Implications for Classroom Practice

Teachers can use a number of classroom strategies to encourage the opportunities for growth and types of academic and personal growth described in this study. These include, but are not limited to:

• Using a reverse mentoring model within the school by training middle school students and having them team with teachers to assist students in Grades K – 6. (Note: this reverse mentoring may or may not involve technology. Non-technology examples include literature studies, field-based or problem-based learning in any content area, or any cross-aged projects.)
• Creating and fostering an environment that recognizes the strengths of each student, and using students’ expertise to help teachers develop technology skills, problem-based learning skills, and skills working with multi-aged groups.
• Reinforcing the concept that there is often more than one way to solve problems, and encouraging problem solving in all aspects of the curriculum.
• Teaching students that mistakes can lead to new discoveries, sharing examples from history as well as from student experiences.
• Recognizing that students bring their own expertise to many learning situations and allowing them to share that expertise with other students and teachers to develop a "community of learners" that will develop self-confidence in students and teachers.
• Recognizing that students "learn by doing" and providing as many "doing" (hands-on, field-based, or problem-based) opportunities as possible.
• Assessing student learning through a variety of modalities, with an emphasis on the use of technology for non-traditional, more holistic assessment.

Although not considered a teaching strategy, teachers also need to recognize and to embrace new roles in their classrooms, and view themselves as actively creating (a) student-centered learning environments and (b) creative opportunities for their students’ academic and personal growth. The model described in this study provides a framework for school-wide restructuring and a means of changing traditional rules, roles and relationships to create true learner-centered environments. The chart below summarizes the various terms used to characterize teacher roles (in terms of teacher-student interactions) in teacher-centered and learner-centered environments.

When teachers think of themselves as co-learners and facilitators, as curriculum developers and community builders, as facilitators and coaches, they will have many opportunities to create unique programs/projects that use the reverse mentoring model in their classrooms, their schools, and their communities.

Conclusion

Reverse mentoring, coupled with scaffolded learning in a constructivist, technology-rich learning environment was a winning combination for all participants of this study: graduate students, Gen Y students, and the university professor. Such a model encourages authentic participation of students as collaborative partners with teachers. Gen Y students crossed long-established educational borders, and graduate students became comfortable learning from Gen Y students. Each group gained immeasurably because of their in-depth, contextualized, and extended interactions with each other. Finally, the university professor had the opportunity to study reverse mentoring as Gen Y students ventured into a graduate level university course to assist practicing teachers. In addition, she was able to create a learner-centered environment in which she was not the only teacher in the classroom. Graduate students were overwhelmingly satisfied with their learning experiences and their overall success in meeting both course objectives and their personal and professional goals.

About the Authors

Alice A. Christie , Ph.D.is an Associate Professor of Technology and Education and Graduate Studies Department Chair at Arizona State University West.
Email alice.christie@asu.edu
http://www.west.asu.edu/achristie/

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Meridian: A Middle School Computer Technologies Journal
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Volume 8, Issue 2, Summer 2005
ISSN 1097 9778
URL: http://www.ncsu.edu/meridian/sum2005/gen_y_college/index.html
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