Older Adults as Covert Operatives in a First-Year Undergraduate Course on Aging

Abstract Age-friendly university programs are increasing in number, yet little research has evaluated how older adults shape classroom experiences. This pilot study tested one method for analyzing intergenerational classroom dynamics. Two small-group discussion sections for an introductory class on aging included older adults (n = 3 per section) and undergraduates (n = 15 per section). Class sessions on four topics (health, sexuality, housing, relationships) were video recorded. Overall, older adults spoke proportionally more during class discussions than would have been expected by chance alone. They participated most during the session about sexuality and least in the section that addressed relationships. Specific contributions from older adults included reflections on class activities, topic-specific personal anecdotes, and reactions to younger students. Research methods to investigate intergenerational learning are emerging, and this study provides one preliminary approach. We discuss additional ideas to bring empirical rigor to this emerging field of study.

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Enhancing Students’ Speaking Ability Through Small Group Discussion Technique to the Firts Year Students of SMA Negeri 1 Ratahan

Journal of Educational Method and Technology ◽

10.36412/jemtec/001035e1/desember2019005 ◽

2019 ◽

Vol Volume 2 Nomor 3 ◽

Keyword(s):

Small Group ◽

Group Discussion ◽

Small Group Discussion ◽

First Year ◽

English Teacher ◽

First Year Students ◽

Post Test ◽

Speaking Skill ◽

The Mean

This research in intended to find out the effectiveness of small group discussion technique in improving the students’s speaking ability. It was conducted at SMA Negeri 1 Ratahan in which one class of the first-year students of the school was the sample. The data of the research were obtained by using test in the form of pre-test and post-test. The result showed that the scores of the post-test were higher than that of the pre-test. The mean of the post-test is 8.2 and the mean of the pre-test is 6.7. Teaching speaking skill by using small group discussion technique can improve the students’ ability in speaking. Small group discussion technique can give the students opportunity to practice their language. In small group discussion, they can express their ideas and thought freely. It will be better for English teacher to vary the techniques of teaching to avoid boredom that might appear to the students.

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Usefulness of Small Group Discussion Using KJ Method regarding Early Exposure for First-year Pharmaceutical Science Students

YAKUGAKU ZASSHI ◽

10.1248/yakushi.126.1179 ◽

2006 ◽

Vol 126 (11) ◽

pp. 1179-1183 ◽

Cited By ~ 7

Author(s):

Risa TAKAYANAGI ◽

Yasuhiko YAMADA ◽

Takeshi OZEKI ◽

Haruko YOKOYAMA ◽

Akira HIRATSUKA ◽

...

Keyword(s):

Small Group ◽

Group Discussion ◽

Small Group Discussion ◽

First Year ◽

Science Students ◽

Early Exposure ◽

Pharmaceutical Science ◽

Kj Method

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Enhancing Students’ Speaking Ability Through Small Group Discussion Technique to the Firts Year Students of SMA Negeri 1 Ratahan

Journal of Educational Method and Technology ◽

10.36412/jemtec.v2i3.1022 ◽

2021 ◽

Vol 2 (3) ◽

Author(s):

T Mogea

Keyword(s):

Small Group ◽

Group Discussion ◽

Small Group Discussion ◽

First Year ◽

English Teacher ◽

First Year Students ◽

Post Test ◽

Speaking Skill ◽

The Mean

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A Practical Design Exercise for First-Year Students

International Journal of Mechanical Engineering Education ◽

10.1177/030641909502300303 ◽

1995 ◽

Vol 23 (3) ◽

pp. 195-202 ◽

Cited By ~ 2

Author(s):

M. Hill ◽

I. P. Bryant

Keyword(s):

Small Group ◽

Engineering Students ◽

Group Discussion ◽

Group Learning ◽

Small Group Discussion ◽

First Year ◽

Small Group Learning ◽

First Year Students ◽

Design Considerations ◽

Practical Design

This paper presents a rationale for a way of introducing first-year mechanical engineering students to engineering design. Emphasis is placed on practical design considerations and small group discussion during laboratory exercises, providing an experience of the process of making engineering judgements. Knowledge of component terminology and operating principles is tested. The exercise supports the findings of educational researchers on the effectiveness of small group learning in relation to practical and diagnostic tasks.

