the modern practice of adult education - Columbia University
Modern methods in adult education
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Transcript of Modern methods in adult education
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MODERN METHODS IN ADULT EDUCATION
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• Giving learners some degree of ownership• Adults want to invest their previous
experience in the learning process
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Duo Dimensional Chart
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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
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Reading
• Instructors should announce discussions or test
• Supply syllabus for “Easter-egg hunt”• Reading that does not permit further growth
is a questionable investment
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Demonstration
• Illustrated lectures• Suitable for psychomotor objectives• Close integration of the spoken and visual
stimulus are the key to a successful demonstration
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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
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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
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Programmed Instructions
• Requires active involvement of the learners• Provides immediate feedback about the
quality of the learner’s response
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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
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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
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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
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Performance try-out
• Used for measurement and evaluation• Valid demonstration • Practical application
“Learning is acquired through doing.”-Carl Rogers
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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
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• 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 suggested3. Post all suggestions on a visible list in front of
the group
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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
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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.
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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
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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.
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REVERSE ROLE PLAYS
• Participants switch roles at a critical moment in the role play
• Helps gain understanding of another person’s viewpoint
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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
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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
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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”
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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”
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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
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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
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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
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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
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CIT is a flexible method that usually relies on five major areas.
1. Determining and reviewing the incident2. Fact-finding3. Identify the issues.4. Decision on how to resolve the issues based
on various possible solutions5. Evaluation, which will determine if the
solution that was selected will solve the root cause of the situation
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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.
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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
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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.