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EducationA Learners' View (ALV)Active Ingredient of Learning (AIL)

Active Ingredient of Learning (AIL)

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

Main Page: Terms that Describe Vocabulary of Learning and its Uses

Definition: 1. a Sights, sounds, and other physical senses to which a learner will likely choose to attend while learning a lesson during instruction. b An essential element of learning teachers include in a lesson during instruction. c A finite number of parts of an environment that will likely increase learning promptly. d A hierarchy of parts of instruction (environment, lesson) to which learners will likely respond in order to solve a problem

2. That which enters into a lesson or is a component part of a combination or mixture of elements that make up instruction of a lesson, as baking soda leveans a mixture of flour and water to make a bread dough rise.

3. Those parts of instruction that lead to a learner failing to learn promptly when left out of the lesson.

4. a Parts of a lesson to which the carrier of learning conveys attention. b A companion of the carrier of learning during lessons.

5. Technical Those parts of lessons that appear in algorithms and heuristics to predict and assess learning. Parts of lessons that must be included in order to represent the precision, and speed of learning simply and accurately

Synonyms: COMPONENT applies to the parts that make up a lesson, not all of which contribute to increasing the likelihood that learners will meet criterion for the lesson. CONSTITUENT refers to the essential or formative contribution of a part to learning. ESSENTIAL ELEMENT OF LEARNING, as compared here, consists of a kind (set) of social patterns shown to increase learning.

Antonyms: CHAOS indicates an extreme case for arguing the unpredictability inherent in teaching and learning, in which apparently random changes occur as a result of variations in backgrounds, interests, etc. among teachers, their instruction of lessons, and learners. LEARNING JUST HAPPENS suggests that nothing common occurs across lessons that results in learners meeting criterion for each lesson. WHOLISTIC (sometimes spelled Holistic without any necessary religious implications) LEARNING implies that no one has or can differentiate among aspects of teaching, instruction, learning, and lessons that occur during learning.

Analogy: An active ingredient is to learning as a catalyst is to a chemical reaction; as piano notes are to composing a song in Western culture.

Highlight: The term active ingredients of learning represents those aspects of choices learners make that most likely result in meeting a criterion for learning a lesson.

Comment: Only a fraction of what people say or do in lessons leads to someone else learning something. Scientists refer to this fraction as cues, redundant cues, prompts, contingencies, etc. They may also be called active ingredients of learning. People use them while learning. If learners don’t use something in a lesson, it is not an active ingredient even if it was in a lesson. Active ingredients are like clues to solve a mystery in a novel.

Related Readings

  1. ALV (a Leaners’ View) in a Nutshell
  2. ALV Path to Learning
  3. Choices Frame an Infrastructure of Learning
  4. Learning
  5. Learning as Making (Social) Choices while Learning
  6. Lesson
  7. Teach Like Learners Learn

Related Resources

  1. Exploring the Value of Learning by Teaching (refers to active ingredients of learning as teachable agents) (Captured 04-05-05.)
  2. Note about Learning

Last Edited: January 2, 2016


Robert Heiny
Robert Heinyhttp://www.robertheiny.com
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 The Encyclopedia of Education (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 TuxReports.com.

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