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Summary of ALV Lessons

Discussion in 'General Education Discussions' started by LPH, Dec 25, 2013.

  1. LPH

    LPH Flight Director Flight Instructor

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    Robert Heiny submitted a new blog post:

    Summary of ALV Lessons

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








    Contents







    ALV Lessons





    ALV LESSONS SIMPLIFY THE COMPLICATED in order to AID (accelerate, increase, and deepen) learning. Learning is problem solving. The problem to solve in each lesson is which two dots to connect. From this view, a lesson shows learners how to connect two dots.

    Lessons bring together into one social activity choices of teachers about which dots and how learners can identify them with choices learners will likely make, so learners can solve those problems. Teachers choose what makes a lesson and how to present it. Learners choose what to see, hear, do, etc. in each lesson.

    Lessons vary in complexity and style according to choices of teachers to adapt subject matter into two dots. To accomplish this adaptation, teachers choose how much to analyze and organize for instruction the content in a lesson.

    Each dot represents vocabulary of the subject matter of the lesson and logic for connecting the two dots, that is, how to answer a question in a way that solves the problem of the lesson.

    The art of teaching rests on teachers choosing vocabulary and other parts of lessons, especially active ingredients of learning, in ways that reduce both errors and time to near zero for learners to learn each lesson.
    Choices of Teachers and Learners


    In this way, teachers choose the value of each dot as well as connections between them, much as a composer of music chooses timing, placement, length, and sequence of dots and lines on a score. In both cases, teacher and composer guide other people to arrive at the same question and answer they see, hear, etc. Teaching occurs when teachers define the problem to be solved as unconnected parts and tasks, then plan as well as instruct how learners shall show they can connect those dots.

    Choices made by teachers must match likely choices made by learners trying to complete lessons successfully. To do so, teachers use principles of learning grounded in descriptions of learning across more than a century of experimental behavioral and social science research methods and reports. People learn by connecting something concrete with something abstract, something easy with something hard, something known with something unknown, something simple with something complex, and something specific with something general (CEKSS).

    A highlight of these reports are descriptions of probabilities of choices learners will likely make while learning to solve five generic problems, What is it? What is like it? What is it not or what is not like it? What comes next? and What is missing? Each lesson addresses one or more of these questions depending how simple the lesson the teacher makes.
    Basic Choices


    Each teacher chooses one of each of these four sets of options deliberately or by default for each lesson. [Can turn into Basic Choice 1 - 10 Ranking Scale with 1 as best match of technical possibilities and 10 as furthest from technical possibilities.]
    1. Effort: Trying or not trying to offer a 1.0 Lesson.
    2. Purpose: Working toward or just wishing to becoming a 1.0 Teacher.
    3. Forecast: Number of learners out of each 10 in class who will likely learn this lesson.
    4. Confidence: A high, moderate, or low-risk of failing to reach that prediction.
    5. Efficiency: Simplest lesson possible or not.
    6. Blending: Deliberately blending what learners do while learning as part of the Triple-Helix of learning from lessons.

    Choices for Use of Lesson Plan and other Prepared Material


    1. Used notebook, file, or other reference to compare lesson with task analyzed Common Core State Standards.
    2. Rehearsed lesson before class.
    3. Had a peer review lesson plan.
    4. Reviewed record of strengths and weaknesses (what worked and didn't work) of previous use of lesson.
    5. Edited previously used lesson by refining strengths and correcting weaknesses.
    6. Plan to use less class time to yield increased learning rate.

    Related Reading





    1. Checklists in Education
    2. Active Ingredient of Learning (AIL)
    3. Effectiveness, Efficiency, and Risk of Failure of Lessons by Types
    4. Principles of Learning
    5. Triple-Helix of Learning
    6. Types of Lessons
    Continue reading the Original Blog Post
     
    Last edited by a moderator: Mar 14, 2014

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