The third edition of Adult Learning Methods, with revisions, updates, and six new chapters, provides the educator of adults with ways to understand and facilitate adult learning. It is a clearly written guide to
understanding the complex aspects associated with techniques and methods of the teaching and learning encounter. The book is comprised of two parts. Part One, "Understanding and Facilitating Adult Learning," contains 8 chapters that examine such topics as characteristics of a good teacher, understanding adults as learners, philosophical and teaching style orientations, designing instruction, motivation strategies, and ethical reasoning. Part Two, "Methods and Techniques,"
contains 14 chapters that describe in detail an array of methods and techniques to use in the classroom. The topics include selecting methods and techniques, case story, discussion, lecture, interactive television, distance learning methods, learning contracts, course portfolio, critical thinking techniques, demonstration, simulation, case study, forum, panel, symposium, mentoring, and learning communities in cyberspace. Adult Learning Methods is designed for the practitioner and is written
from a practical "how-to" perspective. Its premise is that by acquiring a greater understanding of the process of helping adults learn and the methods that can enhance this process, teachers and adult learners can increase their chances of sharing a positive, meaningful, and developing educational experience.
"Adult Learning Methods by Michael Galbraith and associates represents a landmark in the presentation of available adult learning methods and techniques...[it]
illustrates the stability as well as the changing nature of strategies for enhancing teaching and learning efforts...not only a how-to-do-it book, but a what-to-do-and-why guidebook. This is the only book I know that delivers such in-depth information about adult learning methods and techniques. It presents a state-of-the-art picture of adult education methodology for educators of adults who work in a multitude of learning settings." -- Malcolm S. Knowles, from the Foreword to the second