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Purpose of “Classic Education: A Learners’ View (ALV) …”

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


Main Article: FRONT MATTER

THIS SITE IS TO SUPPORT BEGINNING TEACHERS make informed choices while preparing and instructing lessons that accelerate, increase, and deepen (AID) learning. But as seasoned teachers know, we are all beginners. The more we practice, the more we acknowledge our ignorance of our craft. Teachers constantly have to choose between trying to offer more or less perfect lessons as measured against AIDing learning.

ALV describes the minimum essential choices that both teachers and learners make that AID learning promptly, and sometimes dramatically. These are elements of teaching-learning a. social process. They are simple and appear necessary. You add your own style, maybe you call it art, to them when you prepare and instruct lessons that all learners learn all of the time.

This view deflates great debates and realigns issues about lessons, teaching, and learning by defining terms as viewed by learners. ALV offers ways to increase the match between lessons and choices learners likely make while learning. With ALV, teachers can view their lessons as learners view them. This match reduces risks of learners failing to learn a lesson.

This site features vocabulary that describes a learners’ view (ALV) of learning and illustrates how teachers use this view in lessons that AID learning. It is essential that teachers have a reliable reference tool rooted in experimental, empirical facts of learning, so they can communicate effectively and efficiently with learners, with the public, and with each other as well as with members of other professions. This sites’ strength rests on the facts that make up the descriptions of a learners’ view of learning.

A second purpose is to show how teachers use this vocabulary routinely and with more confidence in the results of their lessons. In this sense, teachers use ALV to express experiences of other people in ways that learners will likely see, hear, and after using other senses demonstrate the same experiences, even if only on a test in a classroom.

Definitions of vocabulary that describe ALV are mostly in lay rather than specialist words, but describe the same elements and processes of learning. Virtually every term originates in experimental empirical behavioral and social science research processes and results without resorting to interpretations or other intervening values.

Examples are from research reports by experimental behavioral and social scientists as well as from observations while using ALV as a filter to identify and describe minimum necessary social processes (patterns) that result in learning and can be replicated.

As a whole, this site offers a technical-scientific literacy of learning for educators (TSLE), one that has helped educators in many venues become the teachers their students remember and appreciate for showing them how to learn more and to learn it faster.

Related Reading

  1. Problem for Classic Education: A Learners’ View (ALV)
  2. Response to the Problem for Classic Education: A Learners’ View (ALV)
  3. Goals for Classic Education: A Learners’ View (ALV)
  4. Q&A about the Classic Education: A Learners’ View (ALV) Site
  5. Technical-Scientific Literacy of Educators (TSLE)

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