical methods which they used to achieve with previous generations. The Z generation is replaced by the new α generation – children born after 2010. They are only entering schools now, however, it is assumed they will live according to their own rules and will break the limits of traditional thinking. Education of these students will have to transgress the boundaries of traditional methods in a traditional classroom environment.

The primary goal of the chapter is to introduce learner - centred learning methods which are considered as non-traditional in secondary education schools. Such learner – centred methods as problem-based learning or real life case scenarios represent the kind of innovative teaching practices, which meets contemporary students’ needs. The effect of the methods can be enhanced using e. learning tools. The chapter gives the answers basic questions, e.g. why should I use non-traditional learning methods, how about class management, how e-learning tools can improve my teaching, how can I implement problem-based learning and real life case scenarios in my classroom.

Online Resources

• Generation ZA summary for teachers that highlights the peculiarities of the Z generation essential for education