Transcript PEDAGOGY

PEDAGOGY
'pe-da-"gO-jE
noun: the art, science, or profession of teaching
Teaching Financial Aid
Professionals How To
Teach Students and
Parents
When, How, Why & What
When Should You Begin to Teach
Parents and Students?
How Do You Explain this
Process?
Why Should You Understand
Different Styles & Approaches?
What Do You Need to Know for
Academic Survival?
PEDAGOGY:
When, How, Why & What
When Should You Begin to Teach Parents
and Students about Financial Aid?
When Should You Begin to Teach Parents
and Students about Financial Aid?
Encourage parents and students to get
started early!
Get parents to utilize the internet or resource
center
Ask students to contact their school counselor
•
•
•
When Should You Begin to Teach Parents
and Students about Financial Aid?
High School Freshmen/Sophomores:
Have them think about career choices that might
include grants or aid (teaching, medical fields, etc)
•
Encourage students/parents to begin a savings
account for extra expenses in school
Ask them to speak with entering college students about
expenses and costs
•
•
Get them thinking about college!
When Should You Begin to Teach Parents
and Students about Financial Aid?
High School Juniors:
•
•
•
Have them take the ACT / SAT more than once
Encourage as many college credit courses as
possible while still in high school
Tell them to talk with school counselors about the
financial aid process
When Should You Begin to Teach Parents
and Students about Financial Aid?
High School Seniors:
•
•
•
Have them apply for Financial Aid through the
FASFAA
Make sure they complete all paperwork or
procedures for school admission
Encourage them to make lists of dates and
deadlines
PEDAGOGY:
When, How, Why & What
How Do You Explain The Process?
How Do You Explain The Process?
Speaking to Groups:




Know your audience – how do they process this
information? Is it one family or a group of students?
Plan ahead – have all the materials you need ready
before you speak
Speak slowly – use smaller words, avoid acronyms –
don’t assume anything!
Don’t be nervous!
How Do You Explain The Process?
What do Parents Need to Know?

Consider their situation:



Their child is leaving home – could be good or bad news
Money is spent at an alarming rate
They worry about children’s academic, social and personal
well-being – who’s watching them?
How Do You Explain The Process?
For Parents:




Talk about each step in the process
Give them time to ask questions
Encourage parents – aid is available
Help them avoid sticker shock
How Do You Explain The Process?
What do Students Need to Know?

Consider their situation:




Leaving home for the first time – may be excited or nervous
Will want to maintain the same lifestyle in college as they did
at home – cell phones, clothes, social life
Will have to “police” themselves
Opportunity to live without mom
and dad!
How Do You Explain The Process?
For Students:



Provide realistic information concerning expenses
and cost of living
Give them information about the local job market
Tell incoming freshman about school’s expectations



When payments are due
What they are expected to pay
Are there hidden costs?
How Do You Explain The Process?
For Students:

If Student Loans are needed –

Explain how the process works





What’s a lender? a guarantor?
What’s an MPN?
When do you get the money?
Why haven’t I gotten my money?
What do parents need to do to get a loan?
Parents and Students will need
options and access to information!
How Do You Explain The Process?
Keep this in mind –
You do this everyday – they don’t…
What may be important to you may
not seem important to them…
You are the expert – share your
knowledge!
PEDAGOGY
'pe-da-"gO-jE
noun: the art, science, or profession of teaching
A little something to take home…
Why Should You Understand
Different Styles & Approaches?
The learning styles, attitudes, and
approaches of high school
students differ from those of
eighteen to twenty-two year old
college students. The styles,
attitudes, and approaches of
adult learners differ again.
The approach we use to
communicate with these different
groups will determine the
success and result achieved.
Millennial v Generation X v Baby
Boomer
Millennial (17-18 yrs old)–
Heavily influenced by
information technology, uses
instant messaging
Generation X (24-26 yrs old) –
Expectations of customer
service are radically different
from previous generations
Baby Boomer (40 + yrs old)–
Completing a degree while
balancing work and/or family
Millennial v Generation X v Baby
Boomer
Not only is the profile of today’s student body
different, but the life experiences that shaped
today’s students are quite different from
those of previous eras.
First Generation students are more likely to live
in a small town and have differentiated family
incomes which affect their high school
experiences and achievements.
Millennial v Generation X v Baby
Boomer
First-generation students are more likely to
delay enrollment in postsecondary education.
Only 29% of first-generation students enroll
immediately after high school, compared to
73% of students whose parents have college
experience.
Summer programs, orientation, and frequent
college personnel interaction are important.
Millennial v Generation X v Baby
Boomer
Millennial students (17-18 year olds) exhibit
distinct learning styles such as:
Learning preferences tend toward teamwork
Prefer experiential activities
Expect the use of technology
They are multitasking and goal oriented
10 Attributes of an Information-Age
Mindset




Computers aren’t technology-they are an
assumed part of life
The internet is better than TV-part of their
socializing
Reality is no longer real-things may be
altered
Doing is more important than knowingresults and actions necessary instead of
accumulation of facts
10 Attributes of an Information-Age
Mindset




Learning more closely resembles Nintendo
than logic-trial and error approach
Multitasking is a way of life-listening to
music while doing homework
and chatting on the phone
Typing is preferred to handwriting
Staying connected is essential-Cell phones,
PDAs (pagers and palm pilots) and
computers
10 Attributes of an Information-Age
Mindset


