The document outlines various modern methods that can be used in adult education, including lectures, readings, demonstrations, field trips, note-taking, programmed instruction, discussions, simulations, games, clinics, the critical incident method, and T-groups. It discusses the benefits and considerations of each method and emphasizes selecting the appropriate method based on the specific learning objectives and needs of the training program. Overall, the document promotes engaging and interactive methods that encourage participation and real-world application of skills over traditional lecture-based formats.

1. MODERN METHODS IN ADULT
EDUCATION

2. • Giving learners some degree of ownership
• Adults want to invest their previous
experience in the learning process

3. Duo Dimensional Chart

4. Lecture
• Popular during the Middle Ages when tabula
rasa theory of education prevailed
• Spoken words by the instructor
• Needs plenty of interesting and colorful
examples
• Should be accompanied by feed back activity

5. Reading
• Instructors should announce discussions or
test
• Supply syllabus for “Easter-egg hunt”
• Reading that does not permit further growth
is a questionable investment

6. Demonstration
• Illustrated lectures
• Suitable for psychomotor objectives
• Close integration of the spoken and visual
stimulus are the key to a successful
demonstration

7. Field trips
• “Easter-egg hunt” image is very helpful
• Permit learners to experience sensory
impressions which could never occur in the
classrooms or conference rooms

8. Note-taking
• Controversial
– Necessary to imprint data
– Others think that note taking may be a distraction
People may take control of hat they write causing
them to misinterpret the information

9. Programmed Instructions
• Requires active involvement of the learners
• Provides immediate feedback about the
quality of the learner’s response

10. Structured Discussion
• Conversations between trainees
• Objective should be clearly announced in
advance
• Instructor-supplied agenda may be totally
inconsistent with the climate needed for adult
learning

11. Panel Discussion
• Variation discussion format
• Sometimes called: colloquies; symposiums
• Short lectures by variety of people
Anti dote for learners’ very low participation
* question-answer participation
* post-panel structured discussion

12. Open-forum Discussion
• Learners should take full responsibility for the
content of the discussion
• Only the topic is announced
• Any member may speak to any member
• Moderator should be there

13. Performance try-out
• Used for measurement and evaluation
• Valid demonstration
• Practical application
“Learning is acquired through doing.”
-Carl Rogers

14. Brain storming
• Specialized form of discussion
• Real-problem situation
• Train people to listen positively to the ideas of
others
• Groups can generate more ideas that many
people doing it individually

15. • Participants must control their inputs.
Controls occurs through the instructions and
behaviors of the leader.
1. Generate, don’t evaluate.
2. Create new ideas by amending those which
have been suggested
3. Post all suggestions on a visible list in front of
the group

16. Case study
• Popular way to induce involvement
• an intensive analysis of an individual unit
• Participants receive a printed description of
the problem situation containing details of the
problem
• Control of the discussion is through a
description of the desired output, such as:
recommendation, decision, action plan, and
justification

17. CASE STUDY
Incident Process
• Specialized form of case study
• Insufficient data are given so that a decision
cannot be reached
• The data are available to the instructor and
doles theses out in response to specific
questions by the learners.

18. CASE STUDY
Action mazes
• Programmed case study
• Printed description of the case with enough
details to take them to the first decision point
• Leader supplies the next frame which will
explain the consequences of their decision
• Effective way to let people discover the value
of dissent, debate, confrontation, compromise

19. Role plays
• Allows learners to reenact situations
• Through reenactment, learners can reexamine
previous behaviors, tryout behaviors they
have just acquired or experiment on behavior
which strike them as potentially useful
• To make the role play totally relevant and
realistic, instructors sometimes ask
participants to write their own role plays.

20. REVERSE ROLE PLAYS
• Participants switch roles at a critical moment
in the role play
• Helps gain understanding of another person’s
viewpoint

21. Doubling role plays
• Observers of the role plays get into the action
when they feel moved to do so
• They step behind the current player and
become another “body and voice” for that
character.
• Doubling role play is an enacted brain storm

22. Rotation role plays
• Variation of doubling role plays
• One learner replaces another participant in
the role play.
• Learners are in greater control of the content
and processes
• Can also be managed by the instructor

23. Hot role plays
• Used to resolve issues that arise
spontaneously in the classroom dynamics
• No instructions are given to the learners
• Can become psychodrama
• “alter-egoing”
• “magic shop”
• “magic wand”

24. Simulations
• Somewhat like action mazes being role played
• Operation of a real-world process or system
over time.
• To “mimic or simulate a real system so that we
can explore it, perform experiments on it and
understand it before implementing it in the
real world”

25. Baskets
• Form of simulation
• Gets the realities of the job through the paper
symptoms of that job
• limited period of time to set priorities,
organize their working schedule accordingly
and respond to mails and phone calls

27. Games
• Simulation made competitive
• For therapeutic training, games can be sued
for self-actualization and self-fulfillment
• Develop listening skills
• Greater involvement
• Some behavior may be indentified as
contributive or counter productive

28. Clinics
• Learners devote their energy in solving a given
problem
• Discussion format
• Helpful in developing problem-solving,
decision-making or team membership skills
• Real-world situation

29. Critical incident method
• Identifies and analyzes actual participant
experiences as a basis for better
understanding real problems
• Does not identify problem situations for class
analysis but describe the details of an incident
that “changed their lives”
• Also called as the peak-experience approach
• Incidents come from the learners themselves

30. CIT is a flexible method that usually
relies on five major areas.
1. Determining and reviewing the incident
2. Fact-finding
3. Identify the issues.
4. Decision on how to resolve the issues based
on various possible solutions
5. Evaluation, which will determine if the
solution that was selected will solve the root
cause of the situation

31. T-groups
• ”sensitivity training”
• form of group psychotherapy where
participants themselves learn about
themselves through their interaction with
each other.
• use feedback, problem solving, and role
play to gain insights into themselves, others,
and groups.

32. Organization development data gathering
involves the process of diagnosis aimed at
deciding which one or what combination of
specific methods may be useful to achieve
development objectives as a group or as an
organization

33. Asking what method to use for a training
program is like asking a physician what
instrument to use for surgery. It all depends
on the nature of the operation.