Applying the principles of teaching and learning.

WITHIN CAREER, TECHNICAL AND AGRICULTURAL EDUCATION a number of guiding principles exist relative to effective teaching and learning. These teaching and learning principles can be tied to a specific discipline or even an individual institution. They may even be specific to an individual educator. Whatever the case, for teachers to meet the educational needs of students and for students to be challenged to learn, all teachers should operate from a core set of principles for effective teaching and learning. Principles of teaching and learning provide a basis for all aspects of the instructional process (Newcomb, McCracken, Warmbrod and Wittington, 2004). However, these principles are only meaningful once they are put into practice. At present this article is meant by no means to be a complete discussion of the aforementioned topic. More expressly, this article is to be a succinct and useful discussion of some of the most essential components involved in the teaching and learning conversation.

Applying Teaching and Learning Principles

As the principles of a quality teaching and learning experience are discussed, it is important to remember that if the learning experience is going to be beneficial it must be applied correctly and appropriately. As society changes with the increased use of educational technologies, so does the way teachers need to teach and learners need to learn. It is with this thought in mind that the following methods of applying the principles of teaching and learning need to be examined by each teacher.

First, it is important to acknowledge that successful teaching relies on the teacher and learner working together for success. Learning cannot be a "me against you" process. The teacher must have a desire to educate and the learner must have a desire to learn. The greater this commitment by each individual, the more successful the learning experience will be. In order for this relationship to flourish it is necessary for the teacher and learner to have contact with each other. Even with the use of computers and distance education courses, a relationship can be formed between the teacher and learner (Chickering and Ehrmann, 1996). By developing a relationship between the teacher and learner, motivation and involvement is increased.

Next, when applying the basic principles of teaching and learning, learning is best accomplished when students work cooperatively and as a team. It has been shown that learning is "interactive" (School Communities That Work, 2002). When students work together, they have conversations between each other and expand upon their own knowledge through the knowledge of others. They participate in activities and learn from each others' mistakes and successes. Working together in groups and teams allow students to examine and develop insights into the question at hand and into their own thought processes. Realizing that learning is an active process, good teaching techniques make certain that the learners are involved in their own learning and that they are involved in the creation of their learning experiences.

Learning experiences need to assist students in developing themselves both cognitively and behaviorally. The learning process should assist the learner in developing insight into their own learning. The use of hands-on and interactive lessons helps the learner accomplish this. In order for students to learn, they must be engaged in the learning process. According to Chickering and Ehrmann, "Time plus energy equals learning" (p. 5). A teacher needs to focus and direct learning to maximize the educational experience. Pascarella and Terenzini (1998) found in their analysis that learning is maximized when students are engaged and involved in their own learning.

Setting and requiring high expectations is also important to the teaching and learning process. Teachers who set high expectations of their students see higher gains in student accomplishment and success (Candy, Crebert and O'Leary, 1994). By promoting exciting and interesting learning experiences with a high degree of stimulation, the learner will be motivated to work to achieve the best possible outcome. As students are motivated to work on their assignments, their own natural curiosity will become evident and they will strive to accomplish more. Setting learning experiences that are achievable, yet challenging, will encourage students to push themselves and other learners around them to a higher level of knowledge acquisition without discouraging them.

The teacher must realize that prompt feedback is invaluable in the learning process. When students receive comments on their work, they are better able to improve their work for the next assignment. Without feedback, the students will continue doing the same as they have always done. Therefore it is important that students are given the opportunity to provide work samples that demonstrate their existing knowledge and competencies, what they have learned, and then to receive detailed advice on how to improve their work or learning. It is the responsibility of the teacher to provide constructive criticism as well as direction to the learner, in order for the learner to grow and even excel in the instructive environment.

Finally, when applying the principles of teaching and learning to a learning experience, remember that each student learner brings with them differences: cultural, racial, socioeconomic, gender, language and or disabilities. It is the responsibility of the teacher to capitalize on these experiences and use them to enhance learning. Students have competencies and areas of specialization that the teacher does not; the effective teacher will use these opportunities to augment the learning experience. By using students' cultural backgrounds and knowledge, other students will gain precious insight about others in their society. By employing different teaching strategies to teach to the diverse students within the classroom, the teacher will make teaching more relevant and useful. Through acknowledging the diversity of students in the classroom, and what they bring into the learning situation, it provides students with the opportunity to learn from one another. Ideally, students will influence each others' environment and synergistically create their own learning experience.

[ILLUSTRATION OMITTED]

When applying the principles of teaching and learning, one should remember the aforementioned application practices to maximize the learning experience for the student. In summation, when applying the principles one should remember:

1. The teacher and learner must work together.

2. Learning is maximized when learners work together in groups and teams.

3. Learning is an interactive process.

4. Set and require high expectations.

5. Prompt feedback enhances the learning process.

6. Develop and promote diversity in learning activities.

[ILLUSTRATION OMITTED]

Today's Learners

As one looks at the proper application of these principles, one must also look at some commonalities between the principles and our newest generation of secondary and higher education students. So this leads us to the question: Who precisely is this newest generation of students? Lancaster and Stillman (2003) classify four generations of Americans: traditionalists (born from 1900-1945), baby boomers (born 1946-1964), Generation Xers (born 1965-1980), and Millennials (born 1981-1999). Today's "traditionally" aged generation of college students, those students who are 18 to 22 years old, and our current high school students are the Millennials. These students have grown up in a technologically savvy world that for most of their lifetimes has featured the Internet, cell phones, instant messaging and e-mail. However, we must recognize that for the first time in history, college institutions may be dealing with as many as four generations of people who will comprise the student body. Nonetheless, it is the Millennials who comprise more than half of our current college student population in the U.S., with the other 43 percent of students in college being 24 years old and older.

