DOCUMENT RESUME

ED 055 269 AC 010 858

TITLE Selecting Teaching Techniques: Ideas for Inst7uctorsof Consumer-Homemaking Programs Working withAdults.

INSTITUTION New York State Education Dept., Albany. Bureau ofElementary Curriculum Development.

PUB DATE 71NOTE Yi3p.

EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS *Adult Students; Bibliographies; *Disadvantaged

Groups; Females; *Home Economics Education;Information Sources; *Teaching Methods

ABSTRACTThis document is part of a series designed to help

adult home economics education supervisors and instructors meet theconsumer-homemaking needs of the low-income adult learner. Theinformation contained in this part provides idea starters fordeveloping ways to make more effective instructional presentations.Various methods and techniques applicable to the teaching of homeeconomics to low-income adult learners are presented in chart form. Abrief description of each method, guides and purposies for using, andsuggested learning experience are provided. A source list andbibliography are included. Other publications in this series include:"Creating A Learning Environment," "Determining Program Conte-it," and"Motivating the Learner." (Editor/CK) 4

U.S. DEPARTMENT OF HEALTH,

EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEF,N REPRO.

DUCED EXACTLY AS RECEIVED FROM

THE PERSON OR ORGANIZATION ORIG-

INATING IT. POINTS OF VIEW OR OPIN.

IONS STATED DO NOT NECESSARILY

REPRESENT OFFICIAL OFFICE OF EDU-

CATION POSITION OR POLICY.

Home Economics Education

Iders for Instructorsof Consumer-Homemaking Programs

WORKING WITH ADULTS

THE UNIVERSITY OF THE STATE OF NEW YORK/THE STATE EDUCATION DEPARTMENT

BUREAU OF CONTINUING EDUCATION CURRICULUM DEVELOPMENT/ALBANY, NEW YORK 12224

1971 2

THE UNIVERSITY OF THE STATE OF NEW YORK

Regents of the University (with years when terms exf

1984 Joseph W. McGovern, A.B., LL.B., L.H.D., LL.D., D.C.L., Chancellor

1985 Everett J. Penny, B.C.S., D.C.S., Vice Chancellor1978 Alexarder J. Allan, Jr., LL.D., Litt.D.1973 Charles W. Millard, Jr., A.B., LL.D., L.H.D.1972 Carl H. Pforzheimer, Jr., A.B., M.B.A., D.C.S., H.H.D.1975 Edward M. M. Warburg, B.S., L.H.D.1977 Joseph T. King, LL.B.1974 Joseph C. Indelicato, M.D.1976 Mrs. Helen B. Power, A.B., Litt.D., L.H.D., LL.D.1979 Francis W. McGinley, B.S., LL.B., LL.D.1980 Max J. Rubin, LL.B., L.H.D.1986 Kenneth B. Clark,A.B., M.S., Ph.D., Litt.D.1982 Stephen K. Bailey, A.B., B.A., M.A., Ph.D., LL.D.1983 Harold E. Newcomb, B.A.1981 Theodore M. Black, A.B.

President of the University and Commissioner of Education

Executive Deputy Commissioner of Education

Deputy Commissioner fbr Elementary, Secondary, and Continuing Education

Associate Commissioner fbr Instructional Services

Assistant Commissioner fbr Instructional Services (General Education)

Director, Division of School Supervisibn

Chief, Bureau of Continuing Education Curriculum Development

Assistant Commissi:oner fbr Occupational Education

Director, Division of Occupational Education Instruction

Chief, Bureau of Rome Economics Education

THE UNIVERSITY OF THE STATE OF NEW YORK

nts of the University (with years when terms expire)

B., LL.B., L.H.D., LL.D., D.C.L., ChancellorS., D.C.S., Vice Chancellor. , LL.D., Litt.D.. , A.B., LL.D.,r., A.B., M.B.A., D.C.S., H.H.D. -

B.S., L.H.D.

M.D.L.B., Litt.D., L.1LD., LL.D.LS., LL.B., LL.D.,.H.D.

, M.S., Ph.D., Litt.D.3., B.A., M.A., Ph.D., LL.D.

and Commissioner of Education

ier of Education

mentary, Secondary, and Continuing Education

Instructional Services

Instructional Services (General Education)

21 Supervision

7 Education Curriculum Development

Occupational Education

pational Eucation Instruction

omics Education

New YorkWhite Plains

TroyBuffalo

PurchaseNew York

QueensBrooklynRochester

Glens FF.11sNew York

Hastings on HudsonSyracuse

OwegoSands Point

h1.d 1).

