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ERIC Number: ED477243
Record Type: Non-Journal
Publication Date: 2001
Pages: 225
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-335-20677-8
Adults Learning. Fourth Edition.
Rogers, Jenny
Aimed at anyone who wants to know how to teach adults, this guide aims to build confidence, offer practical advice, and give the real-life flavor of helping fellow adults develop. Chapter 1 addresses adult learners: mindsets, motivation, and learning (learning cycle, learning styles, relevance, reinforcement and practice, experience, learning to learn, learner-centered). Chapter 2 considers when and how to give feedback. Chapter 3 covers tutors and groups, including group behavior, best teaching styles, anxieties, tutor influence, leadership style, working in groups, group lifecycle, relationships in the group, transactional analysis, and difficulties. Chapter 4 discusses approaches to mixed ability groups. Chapter 5 focuses on preparing for, conducting, and evaluating the first session. Chapter 6 describes and gives suggestions for these two teaching methods: lectures and demonstrations. Chapter 7 discusses teaching methods to involve learners, including case studies, role play, simulation, and games. Chapter 8 describes facilitation through discussion and necessary core skills. Chapter 9 focuses on tutoring open learners, including disadvantages and advantages for students and tutors, course quality, and giving feedback. Chapter 10, on coaching and mentoring, covers giving advice, responses, coach's role, three levels of listening, and a coaching session format. Chapter 11 looks at why evaluate, who evaluates, and what to evaluate against. Appendixes include a 27-item bibliography and index. (YLB)
Open University Press, McGraw-Hill Education, Shoppenhangers Road, Maidenhead, Berkshire SL6 2QL, UK (14.99 British pounds). Tel: 44 (0)1628 502500; Fax: 44 (0)1628 635895; e-mail:; Web site:
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Great Britain)