Volunteer teachers working with the Oregon State University Extension Service Home Economics Program have found the feedback lecture method of instruction to be effective in reaching nontraditional adult students ranging in age from the mid-40s to the mid-90s. This method provides guidelines for the volunteer-teacher--who may or may not have formal higher education--to follow in presenting a particular lesson. These guidelines take the form of nine steps: (1) the teacher determines the students' level of knowledge of the material to be covered by asking a series of questions and providing immediate feedback; (2) the teacher presents the sequential order of the lesson; (3) the teacher provides a list of tasks to be learned and clarifies any uncertainties; (4) the teacher provides a general overview of the material to be covered; (5) actual instruction is provided; (6) students are asked to synthesize and evaluate the newly acquired information in light of their own life experiences; (7) students' comprehension of the new information is formally assessed; (8) feedback is provided in printed form for reinforcement; and (9) students are asked to evaluate the instructional process and materials. Each step is summarized by feedback, which makes clear to the students whether the teacher's expectations are being met, and allows the teacher to correct any non-effective teaching practices during the lesson. Transparency masters for use with a lesson on wardrobe planning are attached to this brief report. (DJR)