Methods of adult education—lecture, workshop, seminar, symposium, discussion, demonstration, dramatization, and role-play

The main goal of instruction or coaching is to encourage participants to learn as it relates to adult education. It’s crucial to remember certain presumptions and guidelines.

  • has a consciousness of independence and the ability to control one’s own learning.
  • has amassed a collection of life experiences that are a valuable resource for learning.
  • has educational needs that are directly tied to shifting social responsibilities.
  • is driven to learn by internal, as opposed to external, causes; is problem-centered; and is engaged in the immediate application of information.

The following are crucial guidelines for instructing or training adults.

  • Transactions and assessment.
  • The design and assessment of adult education must involve them.
  • Training sessions are built on knowledge, especially mistakes.
  • Adults are most interested in learning about topics that directly relate to their professional or personal lives.
  • Adult education is problem-focused, not content-focused.

Principles of teaching adults

  • Include adults in the development and execution of the programme.
  • Instill respect in both the physical and social spheres.
  • Encourage cooperative learning strategies.
  • Incorporate the learner’s experiences into the learning process and build on them.
  • Encourage contemplative thought that is crucial.
  • Include instruction that requires analyzing problems and concerns, applying knowledge to real-world circumstances, and developing solutions.
  • cultivate an atmosphere of participation.
  • Promote independent learning.

Prior to talking about various education or teaching methods and approaches, Understanding the idea of learning, its necessity, importance, and the differences between instruction, preparation, and schooling generally is crucial for us. 

We will first go through several teaching and training methods and strategies. It is imperative that we comprehend the idea of education, its necessity, importance, and the differences between instruction, mentoring, and education as a whole.

Significance of teaching adults

  • acquainted with the program’s aims and enables them to contribute as effectively as possible to the advancement of those goals;
  • ready to swiftly assume employment duties in the area of discipline, or to do so in less time than they would have needed to without training;
  • ethically upright, adequately qualified, and fully equipped with the information, talents, mindsets, and attitudes necessary for their work in order to optimally use current infrastructure and do it with effectiveness;
  • fit into a well-oiled machine and for sustaining cordial working relationships at all levels in order to fulfill the mission and targets of adult education; and
  • well-equipped to facilitate adult learners’ knowledge and progress toward the accomplishment of predetermined aims, intentions, and goals. promote adults’ involvement in all adult educational programmes.

Lecture method of teaching adults

Everyone here is aware that lectures are one of the most traditional, fundamental, and often used information retrieval systems for instruction. Any presentation you watch will be a way by which a teacher who is a competent speaker makes a presentation to the audience, if you look at it closely. The audience and learners are more or less passive while the speaker, teacher, or trainer is active.


  • It is simple to transmit facts, concepts, and opinions in an undistorted manner.
  • The communicator can quickly and effectively contact a huge number of people.
  • Making plans is not straightforward in general, and listening to audience preparation is not required.
  • The lecture approach is sure to generate excitement about a topical or contemporary issue. A group of knowledgeable individuals might have the chance to learn a lot in a short amount of time.
  • The lecture approach is perfectly suitable for a large group if the topic is not debatable or there is no room for compromise.


  • It only goes one way. Neither the teacher nor the trainees receive any feedback.
  • In the event that the lecture is boring, boredom sets in.
  • Due to listeners’ often low attention spans, they might not provide their entire focus.
  • Low retention rates are seen.
  • Most members of the crowd are active listeners.
  • There is no way to use questions to verify the facts.

Symposium method of teaching adults

In the lecture technique, we comprehend that each session has a single speaker. However, there are instances when a group or series of talks, brief speeches, or lectures are given by a number of people or experts on different aspects of a single subject-problem that need to be examined in different ways. It’s known as a symposium. A symposium’s primary goal is to disseminate in-depth knowledge and to provide attendees with thorough, all-encompassing information.

In that speakers alternate every few minutes, offering a diversity of appearances and voices along with a variety in their discussion, it can be more fascinating than the lecture method. Poor speakers can occasionally make the audience bored, strong presenters can occasionally be let down by a lack of time, and the organizers may occasionally find it challenging to arrange the time and the speakers.

The topic or issues that can be acceptable for organizing a symposium in adult education at any level can be determined by you, the adult educator.

Discussion method of teaching adults

An organized procedure of collaborative decision-making is under discussion. It is distinguished by significantly more contact between students and teachers. The student gets the chance to contribute during the conversation technique. Make an effort to fix the issues. submit submissions, consider other people’s suggestions. Obtaining affirmation and comments The method of discussion is really important to take advantage of adult education situations where the goal is to grasp and assimilate the knowledge, exchange experiences, analyze facts, research issues, and clear up misconceptions. Create attitudes and talk about a percent tonne strategy.


  • It is an intentional and methodical action that makes use of community knowledge;
  • In contrast to the participants’ passive acceptance, it stimulates thinking:
  • It enables the group to share experiences and pool ideas:
  • Individuals’ attitudes and the modification of viewpoints result from its participants’ objectives and principles:
  • Compared to a lecture, it keeps the attendees’ attention longer:
  • Participants can test out their concepts and viewpoints; they can go from a situation to a resolution or comprehension;
  • There is sufficient room for the group members to contribute positively to the conversation:
  • The group members are given the chance to define and analyze the issue, assess potential solutions, and try to come to a consensus.


  • Discussions cannot lead to useful conclusions when fundamental understanding of fundamental concepts is absent. Then, instead of a pool of wisdom, there is a pool of ignorance:
  • Effective involvement is impossible when the group is too big:
  • Group discussions can’t be very helpful if the topic under discussion is a non-controversial one on which most participants concur.

Workshop method of teaching adults

The workshop approach is only one of the various methods at their disposal. All group members are concerned with the process of creative learning, as the name suggests. The attendees are also treated equally, and everyone has a significant role to play in producing the finished result, which might take the shape of booklets, study materials, brochures, graphics, initiatives, syllabi, plans for further steps, etc.

The workshop approach may be utilized successfully in adult education if we wish to create a reading introduction, learner, post-literacy material, audio or video materials, or even a project on literacy, adult education, or continuing education.

Demonstration method of teaching adults

 According to Good’s Dictionary of Education (1973), demonstration is defined as:  the technique or process of presenting or establishing facts; and the act of performing an action while others are present, either to demonstrate how to do it themselves or to exemplify a concept.

A teaching approach known as demonstration involves the teacher presenting the material orally while displaying the relevant items, sections, and occurrences.


  • It grabs trainees’ interest, persuades reluctant participants, and offers real information and local leadership.


  • The primary drawback is a lack of the necessary tools and supplies.

Role play method of teaching adults

Role playing is playing out a role under predetermined circumstances. It is a dramatization of an incident or circumstance that hasn’t been planned or practiced. It is a way of bringing the learning experience to life through familiar or made-up people or circumstances. It is a form of individual problem-solving and collective behavior that is creative, spontaneous, purposeful, and motivating.

In role playing, genuine occurrences are mostly acted out in order to provide the trainees with a supervised perspective. “The trainee truly assumes the role of a certain employee in a given project and acts in a manner he believes the actual employee would act. This kind of training exposes the person to many responsibilities and difficulties associated with a certain career and also demonstrates how he would respond in various scenarios “