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Payne, Nancie – Adult Learning, 1992
Preferred learning modalities of adults with learning disabilities should be assessed to make learning productive. Relevant information can be acquired about communication styles and skills, color association, hobbies and leisure activities, and favored learning or work environments. (SK)
Descriptors: Adults, Educational Environment, Learning Disabilities, Learning Modalities
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Ramirez, Sylvia – Adult Learning, 1992
Teachers of English as a Second Language to groups of adults with mixed ability levels should provide three important ingredients: (1) a supportive environment; (2) lessons that contain a variety of language development activities; and (3) a variety of grouping strategies. (SK)
Descriptors: Adult Education, Adult Educators, Educational Environment, English (Second Language)
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Garrison, D. Randy; And Others – Adult Learning, 1992
Responses from 191 college students suggest that they are most interested in learning about course content and the instructor at the first session. Effectiveness of the first session is enhanced by attention to physical space, temperature, lighting, and equipment; personal greeting; and explanation of the relevance of course content. (SK)
Descriptors: Adult Students, Course Content, Educational Environment, Expectation
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Green, Marcia Lane – Adult Learning, 1989
Methods for teaching non-English speaking adults include using adult-oriented methods, introducing vocabulary in context, using graphic arts, encouraging discussion, using comparison and analogy, providing a relaxed atmosphere, letting students talk about themselves, using complete sentences, being a good role model, and letting students help each…
Descriptors: Adult Education, Adult Students, Non English Speaking, Second Language Instruction
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Corley, Mary Ann – Adult Learning, 1992
Facilitation techniques to motivate students preparing for the General Educational Development Tests include (1) interviewing students before the first class; (2) identifying needs and problems; (3) mutually designing the learning plan; (4) selecting instructional methods; and (5) evaluating outcomes. (SK)
Descriptors: Adult Basic Education, Adult Educators, Teaching Methods, Test Coaching
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Archambeault, Betty – Adult Learning, 1993
Holistic math focuses on problem solving with numbers and concepts. Whole math activities for adults include shopping for groceries, eating in restaurants, buying gas, taking medicine, measuring a room, estimating servings, and compiling a family cookbook. (SK)
Descriptors: Adult Basic Education, Holistic Approach, Mathematical Concepts, Problem Solving
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Wadlington, Elizabeth; Hicks, Karen – Adult Learning, 1995
In the Big Book Experience, a text is projected on a screen and read aloud to students. In adapting the technique for adult literacy students, choose literature relevant to adults that is well written, reflective of a wide range of experiences, diverse, representative of many genres, and enjoyable. Follow-up activities enhance learner interaction…
Descriptors: Adult Basic Education, Adult Literacy, Literature Appreciation, Reading Aloud to Others
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Ross, Elinor P. – Adult Learning, 1989
Techniques for using the whole language approach include read-aloud sessions, student story dictation, practice in using decoding skills, word banks, and exercises that stress the connection between reading and writing. The method considers individual needs and interests, offers relevance, and builds on adults' experiences. (SK)
Descriptors: Adult Education, Adult Literacy, Decoding (Reading), Language Experience Approach