Anatomy of Teaching-Learning (ATL)

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

Main Article: SECTION TWO Describing a Learners’ View (ALV)

ANATOMY OF TEACHING-LEARNING (ATL), from a learners’ view (ALV), is the science which studies relationships among the social structure and its parts in the instruction of lessons that result in learning. It identifies and describes the organization (system) of interrelated parts of social processes that result in learners learning lessons. Some specializations exist in various disciplines and without a previous central identify with choices made during teaching-learning. For example:

Gross (macroscopic) ATL is the study of the separate observable parts of teaching-learning, such as lesson plans, instruction, and content.

Attention analysts examine ways (mechanisms) people use to establish priorities among sensations to which they will likely respond, such as whether to respond first to spoken over other sounds and sensations in the environment of the lesson.

Learning analysts study the extent to which learning occurs from lessons.

Problem solving analysts examine ways (mechanisms) people use while making choices during teaching-learning,

Social systems analysts study patterns and influences of interaction among people as well as with their artifacts and symbols, for example, influences of families on learning analyzed by sociologists; and ‘who gives what to whom in exchange for what and to whose advantage’ examined by economist.

ATL complements ALV. Both identify structures and their parts as features of social actions. ATL gives priority to relationships of those parts to results of teaching-learning. ALV gives priority to identifying generic parts of the structure of learning, such as choice learners make while learning, whether or not these choices results from teaching.

Structure of Teaching-Learning

The structure of teaching-learning consists of patterns of choices teachers and learners each make during instruction of lessons. Teachers choose  the form, duration, content, and instructional method of lessons. Learners choose if, when, and to which sensations they will attend during the lesson and its setting. Analysts describe this structure in terms of probabilities of patterns of those choices occurring. Teachers who earn 1.0 ratings match their instruction to probabilities of patterns learners use during teaching-learning. Technically, patterns of learners serve as independent variables for teachers to address in order for learners to learn lessons.

Patterns of Choices

Both teachers and learners make choices during teaching-learning of each lesson. Observers can see and hear patterns of choices by teachers and learners during lessons.  Learning occurs when those patterns match sufficiently for learners to meet the performance expectations of the teacher.

Choices of Patterns by Teachers

Teachers encapsulate their choices for instruction in lesson plans. These plans shape the form of lessons, its duration,  its instructional method, and thereby the probability of learners learning that lesson. In general, plans that begin with

Lesson Form refers to the generic question to show learners how to answer, the criterion for learning to answer that question (lesson objective), …

Choices of Patterns by Learners



The word anatomy in the term anatomy of teaching-learning is used as in the Greek word meaning of “I cut up, open up.” While the typical use of anatomy refers to the study of the structure of living organisms, such as human and plant bodies, the use of the word also appears consistent to refer to the scientific study of choices, a social part of the process of learning, during teaching-learning.


  1. Anatomy defined
  2. Physiology defined

Related Reading

  1. Abstract of a Learners’ View (ALV) of Learning
  2. Anatomy and Physiology of Teaching-Learning (APTL)
  3. Physiology of Teaching-Learning
  4. Sociology of Learning
  5. TIC Checklist to Plan Instruction
  6. The Instruction Cube (TIC): A Paradigm to Analyze the Efficiency of Instruction (PAEI)
  7. Three TIC Strategies for Lessons