The Millenials

EDU 642-1202 A – 01
UNIT 1 PPT
THE MILLENNIALS
Estella Saloma
AIU Online

Introduction

 This presentation will introduce the different
generations.

 This presentation will present you with a brief
description of today’s learners also known as
“The Millennials”.

 This presentation will also introduce a few
characteristics of Millennials

Generation Learners

 Traditionalists- born between 1900-1942,
were molded by the Great Depression, the
New Deal and World War II. (In Touch, 2008)
 Baby Boomers- born between 1943-1960,

saw technology develop from adding machines
and rotary phones to calculators, eight-track
tapes, automatic typewriters, video games and
computers. (In Touch, 2008)

Cont. Generation Learners
 Generation X- born between 1961-1981,
cutting edge technology for them include video
games, VCRs, cable TV, personal computers,
microwave ovens, ATM machines and cell
phones. (In Touch, 2008)
 Millennials – born after 1981, cutting edge

technology for them includes iPods/MP3s,
camera phones, PDAs, digital cameras,
personal DVD players and virtual reality. (In
Touch, 2008)

Facts about the Millennial Learner
 According to In Touch (2008) children born after 1981
are considered “Millennials”.
 They are also known as “Generation Y,” “The Me
Generation,” and “The Least Great Generation. (Klauss,
2012)
 63% of teens internet users go online everyday.
 Nearly six out of ten 18-29 year-olds have more than one
social networking profile more than one site. A number
that is increasing year over year.
 Texting has increased 566% with 12-17
year-old over the last 3 years.
(Petrusa, 2010)

Characteristics of a Millennial
Special
 Have always been treated as special and important.
 This generation of children has been the most wanted.

 It’s been instilled in them that they are vital to the
nation and to their parents’ sense of purpose.
 They feel they are here to solve world problems that
older generations have failed to solve.
 They may claim they want privacy, but they crave
attention. (Howe & Strauss, 2003)

 Sheltered
 Highly protected as children.
 Grew up in a time of increasing safety measures (car
seats, baby on board signs, school lockdowns).
 They were rarely left unsupervised.

 They were sheltered from having to take care of their
own conflicts as parents advocated on their behalf, and
“spared” them from unpleasant experiences.
 As college students, they may expect faculty and staff
to shelter, protect, and nurture them – and resolve their
conflicts for them. (Howe & Strauss, 2003)


 Confident
 They are motivated, goal-oriented, and confident in
themselves and the future.
 They expect college to help launch them to greatness.

 They may brag about their generation’s power and
potential.
 They have high levels of optimism and they feel
connected to their parents.
 They are assertive and believe they are “right”. (Howe
& Strauss, 2003) )(as cited by Edmund & Tiggeman,
n.d.)


 Team-Oriented
 They are group oriented rather than being
individualists. They may sacrifice their own identity to
be part of the team.
 They are forming a tight-knit generation.

 While they are group-oriented within their own cohort,
they may “politely” exclude other generations.
 They do not want to stand out among their peers, they
want to be seen as part of the group.
 They dislike selfishness and are oriented toward service
learning and volunteerism. (Howe & Strauss, 2003)


 Achieving
 Grade points are rising with this generation and crime
is falling.
 They see college as the key to a high paying job and
success, and may miss the bigger picture of what a
college education is all about.
 They are pressured to decide early on a career.

 Their focus is more on the world of achievement rather
than personal development. (Howe & Strauss, 2003)(as
cited by Edmund & Tiggeman, n.d.)


 Pressured
 Tightly scheduled as children and used to having every
hour of their day filled with structured activity.
 They may struggle with handling free time and time
management in general.
 In elementary, middle, and high school, have had more
hours of homework and less free time.
 They feel pressured to succeed.

 They think multi-tasking saves time and is a smart thing
to do. (Howe & Strauss, 2003)

 Conventional
 Respectful to the point of not questioning authority.
 They are civic-minded and believe the government
knows what’s best and will take care of them.
 Their clothing, music, and cultural markings will be very
mainstream.
 They support and believe in social rules, and are more
in line with their parents’ values than most other
generations have been. They value their parents’
opinions very highly.
 They are trying to invite rules and norms back into the
culture. (Howe & Strauss, 2003)

 Empowered adventurers
 Research shows that this generation has a confidence
that comes from a strong sense of their ability to
accomplish things that have been entrusted to them.
 They think and learn in interactive, nonlinear ways.

