Craft of Instruction: Digest of the ALV Path to Learning

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

Each Lesson Is Like A Solved 3-D Crossword Puzzle. (ALV T-Shirt Wisdom)

Main Page: Classic Education: A Learners’ View (ALV) of Choices during Teaching and Learning

Theme: Choices by teachers that likely accelerate, increase, and deepen (AID) learning from lessons viewed as applying the science of teaching-learning as social processes .

In a Nutshell: Learners choose how they learn lessons, that is how they adopt, adapt, and adjust their vocabulary and logic to solve problems during lessons teachers instruct. Teachers choose when, where, and how to instruct lessons learners will likely learn.

Note: This digest uses common words to refer to descriptions of quantifiable facts of learning during instruction of lessons. These facts feature precision and accuracy. If Craft of Instruction had been written in conversational tone and style, it would appear something like this: Craft of Instruction describes boiled down social processes that you may know, understand, and use so people learn from your teaching. However, to know and to understand are categories of generalizations. Each set has meanings lacking technical and scientific facts that teachers can use reliably to accelerate, increase, and deepen (AID) learning promptly.

A CRAFT

When learning is to be, Teachers use ALV (a Learners’ View of Learning). (ALV T-Shirt Wisdom)

PEOPLE CHOOSE WAYS THEY INSTRUCT OTHERS TO LEARN TO DO SOMETHING. Those choices also identify the likelihood that all learners will learn during instruction. The Craft of Instruction identifies choices of social processes and their uses that increase the likelihood of learners learning lessons. These choices are a craft just as choices by a potter influence the appearance and use of a cup. The craft of instruction grounds skills sets in reports by behavioral and social scientists rather than relying on other reasons.

When someone learns, the instruction followed the learners’ path of choices learners will likely make while learning. When someone does not learn that lesson, instruction deviated somewhere from the path learners use during instruction. Educators name sets of instruction lessons. People learn each lesson in seconds. Conventional classroom lessons that last longer consist of chains of second-long lessons.

This Digest

This digest identifies and guides choices for an instructor to make before and during instruction. Making these choices increases the likelihood that learners will accelerate, increase, and deepen learning.

Digest is divided into two parts. A section named A Craft. It describes choices educators have been making with a learners’ view (ALV). When someone learns from a teacher, the teacher has used ALV. When teachers use ALV on purpose, 8 or more out of each 10 students learn those lessons. A background section summarizes the facts represented by the term a learners’ view and ALV Path.

Using this Digest

Make this digest your own handy reference. You may start at the beginning of the first section and read to the end of the second section, or you may pick and choose where to start, what to read, and then what to use. Use this digest as a place to store more tips you have found useful.

A Learners’ View of Choices, Checklists, and Steps for Instruction

Choices

Answer Yes or No to each question each lesson. Educators routinely answer these questions at least informally and privately:

Q1: All learners will learn this lesson?

Q2: This lesson uses a learners’ view of learning?

Q3: This lesson uses the Principles of Learning?

Q4:

Checklists

Tangibles to Assemble

Preparation for Instructing a Lesson

Instructing

BACKGROUND

Teachers use special skills to increase the chances that learners will consistently perform as instructed during all lessons. Use of these skills allows teachers to choose and manage with measurable confidence the purpose, tactics, and style of each lesson within three groups of rules set by the school and by learners. Rules of the school identify the subjects, time, and location of instruction. Rules set by learners refer to those choices of learners most likely (probable) to result in learning during instruction.

Subjects

Subjects means rules which identify the content of instruction. For example, scientists choose the subject matter (the vocabulary and rules – logic – for using that vocabulary) of science. The instruction, “This picture shows an atom” is part of the subject of science. These variations are not part of science: “This picture proves that science exists” or “That picture is beautiful.”

The proof instruction violates the rule that science is the subject of probabilities; the word and concept of proof do not exist in science. The beautiful picture statement violates the rule of objectivity as a principle of science; expressions of beauty refer to relative emotions, not to something tangible that can be described, tested, and replicated confidently by following a set of agreed upon rules of procedures within the subject of science.

Subject based rules are the way professionals in each subject speak, write, and work together, such as ways scientists interact as scientists. When leading professionals of each subject change ways they interact with their subject, rules for that subject may also change, as determined by those professionals, not by others, for example, not by a teacher of an elementary or high school science class.

Craft of Instruction: Digest of the ALV Path to Learning

Craft of Instruction: Digest of the ALV Path to Learning

Each Lesson Is Like A Solved 3-D Crossword Puzzle. (ALV T-Shirt Wisdom)

A CRAFT

A Learners’ View of Choices, Checklists, and Steps for Instruction

BACKGROUND

Subjects

Time

References

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