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EducationA Learners' View (ALV)ALV and the Common Core

ALV and the Common Core

A Learners’ View (ALV) Is Of Choices On The Shortest And Fastest Path To Learning, The Oxygen Of Social Life. 


Main Article: Frequently Asked Questions (FAQ) about ALV

LEARNERS USE a learners’ view (ALV) to learn anything teachers instruct, whether or not it is part of a common core curriculum that meets the Common Core State Standards for K12 academic performance. Learners choose to which words, voice tones, gestures, squiggles, images on screens, etc. they attend. Learners learn when instruction of lessons matches learners’ choices.

ALV gives priority to choices learners will likely make to meet a criterion for learning each lesson taught regardless of how closely the lesson matches any standard. The common core curriculum gives priority to content learners shall learn.

Teachers choose how closely their lessons will match choices of learners and of state standards against which student academic performance is judged. In general, when instruction of lessons fit these two matches, learners will likely meet state academic performance standards, whether or not those standards include the common core.

Technically, this means that learners are the independent variable in the learning transaction with teachers, not the dependent variable of conventional discussions about education.

Related Reading

  1. ALV (a Learners’ View) of Learning in One Lesson
  2. Common Core State Standards
  3. Folklore about Education
  4. Folklore about Learning
  5. The Dreaded Standards (A Critique by Siegfried Engelmann)

Last Edited: 11-17-14

 

Robert Heiny
Robert Heinyhttp://www.robertheiny.com
Robert W. Heiny, Ph.D. is a retired professor, social scientist, and business partner with previous academic appointments as a public school classroom teacher, senior faculty, or senior research member, and administrator. Appointments included at University of North Carolina at Chapel Hill, Peabody College and the Kennedy Center now of Vanderbilt University; and Brandeis University. Dr. Heiny also served as Director of the Montana Center on Disabilities. His peer reviewed contributions to education include publication in The Encyclopedia of Education (1971), and in professional journals and conferences. He served s an expert reviewer of proposals to USOE, and on a team that wrote plans for 12 state-wide and multistate special education and preschools programs. He currently writes user guides for educators and learners as well as columns for TuxReports.com.

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