CHAPTER MODERN METHODS IN ADULT EDUCATION

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Desired Learning Outcomes:

At the end of this unit, the students must be able to:
✓ Know how to use the different modern methods in adult education
✓ Understand the relevance of each modern methods

1) Lecture

A lecture is an oral presentation intended to present information or teach people about

a particular subject, for example by a university or college teacher. Lectures are used
to convey critical information, history, background, theories, and equations.

Teaching is the outcome of lecturing.

Lecturing is one of the methods of teaching, much like storytelling, sharing an

example, singing, giving a presentation (PPT), doing a project and so on.
Nowadays, lecturing is not popular.

2) Reading

Research shows that reading styles instruction can help even the least academically
talented youngsters become proficient readers. Twenty years of experience
with reading styles have taught us well. We now know the importance of teaching to
students' strengths and accommodating their interests.

Learning to read is about listening and understanding as well as working out what's
printed on the page. Through hearing stories, children are exposed to a wide range of
words. This helps them build their own vocabulary and improve their understanding
when they listen, which is vital as they start
to read.
3) Demonstration

A method demonstration is a teaching method used to communicate an idea with the

aid of visuals such as flip charts, posters, power point, etc.
A demonstration is the process of teaching someone how to make or do something in
a step-by-step process. As you show how, you “tell” what you are doing.

Kinds of Demonstration

There are two general kinds, or types, of demonstration:

Method Demonstration

These show how to do something. They involved the materials used in the job being
taught, show what is done, how it is done, and explain each step as it is taken. Method
demonstrations can usually be completed in a relatively short time and are inexpensive
to present. Much use of them is being made on educational television and on radio
programs. Programs describing steps in completing survey, Map Making, Statistical
analysis etc.

Result Demonstration

These are intended to show by example the results of some practice by means of
evidence that can be seen, heard or felt. Measurement of masses, counting of
population etc.

4) Field Trip

A field trip is a visit to a place outside the regular classroom which is designed to
achieve certain objectives, which cannot be achieved as well by using other means.
For example if the lesson is on “making cheese”, and if there is no hand on experience
it is very difficult to achieve the objectives.

Going on field trips offers students a unique cultural learning experience. It allows
students to be involved in new environments, key to encouraging curiosity about a
given subject. It is also valuable as an exercise in broadening a student's
understanding of the world and their place in it.

5) Note Taking in Syllabus

Techniques and Tips for Listening and Note Taking

1. Write phrases, not full sentences. ...

2. Take notes in your own words. ...
3. Structure your notes with headings, subheadings and numbered lists.
4. Code your notes—use color and symbols to mark structure and emphasis.
5. Use color to highlight major sections, main points and diagrams.
Disadvantages of Note Taking:

No way to tell major from minor points, difficult to edit without rewriting, difficult to
review without a lot of editing.

When to use it: Lecture is somewhat organized, heavy in content and presented
quickly, works well when you do not know the relationship of ideas.

6) Free-Form Note-Taking

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✓ Microsoft 365.
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✓ Google Keep.
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7) Programmed Instruction

Programmed learning is a research-based system which helps learners work

successfully. The method is guided by research done by a variety of applied
psychologists and educators. The learning material is in a kind of textbook or teaching
machine or computer.

Advantages of Programmed Instruction:

1) The main emphasis is on individual differences and student’s involvement. 2)

Students may learn at their own pace. 3) Students are exposed only to correct
responses, therefore, possibility to commit errors is reduced
 These are following characteristics of Programmed Instruction learning
material.

1. PI based learning material is Individual and only one person can

learn by it at a time.
2. PI based learning material is divided into various small steps.
3. PI material is arranged into in a series of sequential step.
4. Each step is related with another step.
5. The learner should have made active response.
6. Learner get immediate feedback in PI based material.
7. Students learn by “Principle of self-pacing”.
8. PI material is Pre-tested and valid.
9. In PI based learning Error Rate and Fault rate is very less.
10. In PI based learning stimulus, Response and Reinforcement
both are active.

8) Structured Discussion

In a structured discussion, a discussion is used to meet specific learning outcomes.

The discussion usually has guidelines, which can be both content-oriented, logistical,
and technical.

For example, the discussion rules can restrict the topics, tell when and how to make
contributions, require responses to specific questions, call for a formal debate, or ask
participants for specific kinds of input, numbers of posts, or numbers of responses.