Gordon M. Ambach

Thomas D. Sheldon

Philip B. Langworthy

Bernard F. Hooke

H. George Murphy

Herbert Bothamley

Robert S. Seckendorf

Robert H. Bielefeld

Laura M. Ehman

ei

"704eugaftee

Consumer-homemaking centers are designed to help meet the needs of individualsdisadvantaged areas. The programs at the centers generally encompass the range of teconomics. The participants attend the centers voluntarily and sustained attendanceof the programs to satisfy individual needs. Many of the participants ILLve lost :ai

methods, techniques, and materi.7', used at the centers need to be innovatilftheiv aprrr,nriatene! G ,,z

The development of materials designed to help individuals improve their effecti-ipants at local consumer-homemaking centers in the State was initiated by Laura M. E]Economics Education. The purpose of this T-J)Lication is to encourage supervisors andof teaching methods and techniques when the; -nresent information to individuals andthis series include: Creating A Learningronment, Determining Program Content,

Appreciation is expressed to Dorris Y.- (joss, associate professor of home econoiCollege at Buffalo,for preparing the materials for this pablication. Assistance rel.by Gertrude Jacoby, consultant to the Bureau of Home Economics Education. Nelson S.Bureau of Continuing Education Curriculum jeelopment, coordinated the project and p:publication.

13u:

H. GEORGE MURPHY, DirectorDi-vision of School Supervision

lesigned to help meet the needs of individuals living in socio-economiLall,the centers generally encimpass the range of topics associated with home

he centers voluntarily and su:-tained attendance is dependent upon the ability

needs. Many of the participants have lost faith in formal education, so the

at are used at the centers need to be innovative and selected in terms of

dividuals.

igned to help individuals improve -,heir effectiveness as they work with partic-

enters in the State was initiated by Laura M. Ehman, Chief, Bureau of Home

this publication is to encourage supervisors and instructors to use a variety

en they present information to individuals and groups. Other publications in

ling Environment, Determining Program Content, and Motivating the Learner.

ris M. Closs, associate professor of home economics education, State University

materials for this publication. Assistance relating to content was provided

Bureau of Home Economics Education. Nelson S. Maurer, associate in theulum Development, coordinated the project and prepared the manuscript for

HERBERT BOTHAMLEY, ChiefBureau of Continuing Education

Curriculum Development

eareteffe4

Page

Foreword

Overview1

Teaching Methods and Techniques2

For Individual Work2

For Individual and Small or Large Group Work 3

Fox Small or Large Group Work5

Source List10

Bibliography13

cieweeeo

Selecting Teaching Techniques is part of a serie designed t3 help adult home econI

and instructors meet the consumer-homemaking needs of the low-income adult learner. TI

this part provides idea starters for developing ways to make more effective instructio

.The material may be used indenendently or with the other parts in this series. S

information for inservice training of selected personnel or as a topic for discussion

meeting. In addition, the material may be used as a resource for the development of 1

instructor or by the staff as they coordinate thf.3ir various responsibilities. Also,

by educational institutions as part of a proservice training program for persons enter"

economics education.

The instructor needs to keep in mind that it is the learner who must perceive and

being taught. To assist the learner with this task, the instructor needs to utilize m

which will provide the motivation for this learning and permit a linkage of the adult

interest, and abilities to his present situation.

Familiar as well as new teaching methods need to be used by the instructor. A va

stimulate and maintain interest, increase participation, and prompt effectual learning

methods may be used in any learning experience. Methods and techniques as' well as mat

selected in terms of their appropriateness for specific participants because much of t

the consumer-homemaking center is individual in nature.

Various methods and techniques applicable to the teaching of home economics to lo

presented in chart form. A brief description of each method, guides for using, purpos

learning experience are provided. Methods are listed for individtal work, individual

work, and small or large group work.

A source list is included but it is not to be considered exhaustive nor interpret

State Education Department. A bibliography is provided to give the opportunity for f

topic.

Ociefitaiero

f a series designed to help adult home economic'.5 education supervisors

; needs of the low-income adult learner. The information contained in

ing ways to make more effective instructional presentations.

or with the other parts in this series. Supervisors may use the

:ed personnel or as a topic for discussion during a general staff

Ised as a resource for the development of lesson plans by an tndividual

te their various responsibilities. Kiso, the information may be used

service training program for persons entering the field of home

hat it is the learner who must perceive and make meaning out of what is

his task, rhe instructor needs to utilize methods, materials, and media

learning and permit a linkage of the adult learner's background, needs,

ation.

ds need to be used by the instructor. A variety of methods will

articipation, and prompt effectual learning situations. One or more

Tce. Methods and techniques as well as materials and media should be

for specific participantsbecause much of the work and instruction at

'1 in nature.

Ible to the teaching of home economics to low-income adult learners are

pon of each method, guides for using, purposes for using, and suggested

are listed for individual work, individual and small or large group

pt to be considered exhaustive nor interpreted as being approved by the

y is provided to give the opportunity for further investigation of the

1

Method

INDEPENDENT STUDY

Working alone on self-initiated projects, withor without supervision

PROGRAMED INSTRUCTION

Arranging materials insmall step sequences tobe pursued by partici-pant at his own rate ofspeed and containingbuilt-in evaluation andpositive reinforcement

I 0

7eAgeitioef 71teeffed4 awl 7edeefet,

FOR IATIVIDUAL WORK

Guides ion Using

Plan with participantproject to be initiatedand determine !...teps foraccomplishing it.

