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"I recommend this book to teachers of any experience. ...It is an easy book to read and the illustrations/diagrams make the points meaningful. In addition, the book has a comprehensive bibliopraphy, for those who wish to read more about any topic in the book." National Association for Staff Development in the Post 16 sector
How can we make our teaching of adults more effective?
In the 3rd edition of this bestselling text, Alan Rogers draws upon a range of recent work on adult lifelong learning to address this key question, by looking at what is distinctive about adult learning and teaching. Based on nearly 40 years of practical experience in a variety of contexts in the UK and overseas, the book discusses what it is that makes helping adults to learn different from teaching younger students. It is concerned with both basic principles and useful hints for teachers and, as such, it will be of value to teachers and programme organisers, to students on adult education courses, to policy makers and to administrators. The emphasis throughout is on the practice of teaching through greater understanding of what it is that we are doing - and the author speaks with involvement and from experience.
There is much that is new in this revised edition. It provides a comprehensive and up to date handbook for students and practitioners with important insights into contemporary understandings of how adults learn both formally and informally, and how they can be helped to learn. Its overall theme - that of making the natural and largely subconscious learning which all adults do both more conscious and more effective - resonates with current thinking and has received much support from the growth of interest in adult learning outside formal learning situations. An invaluable resource for lecturers and trainers, this book will also appeal to those such as health visitors and clergy who are primarily engaged in other activities.
- Publisher Name:Open University Press
- Product Format:Paperback
- ISBN: XV80335210992
- Author:Rogers, Alan
- Publication Date:2002-09-16
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