 They are willing to explore, search and navigate.
(Center for Ministry Development, n.d.)

 Love of family
 In light of all the troubles in the world in which they
live, there seems to be a surprising trend toward
relying more on their family as a sanctuary against the
difficulties of life.
 They view their parents as the most important source of
guidance and emotional support. (Center for Ministry
Development, n.d.)


 Self-reliance
 They believe that becoming successful is up to them,
and they are not depending on others for help.
 Finding a good job is a priority.

 They are the young navigators. They must chart their
own course.
 They value personal experience and are prone to seek
out critical thinkers.
 They strongly value individual rights. (Center for
Ministry Development, n.d.)

 Global icons
 Brand identification in the consumer market seems to be
at an all-time high.
 It’s important to wear the right jeans, wear the right
athletic shoes, and drink the right kind of beverage.
 The generation is returning to the tried and true dream
of all marketers – brand loyalty. (Center for Ministry
Development, n.d.)


 Diversity is important
 This generation values diversity unlike any before them.
 They have a high tolerance for differently held beliefs.

 They believe strongly in equal rights.

 Discrimination against minorities is in the top five issues
about which they are very concerned.
 They know they are growing up in an increasingly
multicultural world. (Center for Ministry Development,
n.d.)


 Hungry for the transcendent
 They are spiritually hungry. While more than 80% of
young people today will identify themselves as
believers, the question that should be raised is what do
they believe in?
 They are hungry not just for answers, but more
importantly the knowledge of how to find them for
themselves.
 They are seeking a practical, pragmatic, everyday
faith they can grasp that will help them to make sense
of the world around them. (Center for Ministry
Development, n.d.)


 Service-oriented
 They have a strong sense of the common good and of
collective social and civic responsibility.
 They are more knowledgeable than any previous
generation about social issues.
 They are very social concerned about the environment,
AIDS, drugs, homelessness, crime, and discrimination.
 They engage in service activities more than any
previous generation. (Center for Ministry Development,
n.d.)

 Mediavores
 This generation is addicted to media.
 It is not uncommon for them to be doing their
homework, listening to a CD, watching television, and
communicating on-line at the same time. They are giving
new definition to “multitasking.” (Center for Ministry
Development, n.d.)

 Mobility equals freedom
 This generations promises to be one of the most mobile
ever.
 They don’t intend to stay at home. They have
aspirations to travel, not only around this country, but
also around the world. They already travel on the
Internet to many places and now they want to go there
in person. (Center for Ministry Development, n.d.)

Conclusion

 Millennials require hands on experiential
learning if possible with technology involvement.
 The bad news is that they need continual praise
and criticism to feel “special.”
 The good news is that they are well behaved
and respect rules more which makes them easier
to teach. (Edmond & Tiggeman, n.d.)

References
 Center for Ministry Development (n.d.). Key Characteristics of Today’s
Adolescents: The Millennial Generation (1980/83 – present). Retrieved
from
http://catholicyouthministryofdallas.org/documents/Handbook%202006%20-%
 Edmond, T. & Tiggeman, T. (n.d.). Effectively Reaching the Millennial
Generation through Experiential Learning Techniques. Retrieved from
http://www.abe.sju.edu/tiggeman.pdf
 Howe, N. & Strauss, W. (2003). Characteristics of The Millennial
Generation. Retrieved from
https://students.rice.edu/images/students/AADV/OWeek2008AADVResources/
 In Touch (2008). Meeting The Needs of Millennial Students. Retrieved from
http://www.csulb.edu/divisions/students2/intouch/archives/2007-08/vol16_no1

References
 Klauss, L. (2012). Facts About Millennials. Retrieved from
http://lucasklauss.com/post/4183686254/facts-about-millennials
 McGlynn, A. (2005). Teaching Millennials, Our Newest Cultural Cohort.
Education Digest: Essential Readings Condensed For Quick Review, 71(4),
12-16Aviles, C. B. (2000). Teaching and Testing for Critical Thinking with
Bloom's Taxonomy of Educational Objectives. Retrieved from ERIC.
 MUSE (2012). Technology: Informal and Formal Learning. Retrieved from
http://coursebuildercontent.careeredonline.com/Assets/50000/40912.pdf
 Petrusa, J. (2010). 26 Facts About Millennials Online, Social and Mobile
Behaviors. Retrieved from
http://itsjosipnotjoseph.com/2010/08/26-facts-about-millennials-online-social-and-mobil

The Millenials

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