Allow participant towork independently givingdirection and help whenneeded.

Provide a variety ofappropriate resources.

Select or prepare appro-priate material.

O Plan with participantwhen and how to useprogram.

e Determine whether to useat center or elsewhere.

Punposes 40A.

O Individualizestion for membersgroup with varyiinterests and ne

Increases speci

Gives scope andan area of inte

Provides solutiindividual'prob

* Individualizes ition.

Provides solutiindividual prob

Presents factuamation, definitbasic ideas.

7e4cItemot ?Heade& age( 7edae4e.4

FOR INDIVIDUAL WORK

'Lades son. Wing

n with participantject to be initiateddetermine steps for

complishing it.

low participant tork independently givingrection and help wheneded.

ovide a variety ofpropriate resources.

lect or prepare appro-iate material.

an with participanten and how to useogram.

termine whether to usecenter or elsewhere.

Punpozez px Wing Suggested Leakfting Expeniences

Individualizes instruc-tion for members of agroup with varyinginterests and needs.

Increases specific skills.

0 Gives scope and depth toan area of interest.

Provides solutions forindividual'problems.

Individualizes instruc-tion.

Provides solutions forindividual problems.

Presents factual infor-mation, definitions, andbasic ideas.

Prepare and constructprojects in such areas ashome furnishings, foods,clothing, and child devel-opment.

Suggest interest readingswhile having coffee inthe living-resource area.

Provide materials for useat home.

Reinforce skills in clothingconstruction or food prep-aration.

Pursue a special interestin home economics relatedto such content phases asfamily relationships, childdevelopment, and consumereconomics.

11

Method

PROGRAMED INSTRUCTION(continued)

INTERVIEW

Asking questions of oneor more persons relativeto information for thegroup or individual

FOR INDIVIDUAL WORK(continued)

Guidez licgt. Wing

Combine with othermethods of instruction,

Catalog and store withinaccess of aide, instrtic-tor, and participant.

Puapozez c Wing

Releases teaching timefor other priority needs.

Encourages participant'sindependence.

Gives additional stim-ulation, for academically.oriented participant.

FOR INDIVIDUAL AND'SMALL OR LARGE GROUP WORK

Review with participantpurpose of visit andtype of information thatcan be gained.

Plan withwhen, andinterviewducted.

participant how,where thewill be con-

Discuss and summarize withparticipant findings gain-ed from the interview.

Provides firsthand factsand background informa-tion on special topics.

Secures opinions ofspecialists in a field.

Gives experience and con-fidence in acquiringinformation from another-individual.

Improves communicationin an interview-typesituation.

FiR IN,;f7I7-i_kL WORK

(comTi.ulea

6 U4ing

ine with otherods of instruction.

log and store withiness of aide, instruc-, and participant.

Pa Apo/3u 4a)t lkstrtg

Releases teaching timefor other priority needs.

Encourages participant'sindependence.

Gives additional stim-ulation for academicallyoriented participant.

FOR INDIVIDUAL AND SMALL OR LARGE GROUP WORK

iew with participantose of visit ande of information thatbe gained.

n with participant how,n, and where the.erview will be con--ted.

cuss and summarize withticipant findings gain-from the interview.

Provides firsthand factsand background informa-tion on special topics.

Secures opinions ofspecialists in a field.

Gives experience and con-fidence in acquiringinformation from anotherindividual.

Improves communicationin an interview-typesituation.

Saggezted Lecvmg Expexiencet

Provide instruction foradditional work away fromcenter.

Interview participants todetermine program interestsand needs.

Have participants intervieweach other and then intro-duce each other to membersof the group informally.

Interview guests invitedfor refreshments.

Have participants interviewseveral prospective employersand educational personneland bring findings back togroup.

3

Method

LABORATORY WORK

Appyling knowledge a

realistic situation 7-)),individuals or groupswith the emphasis onskills as well as factualknowledge

OBSERVATION

Watching persons orthings for specificpurposes and often underdifferent circumstances

4

FOR INDIVIDUAL AND SMALL OR LARGE GROUP WORK(contivlued)

Guide's 4ot U6ing

o Plan the activity withparticipants considering:

Project selectionSteps involvedEvidences of accom-plishmentStandards of workman-shipProject evaluation

Clarify with participantspurpose of observationand conditions underwhich observation isto be made.

Review behavior andcourtesies expected ofgood Observers.

Share findings with group.

Putpozez 40t Uz,i.ng I

Gives actual.experienin a realistic situat

Develops managerialability.

Provides opportunityuse information withsupervision.

