Teaching a Multigenerational Classroom
Purpose: Today’s classrooms may bring together secondary students, traditional-age undergraduates, and working adult learners with wide-ranging backgrounds, experiences, and goals. This diversity enriches learning but also calls for thoughtful course design and facilitation. How can you support and engage students at very different life stages and levels of experience?
Below are practical strategies to foster community, relevance, and success for all:
1. Value and Leverage Life Experience
Acknowledge Differences: At the start of the course, affirm the value of all learners’ perspectives, whether based on schoolwork, prior coursework, work, or lived experience.
Create Assignments: Discussions where students can draw connections between course material and their own experiences, whether from school, work, or personal life.
2. Use Clear Communication & Structure
Clarify Expectations: Be explicit about deadlines, assignment formats, and participation. Avoid assumptions about familiarity with college norms or digital platforms, since secondary students and returning adults may both be newcomers.
Provide Scaffolding: Offer checklists, models, and resources for skills like time management, research, or academic writing, knowing that students’ backgrounds will vary.
3. Foster Intergenerational Dialogue and Collaboration
Structured Group Work: Mix generations in teams with clear roles, so each student can contribute unique strengths—older adults may offer practical or workplace insights, while younger students bring fresh perspectives.
Discussion Prompts: Use questions that invite personal or generational context (“How might this issue affect people at different stages of life?”).
4. Address Potential Challenges Proactively
Tech Comfort: Offer guidance, extra support, or links to tutorials for course technology—never assume universal tech literacy.
Work-Life Balance: Be aware that adult learners and high school students may have schedules packed with work or family obligations; provide clarity and, where possible, flexibility.
Feedback: Check in regularly (formally or informally) about what’s working and what’s not for students of all backgrounds.
5. Build a Class Community
Create early opportunities for students to share about themselves (interests, goals, backgrounds) so they see classmates as resources, not just peers from other age groups.
Foster a spirit of respect and curiosity about different perspectives in both synchronous and asynchronous forums.
Instructor Planning Guide
Accessibility: How will I acknowledge and value the diverse life stages, backgrounds, and experiences students bring to the course?
Relevance: Have I designed assignments and discussions that allow students to connect course material to personal, academic, or professional contexts.
Structure: Are my expectations, assignments, and technology tools clearly explained for students who may be unfamiliar with academic or digital norms?
Flexibility: Have I built in multiple ways for students to participate and demonstrate learning, considering their comfort with speaking, writing, and technology?
Dialogue: How can I encourage intergenerational collaboration and discussion that values each student’s perspective?
Support: What scaffolding or resources can I provide to help students manage workload, understand technology, or develop academic skills?
Community: What strategies can I use to foster curiosity, respect, and mutual learning among students from different age groups?
Instructor Checklist
- I made space for students to share their different life experiences at the beginning of the course.
- I created assignments that allow students to connect learning to their own experiences and backgrounds.
- I clearly communicated expectations around assignments, deadlines, participation, and use of technology.
- I offered scaffolding (e.g., checklists, models, tutorials) to support varying levels of academic and tech familiarity.
- I provided options for participation (e.g., verbal, written, online) and different ways to demonstrate learning.
- I intentionally designed group work and discussion prompts that support intergenerational dialogue.
- I acknowledged competing life demands (e.g., school, work, caregiving) and provided flexibility where possible.
- I created space for regular student feedback and adapted approaches as needed.
- I facilitated early introductions and activities to help students build community and recognize each other as resources.
- I fostered a classroom culture of curiosity, respect, and mutual learning across age groups.
Resource
The Multigenerational Classroom (Susan Sportsman, F.A. Davis)