How to Teach Others


The following references are only a few of the many excellent resources that you can find in your local libraries, within your own organization, and in your local book stores. Look for further books but also for journal articles, magazine reports, films, videos and audio cassettes. Also keep in mind how much you can learn from experts in the field, including people within your own organization!

For more intensive research, read the suggestions in the "Writing and Researching Reports and Papers" in this series of resources.

Apps, J. W. (1985). Improving practice in continuing education. San Francisco: Jossey-Bass.

Reviews modern approaches to understanding the adult education field and determining priorities for continuing education. Uses critical, synoptic, normative and analytic approaches regarding aspects of adults as learners, the aims of continuing education, teaching versus learning, the content of continuing education, policy directions in the field, and priorities in continuing adult education.

Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarale, J. M. (1996). Women's ways of knowing: The development of self, voice, and mind. New York: HarperCollins.

Presents education theory and application from a feminist perspective. Many organizations are staffed largely by women yet, many of the educational programs are designed based on assumptions of how men often learn best.

Boud, D. and Griffin, V. (1987). Appreciating adults learning: From the learners' perspective. London: Kogan Page.

Examines education issues and methods from the perspective of adult learners.

Boud, D. (Ed.). (1981). Developing student autonomy in learning. London: Kogan Page.

Examines the new purpose of education, which he sees as the preparing of children and adults for life-long learning. The development of independence, self-directedness and responsibility for learning rests with the students in higher education institutions and, therefore, requires various methods of recognizing and permitting that independence, e.g.,, learning contracts.

Briggs Myers, I. (1977). The Myers-Briggs type indicator. Palo Alto, CA: Consulting Psychologists Press.

Quickly becoming a standard tool for identifying one's personality or work type. This method divides people into 16 categories recognizing that people have more than one general type and that they may move from one to another depending on whether they are with family, colleagues or friends in different situations.

Brookfield, S. D. (1983). Adult learners, adult education and the community. New York: Teachers College Press.

Reviews informal and community learning with British, U.S. and Canadian examples to examine the extent and quality of these programs. Brookfield does not believe that self-directed learning works for oppressed people and in fact believes they require group empowerment to meet their learning needs.

Brookfield, S. D. (1986). Understanding and facilitating adult learning: A comprehensive analysis of principles and effective practice. San Francisco: Jossey-Bass.

Detailed work on adult learning needs and motives; how adults learn and how educators can facilitate that learning. Critical review of andragogy principles and beliefs.

Brostrom, Richard. (1975). Developing effective teaching styles. Los Angeles, CA: COMCOR.

The Training Style Inventory developed by Brostrom looks at four main categories of trainers: behaviorist, structurist, functionalist and humanist. The inventory helps trainers identify which of the four main categories they tend to follow most and how their other training characteristics fall in the other three categories.

Brundage, D. H. and MacKeracher, D. (1980). Adult learning principles and their application to program planning. Toronto: Ontario Ministry of Education.

Adult learning principles applied to the planning of programs especially the retraining and ongoing professional development of teachers. They review the background assumptions, characteristics of adult learners and learning situations, and a summary of 36 adult learning principles. They review the three prevalent philosophies of adult education: liberal (pluralistic and systematic approach with

the individual as part of the society); conservative (universal and traditional approach with the objective being reality learning); socialistic (therapeutic approach with a reflective individualistic approach).

Burgess, B. J. (1978) Native American learning styles. In L. Morris (Ed.). (1978). Extracting learning styles from social/cultural diversity: A study of five American minorities. No city or state given: Southwest Teacher Corps Network.

Presents information on how native Americans learning styles are affected by their cultural and historical backgrounds.

Buzan, T. (1991). Use both sides of your brain. London: Plume Books.

Buzan is a leader in the mind mapping and using the brain's power to its fuller potential.

Cortes, C. E. (1978). Chicano culture, experience and learning. In L. Morris (Ed.). (1978). Extracting learning styles from social/cultural diversity: A study of five American minorities. No city or state given: Southwest Teacher Corps Network, 29-39.

Presents information on how Spanish speaking people's learning styles are affected by their cultural and historical backgrounds.

GATT-Fly (1983). Ah-hah! A new approach to popular education. Toronto: Between the Lines.

Presents a method of teaching to groups with widely different educational backgrounds and skills using large mind maps and group discussions to identify inter-connected issues while trying to solve problems.

Hunt, D. E. (1987). Beginning with ourselves: In practice, theory, and human affairs. Cambridge, MA: Brookline.

Hunt presents his theory of inside-out psychology where people temporarily suspend their belief in psychologists-as-experts or that social science will solve all human problems. Instead, people learn to trust themselves as experts into their own feelings, hopes, goals and education.

Klees, J. (1991). Toward empowering adults who have developmental disabilities: Using the adult education workshop method. Unpublished Masters Thesis, Antigonish, NS: St. Francis Xavier University.

Klees presents a teaching model to help people with developmental disabilities acquire knowledge and skills in a non-threatening environment based on adult learning principles.

Knowles, M. S. (2005). The adult learner. 6th edition. San Francisco: Butterworth-Heinemann.

Seminal work in the field of adult learning updated for a new audience.

Lawlor, Michael; Handley, Peter; and Lawlor, Michel. (1997). The creative trainer: Holistic facilitation skills for accelerated learning. New York: McGraw-Hill Training Series.

Based on principles of accelerated learnig applied to the training field including what the authors descrbe an 'unusual and innovative methods for immediate use'.

Lawson, Karen. (1998). Train-the-trainer: Facilitator's guide. San Francisco: Jossey-Bass.

Package for training trainers in the basics.

Linksman, Ricki. (1996). How to learn anything quickly: An accelerated program for rapid learning. New York: Citadel Press.

Techniques designed for different learning styles (visual, auditory, tactile or kinesthetic) specifically for students.

Meier, D. (2000). The acclerated learning handbook. New York McGraw Hill.

One of the leaders in the field of applying accelerated learning techniques in organizational teaching environments.

Merriam, S. B. and Caffarella, R. S. (2006). Learning in adulthood: A comprehensive guide. 3rd edition. San Francisco: Jossey-Bass.

Academic text outlining the latest theories and applications of learning in adulthood.

Pfeiffer, J. William and Ballew, Arlette C. (1988) UA Training Technologies Series. San Diego, CAN: University Associates, Inc.

University Associates has a wealth of resource materials for trainers on all aspects of management and staff development. This 7-part series looks at specific train-the-trainer skills development through seven soft-cover books covering: (1) structured experiences, (2) instruments, (3) lecturettes, theory and models, (4) role plays, (5) case studies, simulations and games, (6) design skills and (7) presentation and evaluation skills.

Rae, Leslie. (1996). How to train the trainer: 23 complete lesson plans for teaching basic training skills to new trainers, 2 Volumes in 1. New York: McGraw-Hill.

A complete train-the-trainer package including overhead transparency masters, reproducible handout materials, and activity briefs.

Renner, Peter. (1993). The art of teaching adults: How to become an exceptional instructor and facilitator. LA: Training Associates.

Canadian Renner's collection of 'creative and easy-to-follow' techniques.

Rose, Colin Penfield and Nicholl, Malcolm J. (1998). Accelerated learning for the 21st century: The six-step plan to unlock your master-mind. New York: Dell.

The six-step porcess is using mind, acquisition skils, searching, triggers, exhibit knowledge and review using accelerated techniques.

Russell, Lou. (1999). The accelerated learning fieldbook. New York: Pfeiffer.

Specific examples of how accelerated learning can be applied in day-to-day practise.

How to Teach Others

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