Reinforces learningsdoing.

Develops skills.

Increases self-confidthrough the realizatisuccessful product cotion.

Allows the gatheringfirsthand information

Ibehavior and procedur

Increases knowledge oimmediate environment

Provides a comparisonvarious methods andequipment.

FOR INDIVIDUAL AND SMALL(continued)

Guido On Using

OR LARGE GROUP WORK

I

Plan the activity withparticipants considering:

Project selectionSteps involvedEvidences of accom-plishmentStandards of workman-shipProject evaluation

O Clarify with participantspurpose of observationand conditions underwhich observation isto be made.

Review br.lhavior andcourtesies expected ofgood observers.

Share findings with group.

PuApo4e4 60x U64:412

Gives actual experiencesin a realistic situation.

Develops managerialability.

Provides opportunity touse information with

supervision.

Reinforces learnings bydoing.

Develops skills.

Increases self-confidencethrough the realization of

successful product comple-tion.

Allows the gathering offirsthand information or,behavior and procedures.

Increases knowledge ofimmediate environment.

Provides a comparison ofvarious methods andequipment.

Suggested Leatming Expetiences

Plan project work in suchcontent areas of homeeconomics as child develop-ment, clothing, consumereducation, family healthand home nursing, foods,housing and home furnish-ings, and management.

Observe children in theadult center.

Observe people performingspecific tasks.

Make survey of communityrelative to identifiedfactors.

Method

STUDY TRIP

Visiting outside theadult learning centeras a group and arrangedby instructor, aide,orparticipants

DEMONSTRATION

Giving a presentation ofa process by the instruc-

tor, aide, participant,resource person, or acombination of these

1

FOR IN9IVIDUAL AND SMAL 07, LARGE GROUP WORK(continuecf_)

Guidez ion_ Wing

Plan trip and determinegoals with participants.

Select place to go andthings to see in relationto goals, accessibility,and time.

Plan for transportation.

Prepare participants byclarifying purpose oftrip, standards forsafety, and properconduct.

Summarize with partici-pants the findings andreactions of the trip.

Pukpoza 6ot U6ing St_

Provides firsthand infor-mation and knowledge of aservice, product, orfacility.

Improves understanding andappreciation of business,industrial, and socidlresources in the targetcommunity and surroundingarea.

FOR SMALL OR LARGE GROUP WORK

Determine points to be 0 Presents new learnings or

taught. skills.

Plan procedures for 0 Establishes standards for

presentation and time work.

allocation.

FOR INDIVIDUAL AND SMALL OR LARGE GROUP WORK

(continued)

tideis 6oit. Using

trip and determineIs with participants.

act place to go andigs to see in relation-4oals, accessibility,time.

n for transportation.

pare participants byrifying purpose ofp, standards forety, and properduct.

marize with partici-its the findings and.ctions of the trip.

Puxpose.s ;c:',A- Using Suggeisted Lsii19 Expeitiencez

Provides firsthand infor-mation and knowledge of aservice, product, orfacility.

Improves understanding andappreciation of business,industrial, and socialresources in the targetcommunity and surroundingarea.

FOR SMALL OR LARGE GROUP WORK

:ermine points to be

an procedures forasentation and timelocation.

Presents new learnings or

skills.

Establishes standards forwork.

p lan stuc trips to suchlaces as:Farmers' marketFood storeSClothdng sturesDepartment storesElementary schoolsBOCES centersAdult Basic Education

CentersHealth clinicsLibrariesDay-care centersNeighborhood housesSocial service agencies

Demonstrate new products orprojects to motivete inter-est.

Demontrate new proceduresparti:Ipants will be using.

5

Meth.od

DEMCNSTRATION(continued)

BRAINSTORMING

Responding to a specifictopic in a quick, cre-ative, and imaginativemanner

BUZZING

Considering specificsubjects by smallgroups of participantswith each group havinga leader and recorder

6 18

FOR SMALL OR LARGE GROUP WORK(continued)

Guide 6ox ULing

Assemble equipment,supplies, and teachingaids.

Summarize approved pro-cedures which were shown.

1

PU004eA (3,11. Wing

Gives participants a !

chance to share special;ties and strengths.

Present problem or concernto group.

Record ideas irom thesession.

Review ideas, screen,and evaluate in termsof problems or concern.

Summarize and possiblyapply some of the ac-quired ideas.

Provides an opportunity!for participants toexpress ideas without '

judgmental restriction.

I Secures quickly a varieof ideas upon which to I

base plans and decisions:

.2. Present topic and indicate Clarifies main ideas andexpected outcomes. implicatioas following

a film or presentation.Allow a specific amountof time for the session.

OR SMALL OR LARGE GROUP WORK(continued)

Guideh liwz. Using

Assemble equipment,supplies, and teachingaids.

Summarize approved pro-cedures which were shown.

Present problem or concernto group.

