• Welcome to Tux Reports: Where Penguins Fly. We hope you find the topics varied, interesting, and worthy of your time. Please become a member and join in the discussions.

ALV Rules for Teaching


Flight Director
Flight Instructor
Robert Heiny submitted a new blog post:

ALV Rules for Teaching

A LEARNERS' VIEW (ALV) OF WHAT MAY BE CALLED RULES FOR TEACHING describes what 1.0 teachers and those trying to earn that rating do routinely while teaching. These rules are grounded in experimental behavioral and social science research study results continuously refined in laboratories and classrooms during almost 125 years. An implicit aspect of these studies is that learners make choices teachers may manage, but not control, while learners learn. These rules summarize the craft of teaching for teachers in detailed descriptions of learning, including of a classic education or of other names for education currently fashionable.

Rule 1. Rules. Teachers apply principles of learning that most likely result in learners learning lessons taught. These principles (rules) leave descriptions of the art of teaching to others.

Rule 2. Learners Rule Learning. Learners, not teachers, choose when and how to learn from lessons. Teachers can manage learning through lessons. They can control lessons to make learning more likely, but not control learning.

Rule 3 Two Dots Learning. Learning consists of connecting two dots. Each dot consists of vocabulary, sometimes called repertoire, skills, or techniques.

Rule 4. One Step Learning. Learning, that is connecting two dots, occurs in one step. All other activity is trial-and-error to find the relevant words, motions, voice tone, and other sensations from the teacher in the lesson to connect those dots, that is to learn that lesson.

Rule 5. Sustenance of Learning. Those supporting sights, sounds, and other sensations during a lesson that learners identify as possibly related to solving the problem of, that is learning, the lesson. Learners will likely identify concrete, easy, known, simple, and specific sensations (CEKSS, first half of each Principle of Learning, pronounced seeks). Also called cues, redundant cues, and stimuli. Teachers change voice tone and volume, underlines, say-and-show, etc. to attempt sustenance of learning during lessons. A hierarchy exists of senses to which learners will likely attend.

Rule 6. Conditional Permission to Teach. Teachers must gain permission from students to teach. Yes, really. Experimental scientists call such permission "attention," the beginning of the learning process. Learners choose if and how they will learn by selecting to what they attend. A hierarchy exists of senses to which learners will likely attend.

Rule 7. Gambling with Student Assets. Lessons are a gamble, a calculable risk, that learners will learn to do something worthy of the cost they pay in time, effort, and other assets they use to learn that lesson. Some of these assets, like time and energy, are non-recoverable.

Rule 8. Rationed Learning. Teachers ration learning when they do not offer 1.0 lessons (any lesson that does not result in all students learning everything in that lesson).

Rule 9. Lessons. A lesson exists for a learner when that learner learns that lesson. Until learning occurs, whatever else exists is just noise, motion, etc.

Rule 10. Lessons in Seconds. Efficient and effective lessons occur in seconds. The longer the lesson, the less likely that learning will occur.

Rule 11. Triple Helix of Learning. Lessons fuse elements that sustain learning from three supply chains.

Rule 12. Organized Supply Chains. Chains consist of sources of lesson plans, instruction plans, and analyzed content.
Continue reading the Original Blog Post
Last edited by a moderator: