Technical-Scientific Literacy of Educators (TSLE)

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

Educators  combine technology (as the subject of capability) and science (as the subject of procedures) with content (subject matter) to form lessons.

Main Article: Glossary

Definition: 1. a A learners’ view (ALV) of educators. b Sources of the most efficient and precise descriptions of choices learners make to learn. c Descriptions of results of experimental empirical behavioral and social science studies, that when applied during planning, analyzing lesson content, and instructing lessons, yield accelerated amounts, increased rates, and deepened (AID) use of learning by learners. d Features efficient use of resources for teaching and learning, especially of clock time and personal effort, of educators and learners.

2. a Gives priority to objective observable, repeatable, measurable, and manageable parts of learning. b Uses probabilities to establish priorities, for example, learners will more likely respond to the color red before other colors, thus lessons that use red as a prompt to identify a key part of a way to solve a problem will more likely result in learners completing that lesson successfully.

3. A systematically disciplined and documented refinement of teaching that expands cultural literacy among learners; assumes that educators are culturally literate.

4. (Tech.) Applies a stochastic model of learning.

5. Use of this large body of peer reviewed published scientific and technical reports accumulated over more than a century has the potential to reduce the amount of instruction time while resulting in more measured learning from that instruction.

Highlight: Describes what is possible for educators to do and accomplish with learners, including to accelerate, increase, and deepen (AID) learning promptly and sometimes dramatically. States the implied standard of professional performance expected of educators but seldom formalized.

Synonyms: CULTURAL LITERACY features the common use of language and the meanings of words that appear in major national news media, such as the New York Times, Wall Street Journal, Washiington Post, The Nation, Newsweek, Time for Kids, PBS (TV) Newshour, and New York Times Best Seller List of Non-Fiction Books. DISCIPLINE OF TEACHING-LEARNING emphasizes uses of systems that verifiably AID learning. STATE OF THE ART (SOTA) of teaching-learning describes what is possible for teachers to accomplish and have measured.

Antonyms: POPULAR CULTURE LITERACY gives priority to dynamics in everyday life that entertain, but seldom raises masses of learners to cultural or technical-scientific literacy that maintains and expands society; an experimental bed of experiences shared among a relatively small number of a society. STATEMENT OF ART gives priority to common euphemisms used to educators to allude to learning without describing the process of learning.

Comment: Technical-Scientific literacy of educators is endemic to education. It is a characteristic of education for educators to convey to others what educators, by whatever role name they use such as teacher, parent, rabbi, know of life. That process of conveying uses the sights, sounds, and other senses to describe something else. TSLE consists of clusters of those senses that scientists have described that educators use to convey what educators know.

The technology of the sources and use of this literacy provides the capacity of a teacher to choose ways to accelerate, increase, and deepen (AID) learning. The science of these sources describes the process by which to use this capacity efficiently.

A learners’ view (ALV) of learning represents for educators to which sights, sounds, etc. of educators learners will likely choose to respond. It consists of a technical-scientific description of vocabulary and logic for educators to use to plan, instruct, and assess lessons more efficiently in order to accelerate the amount and increase rates of learning.

More accurately and precisely, ALV describes specific choices people make while learning. These descriptions form a grammar of learning (rules) consisting of elements and principles from which people choose while learning. This grammar features what learners will likely see, hear, and in other ways use of their senses while learning.

From this view, lessons exist in three parts: plans to match choices of senses learners use to learn, instruction that uses these senses to implement lesson plans, and content (subject matter) analyzed to match planned use of senses. Matching choices of learners in lessons forms a triple-helix of learning that likely increases the rate of learning and thus the possibility of accelerating the amount of learning from teachers’ lessons.

Related Reading

  1. A Learners’ View (ALV)
  2. A Learners’ View (ALV) in One Sentence
  3. Behind Classic Education: A Learners’ View (ALV) of Choices during Teaching and Learning
  4. Code for Learning
  5. Cultural Literacy
  6. Distinguishing How from What People Learn – Q&A
  7. Grammar of Learning
  8. State of the Art (SOTA)
  9. Triple Helix of Learning

Related Resources

Last Edited: August 18, 2016