Record ideas from thesession.

aeview ideas, screen,and evaluate in termsof problems or concern.

o Summarize and possiblyapply some of the ac-quired ideas.

Present topic and indicateexnected outcomes.

u Allow a specific amountof time for the session.

Puvoses 6o4 Using

Gives participants adhance to share special-ties and strengths.

Provides an opportunityfor participants toexpress ideas withoutjudgmental restriction.

Secures quitkly a varietyof ideas upon which tobase planS and decisions.

Clarifies main ideas andimplications followinga film or presentation.

Suggested Leatning Expexiences

Have participants presentdemonstrations of theirspecialties to createinterest and promote self-confidence.

Have participants suggestideas for recruitment,open house, and publicity.

Secure ideas when totalgroup is faced with acommon problem,

Use as a warmup prior toother types of discussion.

Secure ideas for projectselection, center learningexperiences, and specificproblem solutions.

13

Mahod

BUZ ZING

( continued)

CIRCULAR RESPONSES

Sitting in a circlewith participantscontributing to questionor topic being dis-

cussed

FOR SMALL OR LARGE GROUP WORK(continued)

Guide's Lot Wing

Share results of eachgroup with all partici-pants.

Make plans for imple-menXing results.

Select a topic whichhas many answers somembers can respondwithout fear of failureor embarrassment.

Give each participant achance to contributewithout creating unduenotice of those who donot respond.

Record and summarizecontributions of partici-pants.

Allow questions andcomments from the groupfollowing the cutoffpoint for the discussion.

Punpozes Loft U6ing

Identifies questions orideas to be answered bya resource person orduring a study trip.

Encourages participantsto respond and aftermaking a satisfactorycontribution once, it isusually easier to make thesecond contribution.

Sur_

Secures many points ofview very quickly.

Provides time for eachparticipant to contribute.

FOR SMALL OR LARGE GROUP WORK(continued)

Lde cot. (14ing

e results of eachp with all partici-:s .

! plans for imple-:ing results.

)ct a topic whichmany answers so)ers can respondlout fear of failurembarrassment.

a each participant aace to contributeaout creating undueice of those who dorespond.

ord and summarizetributions of partici-ts.

ow questions andaents from the group.lowing the cutoff.nt for the discussion.

Pukpoze4 OJt U6ine

Identifies questions orideas to be answered bya resource person orduring a study trip.

&Legated LeaAnine Expexienca

Identify main concepts ofa trip or guest speaker.

Encourages participantsto respond and aftermaking a satisfactorycontribution once, it isusually easier to make thesecond contribution.

Secures many points ofview very quickly.

Provides time for eachparticipant to contribute.

Have participants give nameand answer other non-threatening questions aboutthemselves.

Secure ideas about groupconcerns and solutions for

problems.

o Summarize main ideasfollowing activities suchas a film or study trip.

21

7

Method

PANEL

Presenting informationor opinions on a specifictopic by four to sixpersons

DISCUSSION

Sharing by the group ofideas in relation to acommon topic, frequentlyled by the instructor.

22

FOR SMA1L OR LARGE GROUP WORK(continued)

Guideis ion Wing Putpozu ion

Determine topic to beconsidered.

Select panel membersqualified to give reli-able points of view.

Have leader of groupintroduce panel membersand topic.

Allow each panel memberto speak whenever he hasa contribution.

Summarize commentsfrequently.

Select topic for dis-cussion in whichparticipants havesufficient informationand experience.

Orient group to topicand desired outcome.

Plan total group decisionafter participants havegained adequate self-confidence as members ofthe group.

Gives points oseveral author

Helps adults tthere can be sright answersnumber of issu

Presents diffeof a situationment and decismade.

Motivates furtinterest in th

Formulates cofor ideas.

Establishes c

Explores an id

Organizes plan

Stimulates opibeliefs.

FOR SMALL OR LARGE GROUP WORK(continued)

Guidu £011. ti6tng

Determine topic to beconsidered.

Select panel membersqualified to give reli-able points of view.

Have leader of groupintroduce panel membersand topic.

Allow each panel memberto speak whenever he hasa contribution.

Summarize commentsfrequently.

Select topic for dis-cussion in whichparticipants havesufficient informationand experience.

Orient group to topicand desired outcome.

Plan total group decisionafter participants havegained adequate self-confidence as members of

the group.

Pu/tpoz ez u6trig Sug9e4ted Leakning Expenience6

Gives points of view from Have panel of participants

several authorities, show and tell about helpfulexperiences they had atthe center.Helps adults to realize

there can be severalright answers to anumber of issues.

Presents different sidesof a situation so a judg-ment ahd decision may bemade.

Motivates furtherinterest in the topic.

Formulates conclusionsfor ideas.

Establishes criteria.

Explores an idea.

Organizes plans.

Stimulates opinions andbeliefs.