9) Panel Discussion

A panel discussion, or simply a panel, involves a group of people gathered to discuss

a topic in front of an audience, typically at scientific, business, or academic
conferences, fan conventions, and on television shows.

A panel discussion is a specific format used in a meeting, conference or convention.

It is a live or virtual discussion about a specific topic amongst a selected group of
panelists who share differing perspectives in front of a large audience.

There are two types; they are public and educational panel discussion. The
participants are members/panelist, chairperson and audience. The panel
discussion helps to solve problems, creative thinking, criticize the theme; also get the
ability to putting questions and answering questions.
10) Open Forum Discussion

Open forums are designed to bring together youth from a particular country to discuss
real and relevant issues that they deal with in their communities. It gives youth a
platform for safe, open discussion to reflect and express what they face in their
everyday lives.

Open Forums can range from 5 to 50 young people.

The term “open forum” can refer to several things, depending on who is speaking and
what the context is. All of these meanings, however, imply the open exchange of ideas
and information, usually to better the common good.

The word “forum” comes directly from the Latin. In Roman times, the forum was an
open marketplace where people could make purchases, have discussions with other
citizens; try to reach agreement on matters of public interest. Some of these meanings
have carried through to the modern day.

11) Question-Answer Discussion

Question and answer forums are an extension of the standard discussion forums the
provide workflow around a question and answer workflow process.

12) Performance Try-Out

An experimental performance or demonstration: such as a test of the ability (as of an

athlete or actor) to fill a part or meet standards; a performance of a play prior to its
official opening to determine response and discover weaknesses.

13) Brainstorming

Brainstorming is a large or small group activity that encourages students to focus on

a topic and contribute to the free flow of ideas.

1. The teacher may begin a brainstorming session by posing a question or a

problem, or by introducing a topic.
2. Students then express possible answers, relevant words and ideas.
3. Contributions are accepted without criticism or judgement and usually
summarized on a whiteboard by the teacher or a scribe as the ideas are called
out.
4. These ideas are then examined, usually in an open class discussion format.

Why use brainstorming?

By expressing ideas and listening to what others say, students adjust their previous
knowledge or understanding, accommodate new information and increase their levels
of awareness. Brainstorming's main purposes are to:
 • focus students' attention on a particular topic
• generate a quantity of ideas
• teach acceptance and respect for individual differences
• encourage learners to take risks in sharing their ideas and opinions
• demonstrate to students that their knowledge and their language abilities are
valued and accepted
• introduce the practice of idea collection prior to beginning tasks such as writing
or solving problems
• provide an opportunity for students to share ideas and expand their existing
knowledge by building on each other's contributions.

Common issues using brainstorming

Initially, some students may be reluctant to speak out in a group setting, but
brainstorming is an open sharing activity which encourages all students to
participate. Teachers should emphasize active listening during these sessions.

Students should be encouraged to:

• listen carefully and politely to what their classmates contribute

• tell the speakers or the teacher when they cannot hear others clearly
• think of different suggestions or responses to share.

14) Action Maze

A variation of the case study in which learners solve a problem or case by making
decisions. Their decisions determine what they will see next. The consequences of
their decisions provide learners with insight and feedback.
An action maze is a kind of "create your own adventure" story. Students are given a
scenario, and must make a choice. As a result of that choice, they are faced with the
next phase of the story.

15) Traditional Case Method

Case studies are in-depth investigations of a single person, group, event or

community. Typically, data are gathered from a variety of sources and by using several
different methods (e.g. observations & interviews)
In psychology, case studies are often confined to the study of a particular individual.

16) Jigsaws

The jigsaw technique is a method of organizing classroom activity that makes

students dependent on each other to succeed. It breaks classes into groups and
breaks assignments into pieces that the group assembles to complete the (jigsaw)
puzzle.
17) In-Baskets

An in-basket test or an in-basket exercise is a test used by companies or

governments in hiring and promoting employees. During the test, job applicants
receive a number of mails, telephone calls, documents and memos.

The in-basket technique is probably one of the best know situation or simulation
exercises used in assessment centers. It is a method of acquainting new or promoted
employees with the complexities of their jobs by presenting them with a range of
problems they might find in their 'in basket' when they take up the job.

18) Incident Process

The incident process provides an opportunity for learning to structure problems

through effective inquiry. The incident process is intended to develop problem-solving
skills through a procedure in which knowledge about the problem is revealed only by
an active process of inquiry.

