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

A learners’ view (ALV) offers keys to increased learning. (ALV T-Shirt Wisdom (TSW)

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

Theme: Fast Facts simplified so you can extrapolate them into lessons.

CLASSIC EDUCATION: A LEARNRS’ VIEW (ALV) OF CHOICES DURING TEACHING AND LEARNING introduces a learners’ view (ALV) and ways to use it to accelerate and increase the amount, depth, and rate 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 behavioral and social science descriptions of learning: Learning occurs (1) in one step (2) through trial-and-error (3) in three parts (4) with four levels that result (5) in one or more of five observable patterns of response. This sequence represents what is common in over 12 decades of research by experimental 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. Use 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.

Three Fast Facts of Classic Education: A Learners’ View (ALV)…

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 shows you how you may join those who use ALV to plan and instruct lessons in ways that result in accelerated, increased, and deeper (AIDed) 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.

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.

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.

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.

Presenting Facts

Authors of this site honor four virtues: accuracy, clarity, comprehensiveness, and objectivity.

The wiki format permits updating vocabulary, their relationships, and their uses as needed to meet these virtues.

Please Note

The initial format of articles is based on a conventional hardcopy textbook. We morph articles gradually to include more wiki style conventions and to begin adding interactive media soon.

Sometimes we disable one or more features as we reorganize parts of the site. These changes increase access to all descriptions of Classic Education. Unfortunately, changes sometimes alter formats, making reading harder. Sorry about that. We’ll make changes and fix errors as soon as we can.

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Last Edited: April 19, 2015

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