There is zero tolerance for delays-immediacy
Consumer and creator are blurring-file
sharing and cut-and-paste world
To compete for students, we must be willing to
challenge everything that has gone before
and completely rethink the relationships.
In a 24x7, customer-service
culture, delays cause
dissatisfaction and
disengagement.
Financial Aid is a chronic
source of dissatisfaction for
students and parents.
Confusion over the process
and complicated paperwork
cause them to procrastinate
or be rejected for
incorrect/incomplete
information.
We need to think in terms of transforming the
educational experience so that it is
meaningful to the information-age learner.
Today’s college and university students have
developed new attitudes and aptitudes as a
result of their environment. This may create
an imbalance of expectations of the learning
environment and what they find when they
arrive on campus.
Our institutions need to expand their primary focus from
the internal, on-campus, temporal experience to
include the external, global, lifelong experience.
The challenge for higher
education is to incorporate the information-age
mindset of today’s learners into communities of
lifelong learners.
Undergraduate students spend about four
years on campus and then perhaps another
forty years or so in their various occupations.
So for less than 10% of their student and
professional life, they are in direct, physical
contact with our schools.
The benefit of this 10% of time on campus
should provide them with tools, knowledge
and skills long after they graduate.
How about an Immersive
Environment?
Large lecture classes are the norm in many
college and university settings. This causes
student attention to wander and for the
lecturer’s intended message to miss the
mark.
Rather than learning by listening and/or by
reading fact-filled and not-too-exciting
textbooks, why not try an immersive
environment.
How about an Immersive
Environment?
Learning through performance requires active
discovery, analysis, interpretation, problemsolving, memory, and physical activity.
The extensive cognitive processing develops a
foundation of networking skills to unlock
access to the next level of challenges and
goals.
How about an Immersive
Environment?
A well-designed immersive environment would
promote opportunities to engage interest, to
generate meaningful learning, and to apply it
in ways that would transfer to real-life
situations.
Using the video game approach with
pedagogical powers could eventually win
with today’s student interest in higher
education.
What Do You Need to Know for
Academic Survival
College days are the first real taste of freedom
for many students. They are living away
from home instead of under the watchful
eyes of Mom and Dad. New temptations,
untested situations, and sometimes
significant problems surface.
Issues that impede academic
performance






Alcohol use and abuse-signals include: lower
grades, reluctance to talk with parents,
unwillingness to talk about activities with
friends, and mood swings.
Stress
Frequent illnesses
Sleep difficulties
Relationship problems
Depression/Anxiety
Coping with Stress






Using lists to complete tasks
Overcome anxiety
Personal maintenance
Planned decision-making
Learn from your mistakes
Go to class
What Do You Need to Know for
Academic Survival
Using Lists –
Include everything that needs to be done on a
list, including homework, class assignments,
grocery shopping, laundry and even partying.
When you have completed one of the tasks on
the list, cross it off.
Accomplishment is a way to pat yourself on the
back for a job well done.
What Do You Need to Know for
Academic Survival
Overcoming Anxiety –
Students will put themselves down in
comparison to their peers.
These feelings can lead to “blocks” in
successful academic performance.
 Gain control with deep breathing
 Praise yourself and forgive the mistakes
 Be your own best friend
What Do You Need to Know for
Academic Survival
Personal Maintenance –
We push ourselves and ignore warning signs of
decreased productivity and negative attitude.
Taking a break can improve the mood.
Taking a little time out today for fun and
relaxation could just make things run a little
smoother tomorrow.
What Do You Need to Know for
Academic Survival
Planned Decision-Making –
 Gather information
 Identify alternatives and outcomes
 Check your values
 Design strategies to carry out the decision
What Do You Need to Know for
Academic Survival
Learn from Your Mistakes –
Instead of filing away your papers, take the
time to discover WHY you lost points or WHY
another response was better.
Take time to review the information while it is
fresh on your mind for better recall later.
Courses build on the information and you will
gain a better understanding of the course.
What Do You Need to Know for
Academic Survival
Importance of Class Attendance –
The most important thing you can do for
academic success is get to class.
Take good notes. Someone else’s notes won’t
mean the same thing to you.
Get enough sleep so that class time in not nap
time.
If you are sick, talk to your professors.
How Does It Affect Financial Aid?
Students will need to plan ahead to determine
how much money they need to attend the
college or university of their choice.
College costs include direct and
indirect expenses.
Understanding the accountability and
responsibility that goes with receiving
financial aid is vital.
How Does It Affect Financial Aid?




Students should ask questions or seek
information on the Web to understand the
process of applying for financial aid
Make sure that all necessary forms are
complete before the deadline date
Financial Aid is based on financial need
and/or academic progress
Students should seek good advice about
dropping classes or repeating a course
Knowledge is Power
Knowing when to get started is a key
component to the investment of higher
education.
Making a good plan includes gathering the
information and using it wisely.
Understanding student needs is essential.
Using survival skills will make the difference in
measuring success.
References
1.
Joel Foreman, “Next-Generation: Educational Technology versus the
Lecture,” Educause (July/August 2003):12-22.
2.
Diana Oblinger, “Boomers, Gen-Xers, & Millennials: Understanding
the NEW Students,” Educause (July/August 2003): 37-47.
3.
Jason L. Frand, “The Information-Age Mindset: Changes in Students
and Implications for Higher Education,” Educause
(September/October 2001): 15-24.
PEDAGOGY
'pe-da-"gO-jE
noun: the art, science, or profession of teaching
Teaching Financial Aid
Professionals How To
Teach Students and
Parents
PEDAGOGY
'pe-da-"gO-jE
noun: the art, science, or profession of teaching
Teaching Financial Aid Professionals How
To Teach Students and Parents
QUESTIONS?