Invite teacher, schooladministrator, or school-

community liaison person toinform participants aboutschool and how they canhelp their children succeedin school.

Invite several area clergyto come and tell about theservices they provide to thecommunity through theirchurches.

Plan phases of activitiesthat affect the totalgroup such as study trips,resource people, upkeep offacilities, selection ofcenter supplies and equip-ment, recruitment andpublic relations.

Summarize benefits gainedfrom the above experiences.

Mettwd

DISCUSSION(continued)

ROLE-PLAYING

Acting spontaneouslyvarious roles withina real-life situation

FOR SMALL OR LARGE GROUP WORK(continued)

Guides iion Using

Guide discussion and keepcomments relevant totopic being discussed.

Create comfortableclimate in which eachperson feels free tospeak.

Plan the situation anddefine roles to beplayed.

Select members andorient remaining partici-pants to the desiredoutcomes.

Follow the action witha discussion.

Puftpozeis ion Ming

Provides practice foranticipated experiences.

Explores ways individualsinteract with each other.

Shows the possibility ofvaried solutions to aproblem.

Discovers personalfeelings and emotionalresponses in specificsituations.

Sua

FOR SMALL OR LARGE GROUP WORK

(continued)

Lde 6on Wing

le discussion and keep

nents relevant toic being discussed.

ate comfortablemate in which eachson feels free toak.

In the situation and

l'ine roles to be

ayed.

lect members andient remaining partici-

ats to the desiredtcomes.

llow the action withdiscussion.

Punpasu ion Wing

Provides practice foranticipated experiences.

Explores ways individualsinteract with each other.

Shows the possibility of

varied solutions to aproblem.

Discovers personalfeelings and emotionalresponses in specific

situations.

Suggeisted Lecow.i_ng Expeni.enc.ez

Have informal total groupdiscussion on selectedtopics when members arehaving coffee.

Show the way participantsshould act on a study trip

or before a guest speaker.

Suggest a shopping scenewhere a customer is at-

tempting to return someunsatisfactory merchandise.

Act out a parent-teacherdiscussion about a child's

problem at school.

Present a homemaker'sreaction to a door-to-door

salesman.

259

AFL-CIOPamphlet Division815 16th St., NW.Washington, D.C. 20,26

Adult Education Association of theU.S.A.

1225 19th St.Washington, D.C. 20036

Alcoholics AnonymousBox 459Grand Central StationNew York, N.Y. 10017

Allyn and Bacon, Inc.470 Atlantic Ave.Boston, Mass. 02110

American Banking AssociationBanking Education Committee90 Park Ave.New York, N.Y. 10017

American Home Economics Association160G 20th St., NW.Washington, D.C. 20009

American Vocational AssociationDivision of Home Economics Education1510 H St., NW.Washington, D.C. 20005

10 2G

Seem= Zara

Ann Arbor Publishers610 South Forest St.Ann Arbor, Mich. 48104

Appleton-Century-CroftsDivision of Meredith Corp.440 Park Ave., SouthNew York, N.Y. 10016

Auburn UniversityCooperative Extension ServiceAuburn, Ala. 36830

Basic Books, Inc.404 Park Ave., SouthNew York, N.Y. 10016

Behavioral Research LaboratoryBox 577Palo Alto, Calif. 94302

California Migrant Ministry3330 West Adams Blvd.Los Angeles, Calif. 90018

Charles C. Thomas, Publishers301-327 East Lawrence Ave.Springfield, Ill. 62703

Charles E. Merrill Books, Inc.1300 Alum Creek Dr.Columbus, Ohio 43216

Soweee 414t

Ann Arbor Publishers610 South Forest St.Ann Arbor, Mich. 48104

Appleton-Century-CroftsDivision of Meredith Corp.440 Park Ave., SouthNew York, N.Y. 10016

Auburn UniversityCooperative Extension ServiceAuburn, Ala. 36830

Basic Books, Inc.404 Park Ave., SouthNew York, N.Y. 10016

Behavioral Research LaboratoryBox 577Palo AJto, Calif. 94302

California Migrant Ministry3530 West Adams Blvd.Los Angeles, Calif. 90018

Charles C. Thomas, Publishers301-327 East Lawrence Ave.Springfield, Ill. 62703

Charles E. Merrill Books, Inc.1300 Alum Creek Dr.Columbus, Ohio 43216

2onsumers Union of United StatesEducational Service Bureau256 Washington St.Mount Vernon, N.Y. 10550

Cornell UniversityCooperative Extension ServiceMailing RoomBuilding 7 Researcil ParkIthaca, N.Y. 14850

Council for Family FinancialEducation

277 Park Ave.New York, N.Y. 10017

Dryden PressDivision of Holt, Rinehart, and

Winston, Inc.383 Madison Ave.New York, N.Y. 10017

Equitable Life Assurance Societyof the United States

Bureau of Public HealthBox 572New York, N.Y. 10001

Fearon Publishers, Inc.2165 Park Blvd.Palo Alto, Calif. 94026

r)7

ollett Educational Corp.:ducational Opportunities Division1010 West Washington BLvd.Chicago, Ill. 606W7

