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Content of Learning

A Learners’ View (ALV) is the Straightest and Fastest Path with the Least Number of Steps to Learning, the Oxygen Of Social Life.

Definition: a. The subject presented in a lesson as distinct from the form and process of presentation. b. Can be analyzed into distinct parts and then arranged into one or more sequences of behavior pattern(s) so learners can meet learning criterion. c. One of three parts that form the triple-helix of the lesson.

Synonyms: CONTENT OF LEARNING sometimes replaces the phrase lesson content in general conversations about schooling. LESSON emphasizes a precise and skillful presentation of the subject that forms one part of the triple-helix of learning that reduces the number of trials-and-errors learners use to meet the learning criterion. LEARNING demonstrates that a lesson occurred.

Comment: Lesson content consists of the subject of the lesson as distinct from the process of presenting the subject to learners and from a learners’ view of the lesson. Subjects vary according to the purpose of a lesson.

Once distinguished, the subject is separated into parts and then into sequences of parts necessary to reassemble the subject.

Then, both are refined until each part and sequence matches with a behavior pattern the instructor will use in the presentation.

Third, the lesson content and its presentation are again refined until they fit a learners’ view of the lesson.

The number of parts and refinements varies according to the rate of learning the instructor plans for learners.

Related Resources


Lesson Content Lecture Notes

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Article Last Update: 12/13/2013

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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