MILLENNIALS

ORAL DIRECTIONS; THEY WI

CAN YOU DO 30/30?
•DIRECTIONS
•DEMO
•PRACTICE
•Q & A
MILLENNIALS
 VOTING:
[ ] END Q & A
[ ] WHENEVER Q & A
MILLENNIALS
WhoMILLENNIALS
are they?
e we in relationship to
MILLENNIALS
an we MILLENNIALS
do to augment lea
 30/30
IEFS/PERCEPTIONS ABOUT T
HERE AND HOW DO WE BEGIN?
TEACHER CENTERED

LEARNER CENTERED
TEACHING CENTERED

LEARNING CENTERED
HISTORY LESSON
 30/30
AS MANY “GENERATIONS” A
•G.I. Generation—1901-1924
•
•Silent Generation—1925-1942
•
•Boom Generation—1943-1960
•
•Generation X—1961-1981
•
•Millennial Generation—1982-2002
 30/30
OU ARE (A)TYPICAL OF YO
PARE FOR PRESENTER APOL
t is part of a cycle which compliments th
 30/30
APHRASE IT TO YOUR PART
t is part of a cycle which compliments th
•G.I. Generation—1901-1924
•
•Silent Generation—1925-1942
•
•Boom Generation—1943-1960
•
•Generation X—1961-1981
•
•Millennial Generation—1982-2002
I. Generation—1901-1924

ilent Generation—1925-1942

oom Generation—1943-1960

eneration X—1961-1981

illennial Generation — 1982 - 20

 30/30
ATEST CHALLENGE IN REA
some of the LASTING SOCIAL
of the Millennials?
VEMENTS or SOCIAL CHANGES?)
TRAITS HERE WE COME!!!
HOW DO YOU FEEL NOW?
30/30
SHARE
 TEACHER SAMPLES
MODEL

STUDENT SAMPLES

DEMOS
 30/30
DO YOU MODEL FOR YOUR
 POLICY

DETAILS SYLLABI

RULES
RUBRICS ASSIGNMENTS
 30/30
F DETAIL ON YOUR LAST S
 4s or 5s
TEAMS

GUIDANCE

TIMER
PAIRS
 REDIRECT

QUESTION STARTERS
REWARD POINTS

OPPOSING POSITIONS

ITICAL THINKING EXEMPLARY SOURCES

 30/30
ECHNIQUE YOU USE TO PR
T KNOW; LEARN A CRITICAL
2 MINUTES
 AND NOT BUT
ASAP

FEEDBACK
DETAILED

POSITIVE
 30/30
USTIFY YOUR TURN AROUND
 30/30
TIVE IS YOUR CONSTRUCTI
 $
CONNECT TO JOBS
MOVE
UP TO DATE REFERENCES

MOTIVATION
20 MINUTE MAX
OK RELAX
ST PRESSING QUESTIONS W
 BONUS
ARE YOU READY?
 MMURPHY@UCC.EDU
for bibliography
THE MOST IMPORTANT 30/30
DERSTANDING TO YOUR PAR
ANCORA IMPARO