Food and Drug AdminitrationWashington, D.C. 20204

Frank E. Richards, Publishers215 Church St.Phoenix, N.Y. 13135

Free Press866 Third Ave.New York, N.Y. 10022

Grolier Educational Corp.845 Third Ave.New York, N.Y. 10022

Harper and Row Publishers49 East 33d St.New York, N.Y. 10016

Haskell InstitutePublications ServiceLawrence, Kans. 66044

Holt, Rinehart, and Winston, Inc.383 Madison Ave.New York, N.Y. 10017

Houghton Mifflin Co.2 Park St.Boston, Mass. 02107

Household Finance Corp.Money Management InstitutePrudential PlazaChicago, Ill. 60601

28

Hunt-Nessor_ KitchensBox 3331Fullerton, .2alif. 92634

Illinois Ii-lcher342,Educatinn BldgUniversity of IllinoisUrbana, ILL- 61801

Indiana State Employment Service745 Washington St.Gary, Ind. 46402

Institute of Life InsuranceEducational Division277 Park Ave.New York, N.Y. 10017

International Textbook Co.Scranton, Pa. 18515

Interstate Printers and Publishers,Inc.

19 North Jackson St.Danville, Ill. 61832

John Wiley and Sons, Inc.608 Third Ave.New York, N.Y. 10016

Libby, McNeil and Libby206 South Michigan Ave.Chicago, Ill. 60604

Macmillan Co.866 Third Ave.New York, N.Y. 10022

McGrWebs330New

MortDivi

Pr110Chic

NatiCo

1201Wash

NatiSc

1201Wash

NatiHome1133Wash

NatiDep1201Was

NewBoxSyr

New

230New

Hunt-Wesson KitchensBox 3331Fulle-rton, Calif. 92634

Illinois Teacher342 Education BldgUniversity of IllinoisUrbana, Ill. 61801

Indiana State Employment Service745 Washington St.Gary, Ind. 46402

Institute of Life InsuranceEducational Division277 Park Ave.New York, N.Y. 10017

International Textbook Co.Scranton, Pa. 18515

Interstate Printers and Publishers,

Inc19 North Jackson St.Danville, Ill. 61832

John Wiley and Sons, Inc.608 Third Ave.New York, N.Y. 10016

Libby, McNeil and Libby206 South Michigan Ave.Chicago, Ili. 60604

Macmillan Co.866 Third Ave.New York, N.Y. 10022

Me.3raw-Hil1 Book. c.

Webster Division3..7,0 West 42d St_

New York, N.Y. :0(736

Morton SaltDivision of Mortam-NorwichProducts Inc.

110 North WackerChicago, Ill. 60606

National Association for PublicContinuing and Adult Education

1201 16th St., NW.Washington, D.C. 20036

National Association for Public

Sohool Adult Education1201 16th St., NW.Washington, D.C. 20036

National Canners AssociationHome Economics-Consumer Services

1133 20th St., NW.Washington, D.C. 20036

National Education AssociationDepartment of Home Economics

1201 16th St., NW.Washington, D.C. 20036

New Readers PressBox 131Syracuse, N.Y. 13210

New York State Department of

Commerce230 Park Ave.New York, N.Y. 10017

ew York State Department of PublicHealth

Office of Public Health Education34 Holland Ave.Albany, N.Y. 12208

"ew York University PressNew York, N.Y. 10001

Noble and Noble Publishers750 Third Ave.New York, N.Y. 10017

Prentice-Hall, Inc.70 Fifth Ave.New York, N.Y. 10011

Public Affairs Pamphlets381 Park Ave., SouthNew York, N.Y. 10016

Science Research Associate259 East Erie St.Chicago, Ill. 60611

Seabury Press Inc.815 Second Ave.New York, N.Y. 10017

Stech-Vaughn Co.Box 2028Austin, Tex. 78767

University of Kentucky PressLafferty HallUniversity of KentuckyLexington, Ky. 40506

1") ,30

University of Pittsburgh Press3309 Cathedral of LearningPittsburgh, Pa. 15213

University of the State of New YorkState Education DepartmentBureau of Continuing EducationCurriculum Jevelopment

Albany, N.Y. 12224

University of the State of New YorkState Education DepartmentBureau of Home Economics EducationAlbany, N.Y. 12224

U.S. Department of Health, Educationand Welfare

Washington, D.C. 20201

U.S. Government Prillting OfficeSuperintendent of Documents

Washington, D.C. 20402

Van Nostrand-Reinhold Co.450 West 33d St.New York, N.Y. 10001

Wadsworth Publishing Co., Inc.Belmont, Calif. 94002

BCOKS

Anderson, R. M., Hemenway, R. E., & Anderson, J. W.Instructional resources for teachers of the culturallydisadvantaged and exceptional. Springfield, Ill.Charles C. Thomas, Publishers. 1969.