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Role of small group discussion in comparison to didactic lecture in improving self directed learning among first year medical students

Journal of Anatomical Society of India ◽

10.1016/j.jasi.2016.08.127 ◽

2016 ◽

Vol 65 ◽

pp. S38

Author(s):

Manisha Sachin Chougule ◽

A.V. Kulkarni ◽

S.K. Deshpande

Keyword(s):

Medical Students ◽

Small Group ◽

Group Discussion ◽

Small Group Discussion ◽

First Year ◽

Self Directed Learning ◽

Directed Learning ◽

Didactic Lecture ◽

First Year Medical Students

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A STUDY ON STUDENTS PERCEPTION TOWARDS SMALL GROUP DISCUSSION –SGD

10.36106/ijsr/2005130 ◽

2020 ◽

pp. 1-2

Author(s):

Uma Unnikrishnan ◽

C. Rekha

Keyword(s):

Small Group ◽

Group Discussion ◽

Team Work ◽

Small Group Discussion ◽

First Year ◽

Medical Council ◽

Minimum Score ◽

Competency Based ◽

Teaching Learning

Introduction : The Medical Council of India curriculum which now implements Competency Based Medical Education CBME has made Small Group Discussion SGD mandatory as a teaching learning method.CBME promotes active and lifelong learning Students need to get actively involved in the learning process and small group discussion is optimal for this. Background: For decades the traditional method of teaching has been lectures in medical school.More interesting and innovative methods are needed to improve learning. Pre clinical subjects like Anatomy,Biochemistry and Physiology have concepts that are better understood in a Small group discussion Materials and Methods: The 100 first year M.B.B.S. students are given a paper questionnaire individually.A total of 25 questions based on 5 topics namely Learning Experiences,Team work,Confidence.Communication skills and Role of Teacher are answered on the 5 point Likert scale.Results : The statistics was analysed using SPSS software. The mean percentage score of students was 66.1 with minimum score of 46.4 and maximum score of 89.6 with SD of 9.09 .Conclusion : The students have a positive perception towards Small Group Discussion .The confidence and communication skills of students need improvement .The Role of teacher is also very important in conducting SGD.

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Evaluation Research for Intergenerational Programs: Rigorous Methods, Best Practices, and Challenges

Innovation in Aging ◽

10.1093/geroni/igaa057.1764 ◽

2020 ◽

Vol 4 (Supplement_1) ◽

pp. 542-542

Author(s):

Skye Leedahl ◽

Amy Eisenstein

Keyword(s):

Older Adults ◽

Best Practices ◽

Evaluation Research ◽

Intergenerational Learning ◽

Intergenerational Programs ◽

Adult Day Services ◽

Implementation Studies ◽

Quasi Experimental ◽

Intergenerational Classroom ◽

Using Data

Abstract Conducting evaluative research on intergenerational programs is key to understanding if they are functioning as intended. Research on program impact is also critical for prioritization and decision-making in an increasingly competitive market with many programming choices. Implementation studies can help researchers identify needed modifications for replication or introduction to new populations, which is particularly important as universities and communities work to become Age-Friendly. There is growing demand by educational entities (e.g., universities, high schools) and organizations that serve older adults (e.g., senior centers, adult day services, lifelong learning institutes, and residential programs) to identify rigorous methods that can be used to analyze outcomes for students and older adults who take part. This symposium focuses on evaluation methods for intergenerational programs and highlights diverse examples of how researchers have evaluated their programs. The presenters will discuss best practices and challenges to conducting research on these programs as well as the findings of the studies. The first paper will discuss the creation of an intergenerational contact measure. The second paper will describe how an intergenerational classroom was examined using data from instructors and students. The third paper will detail how a quasi-experimental design was used to examine outcomes for an intergenerational program on older adult participants. The fourth paper will discuss how data was gathered from various stakeholders to examine the impacts of an intergenerational classroom. Amy Eisenstein, Senior Program Officer at RRF Foundation for Aging will serve as the discussant. Intergenerational Learning, Research, and Community Engagement Interest Group Sponsored Symposium.

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