Learners Distinguish How to from What People Learn

(THIS PAGE IS UNDERGOING A MAJOR EDIT. THANKS FOR YOUR CONSIDERATION.)

A Learners’ View (ALV) is the Straightest and Fastest Path to Learning, the Oxygen Of Social Life.

EVERY DAY, TALENTED PEOPLE ATTEMPT TO TEACH, and find some students unresponsive. Every day, fewer teachers apply the science of learning while instructing; their students likely accelerate the amount and increase the depth and rate of learning promptly. The difference in results rests with instruction, not with what learners do while learning, nor in other aspects of human variation. The teacher who plans lessons for a 180 minute day of teaching during a 10 minute commute to school illustrates the hope that talent trumps the science of learning. The persistence of academic performance test results falling into a Gaussian (normal or bell) curve demonstrates a weakness of this hope.

CLASSIC EDUCATION AT EDUCLASSICS.COM INTRODUCES and features a learners’ view (ALV) of how people learn. It gives priority to how over what to learn. It describes which actions you can see, hear, and in other ways sense people use first, second, etc. as they learn. It shows how you may, as others have, use ALV to accelerate and increase the amount of learning of others promptly and sometimes dramatically. It grounds classic education, including the social sciences, in observable human activity that results in maintaining as well as changing daily life and potentially changing civilizations. [Summary of Classic Education: A Learners’ View (ALV) at EduClassics.com] |[Seven Fast Facts of ALV] [A Learners’ View of Classic Education at EduClassics.com] [Context for A Learners’ View (ALV)]

UNUSED NOTES ALV of CLASSIC EDUCATION

From a learners’ view, Classic Education at EduClassics.com provides a way to audit and analyze the structure, vocabulary, and logic of choices learners will likely make to learn more from lessons than alternative third party views of education emphasize. ALV describes a first person view of learning.

Classic Education features the disassembled parts of learning that ALV describes.
It also describes how educators and other practitioners have reassembled and then apply this view of learning. Their efforts have increased the amount and accelerated the rate of learning promptly and sometimes dramatically. [Q & A] [Tip] [Implications]

A learners’ view consists of an arrangement of findings from behavioral science research study reports accumulated over more than a century. This arrangement results from removing everything from these reports except descriptions of behavior patterns that learners must use for learning to occur. When a learner demonstrates these behavior patterns, observers can say with measured confidence that learning occurs. When a learner does not demonstrate these patterns, observers can confirm learning only through belief, inference, and speculation.

ALV gives priority to these descriptions of what learners show observers that they do to learn. Use of ALV permits offering a one sentence description of step-by-step observable actions people use to learn and another sentence that describes how lessons that accelerate and increase learning include these actions: People learn in one step with two options through three stages at four levels yielding one or more of five outcomes. This description exists as an infrastructure for lessons that connect learning with instruction and both with daily life.

Use of this view gives priority to offering more precise activities from which people will likely learn more content (the what of learning) and learn it faster (the rate of learning). By giving priority to precision of instruction and of responses from learners can result in more depth of learning. Precision also makes it likely that both learners and instructors will use fewer resources in and out of schools for increases of learning to occur.

In this context, learning refers to descriptions of the minimum number of observable actions people use to solve problems. To the extent that lessons include ALV, they result in more efficient learning that uses fewer resources to accelerate and increase learning promptly.

FROM 3 GOALS OF CLASSIC ED AT EDUCLASSICS.COM

1. …by describing empirical research evidence of ways people use to learn; observers can watch, hear, and in other ways sense and use this evidence. We call this evidence a learners’ view (ALV). Use of this view allows for more precise links between instruction and learning while it reduces risks of failure to learn.

2. …observable choices people make to learn and active ingredients of learning (AIL) in lessons that prompt learning from lessons.

3. …ways for educators, parents, therapists, and others to apply these research descriptions to accelerate and increase learning promptly and sometimes dramatically in and out of schools. Others may also use these descriptions to increase learning in non-school settings…

FROM TABLE OF CONTENTS

Classic Education at EduClassics.com describes behavior patterns people use to learn from a learners’ view. Use of these descriptions to plan and instruct lessons can increase contributions of Classic Education in the 21st Century. This page introduces the Table of Contents. It separates applications from technical descriptions of a learners’ view.

1. Quick-Start Steps (Original; changed to Quick Start)

How People Learn

1. Classic Education – Questions and Answers (Q&A)
2. Unit 0: Assessment

1. Unit 1a: Assessment
2. Unit 2: Assessment

Overview of a Learning Efficiency Analysis Paradigm (aLEAP)

Classic Education in U.S. Public Schools

1. Classic Education in U.S. Public Schools – Q&A
2. Unit 3: Assessment

Section II: Behavioral Principles of Learning

Unit 4: Development of Behavioral Principles of Learning

1. Development of Behavioral Principles of Learning- Q&A
2. Unit 4: Assessment

Unit 5: Uses of Behavioral Principles of Learning in Instruction

1. Assessments of Applied Learning Behavior Principles
2. The Instruction Cube: Paradigm to Analyze the Efficiency of Instruction (PAEI)
3. Uses of Behavioral Priniciples of Learning In Instruction – Q&A
4. Unit 5: Assessment

Section III: Consequences of Behavioral Principles of Learning

Unit 6: So What? Who Cares? Who Benefits from Classic Education?

1. Personal Benefits Analysis
2. Learning Efficiency Analysis
3. Learning Risks Assessment
4. Learning Loss Assessment
5. Learning Analysts Complement Pedagogists
6. So What? Who Cares? Who Benefits? – Q&A
7. Unit 6: Assessment

Section IV: Behavioral Principles of Learning in the Future

Unit 7: Uses of Behavioral Principles of Learning with Mobile Learning

1. Decisive Schools
2. New Era School Initiative (NESI)
3. Uses of Behavioral Principles … – Q&A
4. Unit 7: Assessment

Section V: Background

Unit 8: Early Education

1. Socrates
2. Other influencers
3. Early Education – Q&A
4. Unit 1: Assessment