Uses four examples of verbal instructor-student interactions to explain the concept of transactional analysis (TA). Also discusses the use of TA, particularly to explain group processes, and its use as a tool for showing how the adult educator can make the transition from traditional teaching methods to successful techniques for teaching adult…

Provides guidelines to assist the continuing educator in understanding and working with older adults. The guidelines follow the development of a probable learning session: (1) gaining attention and developing expectations, (2) reviewing relevant information, (3) presenting new information, (4) feedback, and (5) transforming information to life…

Discusses the need for, philosophy, and strategies of instructional gerontology and its application to the education of older adults. (SK)

Describes the Active Reading Techniques System (ACTS), developed at Ohio State University as an instructional system for use by tutors of adult learners. ACTS consists of five techniques, each of which are described separately: Language Experience Technique, Information Reading Technique, Life-Skills Technique, Context Clues Technique, and Silent…

Addresses these questions in terms of the adult learner: (1) what is the relationship between writing and learning? (2) is the decline in writing skills a particular problem for the adult learner? (3) can writing be used as a teaching method to enhance learning? and (4) what are the implications for the adult educator? (JOW)

The development of interpersonal skills is essential to the training of helping professionals and adult educators. Attending, responding, and understanding are basic skills needed by adult educators to assist adult learners in achieving their goals. (JOW)

Defines assertive, nonassertive, and aggressive behavior. Discusses assertiveness training as a technique for self-growth, staff development, and teacher effectiveness. (SK)

Describes a staff development program designed to help Adult Basic Education/English as a Second Language teachers make their instruction more relevant to culturally pluralistic students caught up in the growing economic crunch. (JOW)

Describes the adult metric education workshops, instructional materials, and teaching approaches for adults developed by the American College Testing Program in Project Metric to provide the adult consumer with metric skills. Includes an example of objectives from the adult metric kit. (MF)

Instructional situations for adults should not be patterned after those for children. Adult learners should be fully involved in the decision-making processes that affect the teaching-learning situation. (JOW)

The metric education program developed at Okaloosa-Walton Junior College, Niceville, Florida, for students and the community in general consists of three components: a metric measurement course; multimedia labor for independent study; and metric signs located throughout the campus. Instructional approaches for adult students are noted. (MF)

A humanities teacher describes various methods of teaching humanities to the elderly: the reading of autobiographies, group writing exercises, and the taping of a script about students' memories of their pasts. The author encourages the teaching of all subjects to the elderly. (CT)

Research on factors affecting the aging learner, including intelligence, memory, motivation, loss of speed, and physical health is reviewed, refuting the belief that learning ability declines with age. Strategies and techniques for the education of older adults are recommended. (SK)

Describes two vocational programs for retarded adults--a two-semester food service program and a one-semester janitorial service program. The article discusses program eligibility, financial aid, counseling, teaching philosophy and techniques, and program content. The community college's role as a resource center is also described. (CT)

Describes a lesson plan model for teaching adults to read. The four phases of the model (reading to the student, silent reading, oral reading by the student, skills work) are presented, their significance explained, and activities and references provided. An annotated bibliography follows the model. (CT)