Organization of “Classic Education: A Learners’ View (ALV) of Choices during Teaching and Learning”

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


 

Simplify and Extrapolate instead of Complicate and Exaggerate. (ALV T-Shirt Wisdom)

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

Status: Links corrected

Last Edited: July 11, 2018

Abstract: A LEARNERS’ VIEW OF LEARNING is of choices on the shortest and fastest path to learning, the oxygen of social life. This path consists of descriptions by experimental behavioral and social scientists of choices people make while learning lessons teachers instruct. Learning occurs through solving (answering) one or more of five generic problems (questions). Choices occur by making selections from among 15 sets of physical sensations, social problems, norms, and values. To the extent that all learners learn all lessons, teachers affect the distribution of life chances of learners and the organization of society. Databased descriptions of details are open to refinement through additional experimental research.

Classic Education: A Learners’ View (ALV) of Choices … distinguishes choices learners make while learning from what learners learn when they make those choices. To describe these distinctions and their uses in lessons, this site  consists of three (3) sections. These sections appear in the order that educators have requested: tell me how to plan and instruct lessons from a learners’ view (Section One); then tell me the parts of lessons to assemble Section Two); and finally give me implications of these parts as references in case I choose to remind myself (Section Three). Application in Section One of the principles and patterns described in Section Two changes the likelihood of learners learning lessons instructed.

1. Section One consists of descriptions of how, from a learners’ view, to assemble simplified lessons that will likely accelerate, increase, and deepen (AID) learning. These lessons apply the principles and processes described in Section Two, such as principles of learning, and distinguishing active ingredients of learning (AIL) from other influences. Educators, education software developers, and others have used these distinctions to AID and forecast learning.

By combining ALV with instruction (what people do to manage learning) and lesson content (what people learn to do), the three form a triple-helix string of learning. This string forms an essential infrastructure of learning. This infrastructure exists for learning during daily life in and out of schools.

2. Section Two consists of descriptions of step-by-step observable actions people use to learn and of active ingredients of learning (AIL) that prompt learning from lessons.

This section describes the elements of learning reported by behavioral science experimental empirical researchers. The tools to increase learning described in Section One include these elements.

Use of these elements in lessons indicates how some teachers and education software programs result in extraordinary rates of learning and reduced risks of failure to learn in different venues and from different purposes, pedagogies, theories, and philosophies.

3. Section Three identifies implications of a learners’ view (ALV) for practice, policy, and research.

Appendices include lists of pages by title, words and terms in a glossary to define and describe tools educators use to identify and apply elements of learning described in the first two sections and in appendices to this site.

Related Reading

  1. Abstract of Classic Education: A Learners View (ALV) of Choices during Teaching-Learning
  2. Active Ingredient of Learning (AIL)
  3. A Learners’ View (ALV) as Infrastructure of Learning
  4. Principles of Learning
  5. Section One Applying a Learners’ View (ALV)
  6. Section Two Describing a Learners’ View (ALV)
  7. Section Three Implications for Practice, Research, and Policy
  8. Triple-Helix of Learning (THL)

 

 

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Robert Heiny
Robert W. Heiny, Ph.D. is a retired professor, social scientist, and business partner with previous academic appointments as a public school classroom teacher, senior faculty, or senior research member, and administrator. Appointments included at University of North Carolina at Chapel Hill, Peabody College and the Kennedy Center now of Vanderbilt University; and Brandeis University. Dr. Heiny also served as Director of the Montana Center on Disabilities. His peer reviewed contributions to education include publication in [I]The Encyclopedia of Education [/I](1971), and in professional journals and conferences. He served s an expert reviewer of proposals to USOE, and on a team that wrote plans for 12 state-wide and multistate special education and preschools programs. He currently writes user guides for educators and learners as well as columns for [I]TuxReports[/I].com.