A Learners’ View (ALV) shows the straightest path to learning, the oxygen of social life.
Classic Education at
EduClassics.com introduces a learners’ view (ALV) and ways to use it to accelerate and increase the amount and depth of learning. It addresses the question,
How do people learn? Tell me, what do they do first, second, etc.? ALV replaces folklore about education with experimental empirical science descriptions of learning: Learning occurs in one step through trial-and-error in three parts with four levels that result in one or more of five response patterns. This sequence represents what is common in over 12 decades of research by behavioral scientists who have described and increasingly refined descriptions of those parts and the one-step. The sequence forms an infrastructure of learning which allows observation of a structure of social life. These parts are to learning and social life as sound frequencies are to music and particles are to physics. They allow more precise descriptions, predictions, and management of their elements.
ALV gives priority to
how over
what is learned. Uses of ALV assist in making learning efficient through instruction. It discounts choosing whether learning occurs in the brain and mind or through changes in patterns of observable behavior.
[Before You Read Further]
Meet a Learners’ View (ALV)
ALV shows disassembled parts of learning that form steps learners use. Parents, teachers, and others use these parts whenever someone learns something with them.
ALV permits people to change the likelihood of learning without referring to theories or causes. Use of ALV to compose lessons makes it more likely to match lessons to behavior patterns people use when they learn.
Seven Fast Facts of A Learners’ View (ALV)
1.
Learners (People) search for patterns among their senses to (re)solve problems they encounter in and out of schools. Learners seek, find, and demonstrate these patterns.
2. Problems consist of incomplete patterns which learners try to complete.
3. Learning to complete a pattern (resolve a problem) occurs in one step through trials-and-errors in three parts at one or more of four levels that results in one of five generic response patterns.
4.
Learners face at least 15 choice-points in the three steps they take to complete a pattern (to learn something, to resolve a problem).
5. Learners complete more patterns (learn more lesson content) and complete them faster (learn content faster) when educators plan and instruct lessons that reduce the number of trials-and-errors needed to find patterns that resolve problems.
6. Lesson content, at its core, consists of the vocabulary (words, movements, drawings, etc.) and logic (relationships) of behavior patterns that resolve one or more problems, such as matching a sound with a mark on paper (a symbol), completing a syllogism in chemistry, reciting a poem describing beauty, or avoiding a bear when hiking in their habitat.
7.
Use of ALV does not require assumptions, theories, or other speculation about cognition, neurology, or personal, cultural, or ethnic background.
You don’t have to reinvent the wheel in order to accelerate and increase learning. Just choose to see, hear, and use other senses to view learning as learners view and use it to learn.
ALV offers a way
1. To be in learners’ shoes while you plan, instruct, and assess lessons (packages of rules to do something new or different).
2. To see and hear lessons as learners see and hear them. And, thus
3. To observe and adjust instruction of learners eye-to-eye as they learn.
Other educators and supporters may use this view as they assemble, distribute, and assess the effectiveness and efficiency of resources that teachers use in lessons.
ALV is for you, if you want to accelerate, deepen, and increase learning of one or more other people; to escape from the stress of not knowing why all people do not learn everything you teach; or to enjoy the satisfaction of seeing increased achievement shown by your students on academic performance tests.
Three Fast Facts of Classic Education at EduClassics.com
It can guide you:
1. To focus on those patterns and parts of lessons that increase the likelihood that learners will learn what you want them to learn;
2. To give priority to patterns of behavior learners use to learn lesson content, such as (a) to identify behavior patterns that have shaped our understanding of the contemporary universe, of how people viewed their own world in their time, and of how others view(ed) it later, (b) to identify and demonstrate uses of these patterns in today’s universe, and (c) to identify common and uncommon elements in patterns across human behavior; and
[Say What?]
3. To sweep away the clutter in lessons that do not contribute directly and promptly to learning from your lessons.
Classic Education at EduClassics.com shows you how you may join those who use ALV to plan and instruct lessons in ways that result in faster, deeper, and more learning.
Use this site as a “how to” of teaching based on what people do to learn. It identifies do’s and don’ts of the task of instruction and says how these rules fit with what people do to learn.
It includes examples of how educators, parents, and others have used principles of ALV to accelerate and increase learning, sometimes promptly and dramatically.
It outlines ways to identify and plan which trial-and-error by learners to include in lessons and how to eliminate others.
It includes descriptions, protocols, applications, and assessments of learning and of how people use these tools in lessons that accelerate and increase the amount and depth of learning.
It offers social scientists a glimps into a foundation upon which relationships among people rests.
Presenting Facts
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Classic Education at
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Related Questions Readers Have Raised
[Who is a learner?] [Why Don't People Learn?] [What about Other Instruction and other School Activity?] [Can I scale ALV beyond individuals?] [Why Not Call It Student Centered Learning?] [What are Clutter and Classroom Management?] [What is an Infrastructure of Learning and Why Should I Care?] [What are Facts and not Theory or other Speculations?] [What about Teachers', Administrators', and Parents' Views?] [Why Not Call It a Silver Bullet to Make Learning Match My Teaching?]
Related Resources
Living in a Learners’ World
Summary of Classic Education: Disassembling Learning
Related Reading
Use of Classic Education at EduClassics.com
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A learners' view (ALV) offers keys to learning. (T-Shirt Wisdom (TSW)