19) Team Tasks

The purpose of team building activities is to motivate your people to work together, to
develop their strengths, and to address any weaknesses. So, any team building
exercise should encourage collaboration rather than competition. Be sure to
incorporate team building into your workplace routines and practices.

20) Fishbowls

Fishbowl is a strategy for organizing medium- to large-group discussions. Students

are separated into an inner and outer circle. In the inner circle, or fishbowl, students
have a discussion; students in the outer circle listen to the discussion and take notes.

The fishbowl strategy is designed to help students build social skill and to help them
develop conversation skill. The idea is that two students are surrounded by the rest of
the class and they will then debate a topic. The “bowl” is formed by students
surrounding them.

21) Role Play

Role-play is a technique that allows students to explore realistic situations by

interacting with other people in a managed way in order to develop experience and
trial different strategies in a supported environment

Role Playing is an effective way for children to make sense of the world around them.
Children learn to empathize with others; taking part in a role play activity would usually
mean that you are taking on the role of character which will teach children about the
empathy and understanding of different perspectives
Role play exercises give students the opportunity to assume the role of a person or
act out a given situation. These roles can be performed by individual students, in pairs,
or in groups which can play out a more complex scenario.

22) Critical Incident

Critical learning incidents are learning situations which learners have experienced
as effective, exceptional, or personally meaningful. Critical learning incidents may
lead to educationally significant learning and personal growth. The
term critical refers to the fact that the circumstances described in the incident play
an important role in determining the outcome of learning. Typical of these
experiences is that critical characters of an incident are described by the learners
themselves. This means that incidents include a multitude of different kinds of activity
and that incidents can only become critical afterward.

23) T-Groups

A T-group or training group (sometimes also referred to as sensitivity-training group,

human relations training group or encounter group) is a form of group training where
participants (typically between eight and fifteen people) learn about themselves (and
about small group processes in general) through their interaction with each other. They
use feedback, problem solving, and role play to gain insights into themselves, others,
and groups.
Experimental studies have been undertaken with the aim of determining what effects,
if any, participating in a T-group has on the participants. For example, a 1975 article
by Nancy E. Adler and Daniel Goleman concluded that "students who had participated
in a T-group showed significantly more change toward their selected goal than those
who had not." Carl Rogers described sensitivity groups as "...the most significant
social invention of the century"

24) Simulations

An instructional simulation, also called an educational simulation, is a simulation of

some type of reality but which also includes instructional elements that help a learner
explore, navigate or obtain more information about that system or environment that
cannot generally be acquired from mere experimentation.

Simulation allows students to change parameter values and see what happens.
Students develop a feel for what variables are important and the significance of
magnitude changes in parameters. data issues, probability and sampling
theory. Simulations help students understand probability and sampling theory.
25) Games

Using games in a lesson as part of teaching and learning helps to create positivity
around the lesson, motivating students with their participation and creating a positive
attitude towards learning. Games can also create a positive memory and experience
of learning for students in the classroom.

Games allow players to learn on a subtextual level. They allow for

secondary learning outcomes. They are well known for abstracting complex issues
down to basic and easily digestible problems that users can interact with and begin to
understand

27) OD Data Gathering

Organizational development is a critical and science-based process that helps

organizations build their capacity to change and achieve greater effectiveness by
developing, improving, and reinforcing strategies, structures, and processes.

There are a few elements in this definition (adapted from Cummings & Worley, 2009)
that stand out.

• Critical and science-based process. OD is an evidence-based and structured

process. It is not about trying something out and seeing what happens. It is
about using scientific findings as input and creating a structured and controlled
process in which assumptions are tested. Lastly, it is about testing if the
outcomes reflect the intention of the intervention.

• Build capacity to change and achieve greater effectiveness. Organizational

development is aimed at organizational effectiveness. It, therefore, has a
number of (business) outcomes. These can differ between organizations, but
usually, they do include financial performance, customer satisfaction,
organizational member engagement, and an increased capacity to adapt and
renew the organization. These are not always clear-cut. Sometimes it is about
building a competitive advantage, in whichever way we define that.

• Developing, improving, and reinforcing strategies, structures, and

processes. The last part of our definition states that organizational
development applies to changes in strategy, structure, and/or processes. This
implies a system-approach, where we focus on an entire organizational
system. This can include the full organization, one or more locations, or a single
department.