So this leads to where exactly do Millennials fit into our current education system and the principles of teaching and learning? First, Millennial generation students, and the world that they have grown up in, are directly influencing current changes within education's teaching and learning environment. This generation wants a classroom experience that will be enhanced through technologies such as video, PowerPoint or other forms of presentation (Rickard and Oblinger, 2003). Furthermore, they desire all aspects of their coursework from the syllabi to homework to be available online and for differing learning styles to be accommodated, most typically with technology. In addition, they desire instructors who guide, coax and coach, and not rule as some instructors may have done in the past.

Other useful information to know about Millennials is that they gravitate toward group activity and are willing to spend more time on homework, and less time on television than the generation before them. Millennials learn best through experiential learning and many Millennials even think it is cool to be smart (Rickard and Oblinger, 2003). Also, this generation doesn't fit into a single learning profile, and expects to encounter learning environments that accommodate their individual needs. This generation also takes their learning seriously, and desires education that is meaningful.

Millennials are the ultimate multitaskers and are already capable of learning several jobs simultaneously and of performing them admirably (Lancaster and Stillman, 2003). This generation has grown up with structure and supervision from parents and wants teachers to be leaders and role models (Raines, 2002). They also appreciate things such as flexibility and respect, and generally have a positive attitude and want to be challenged. So where does all this lead us to within higher and secondary education and instruction of this newest set of learners? Raines (2002) stated that when teaching Millennials, be prepared for high expectations of both the learner and the parent. Finally, with this group be sure to encourage and mentor them, and don't be scared to learn from them.

Principles Applied to the Learners of Today

So that brings us to the question: How do instructors actually apply the most salient aspects of teaching and learning to the learners of today? Throughout this commentary, we have learned several important aspects that should be incorporated into the most effective learning environment for Millennials. First of all, it is important to develop a cooperative learning environment between the teacher and students for successful exchanges to occur. Millennials seek this environment; they particularly crave learning situations that accommodate their own needs and desire a meaningful education. Throughout this discussion we have also learned that this generation gravitates toward group activity, and it is within these interactions that they can expand upon their knowledge through the knowledge of others. Furthermore, it has been illustrated that Millennials prefer and may learn best by means of experiential learning opportunities provided through the use of hands-on and interactive lessons.

As a teacher, by incorporating high expectations for students into the classroom, you can increase student motivation to learn. This directly aligns to the expectations both the students and their parents already bring to the classroom. Remember, this group thinks it is cool to be smart (Rickard and Oblinger, 2003). The significance of prompt feedback to the learning process is also invaluable to the Millennial learner--they have grown up in an instantaneous feedback society and carry over this expectation into the classroom.

Finally, it is of particular importance to incorporate diversity itself into the classroom, and do not be afraid to learn with this new generation of learners. Through applying these suggestions, teachers can be assured they are encouraging effective learning for the leaders of tomorrow.

References

Candy, P., Crebert G. and O'Leary, J. (1994). Developing Lifelong Learners Through Undergraduate Education. National Board of Employment Education and Training. AGPS, Canberra.

Chickering, A. and Ehrmann, S. (1996) "Implementing the Seven Principles: Technology as Lever." AAHE Bulletin, October, pp. 3-6.

Lancaster, L.C., and Stillman, D. (2003) When Generations Collide: Who They Are. Why They Clash. How to Solve the Generational Puzzle at Work. (First ed.). New York: HarperCollins Publishers Inc.

Newcomb, L.H., McCracken, J.D., Warmbrod, J.R., and Wittington, M.S. (2004). Methods of Teaching Agriculture. (3rd ed.). New Jersey: Pearson Education, Inc.

Pascarella, R. and Terenzini, P. (1998). How College Affects Students: Findings and Insights from Twenty Years of Research. San Francisco, California: Jossey Bass.

Raines, C. (2002). "Managing Millennials." Retrieved March 27, 2007, from www.generationsatwork.com/articles/millenials.htm.

Rickard, W. and Oblinger, D. (2003). "Higher Education Leaders' Symposium: The Next Generation Student."

School Communities that Work: A National Taskforce on the Future of Urban Districts. (2000). Annenberg Institute for School Reform at Brown University.

David W.W. Jones is an assistant professor at North Carolina State University in Raleigh. He can be contacted at [e-mail].

Kristina G. Ricketts is an assistant professor at the University of Kentucky, Lexington. She can be contacted at [e-mail].

Jonathan D. Ulmer is a professional development specialist at the University of Missouri, Columbia. He con be contacted at [e-mail].

Kevin B. Williams is an assistant professor at Oklahoma Panhandle State University in Goodwell. He can he contacted at [e-mail].