Beck, J. M. & Saxe, R. W., eds. Teaching the culturally

disadvantaged pupil. Springfield, Ill. Charles C.

Thomas, Publishers. 1969.

Dale, Edgar. Audiovisual methods in teaching; 3d ed.New York, N.Y. The Dryden Press, Holt, Rinehart and

Winston, Inc. 1969.

Fleck, Henrietta. Toward better teaching ofhomeeconomics. New York, N.Y. Macmillan. 1968.

Gronlund, N. E. Stating behavioral objectives for

classroom instruction. New York, N.Y. Macmillan.

1970.

Kemp, J. E., Carraher, Ron, Card, W. R., & Szumski,

Richard; 2d ed. Planning and producing audiovisualmaterials. San Francisco, Calif. Chandler Publishing

Co. 1968.

Kibler, R. J., Barker, L. L., & Miles, D. T. Behavioral

objectives and instruction. Boston, Mass. Allyn and

Bacon, Inc. 1970.

Lindvall, C. M., ed. Defining educational objectives.Pittsburgh, Pa. University of Pittsburgh Press. 1964.

Mager, R. F. Developing attitude toward learning.

Palo Alto, Calif. Fearon Publishers. 1968.

31

& Beach, K. M., Jrinstruction. Palo Alt1970.

Miller, H. L. Teachingeducation. New York,

National Association forEducation. Adult basiteachers and teacher tThe Association. 1966

Popham, W. J. & Baker, Einstructional. goals.Prentice-Hall, Inc.

Skinner, B. F. The techN.Y. Appleton-Century

PAMPHLETS

National ksociation foEducation, The seconteaching adults. Wasl

1970.

National Association foEducation. TeachingWashington, D.C. The

A Treasury of tecWashington, D.C. The

& Anderson, J. W.!hers of the culturallypringfield, Ill.

'1969.

21eaching the culturally41, Ill. Charles C.

in teaching; 3d ed.5, Holt, Rinehart and

teaching ofhomemi1lan. 1968.

al objectives fork, N.Y. Macmillan.

,

W. R., & Szumski,rroducing audiovisual,f. Chandler Publishing

liles, D. T. Behavioral

ston, Mass. Allyn and

lucational objectives.'Pittsburgh Press. 1964.

e toward learning.

ishers. 1968.

& Beach, K. M., Jr. Developing vocational

instruction. Palo Alto, Calif. Fearon Publishers.

1970.

Miller, H. L. Teaching and learning in adult

education. New York, N.Y. Macmillan. 1964.

National Association for Public School Adult

Education. Adult basic education. A guide fbr

teachers and teacher trainers. Washington, D.C.

The Association. 1966.

Popham, W. J. & Baker, E. L. Establishing

instructional.goals. Englewood Cliffs, N.J.

Prentice-Hall, Inc. 1970.

Skinner, B. F. The technology of teaching. New York,

N.Y. Appleton-Century-Crofts. 1968.

PAMPHLETS

National Asr,ociation for Public Continuing and Adult

Education. ne second treasury of techniques fbr

teaching aduZts. Washington, D.C. The Association.

1970.

National Association for Public School Adult

Education. Teaching the disadvantaged adult.

Washington, D.C. The Association. 1969.

A Treasury of techniques for teaching adults.

Washington, D.C. The Association. 1964.

se!,

3213

PERIODICALS

Douglah, M. A. "Some perspectives on the phenomenonof participation." Adult Education. Vol. XX, No. 2:88-98, Winter 1970.

"Individualized instruction -- not an impossibledream." Techniques for Teachers of Adults. Vol. X,No. 3: 1-4, Dec. 1969.

"Once more -- with feeling." Techniques for Teachers ofAdults. Vol. X, No. 8: 1-4, May 1970.

"Planning the adult course -- deciding objectives."Techniques for Teachers of Adults, Vol. IX, No. 2:1-4, Nov. 1968.

Shear, Twyla, & Ray, Elizabethlearning packages." JournalEducation. Vol. 61, No. 10:

Thal, H. M. & Guthrie, L. J.Journal of Home Economics.762-767, Dec. 1969.

"Home economicsof Home Economics768-770, Dec. 1969.

"Dynamics of teaching."Vol. 61, No. 10:

"That crucial first class meeting." Techniques forTeachers of Adults. Vol. VII, No. 8: 1-4, May 1967.

"Tune in -- turn on -- in the 70's." Techniques forTeachers of Adults. Vol. X, No. 4: 1-4, Jan. 1970.

14

v..

ERIC Clea ri h 011. se

NOV1 019-i i

on Aduit Etiticzticla

33