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Key Words of ALV

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

Main Article: Abstract

KEY WORDS DISTINGUISH ALV from discussions about teaching, learning, and education. This short list gives priority to parts of speech that refer to tangible sensations from a learners’ view of those lessons.

  1. Active Ingredients of Learning, as in choices by learners while learning that most likely lead to learning v. stimuli, posters, lecture.
  2. ALV, as in a learners’ view of learning v. a teacher’s, parent’s, or other view.
  3. ALV Path, as in descriptions of what learners do as they draw a line between two dots v. thinking.
  4. Choice as in selecting from observable optional sensations, such as color, location, etc. v. motivation, reasoning, thinking, or figuring something out.
  5. Commonalities, as in a definition, descriptions of facts common across individual differences of teaching, learning, and experimental research; the basis for the generic questions that lessons answer, What is it? What is like it? What is it not? What comes next? What is missing? The basis for generalizing and to naming something a symbol.
  6. Descriptions of learning v. discussions about learning, teaching, and education.
  7. Facts, as in experimental behavioral and social science research report descriptions of learning v. evidence, experience, folklore, models, and theories about learning and teaching.
  8. How, as in describes choices people make while they learn v. what people learn.
  9. Learner, as in the social actor (role holder) engaged in the social process of learning something v. the person assigned the more generalized social role of student who is expected to learn.
  10. Learning, as in the observable social process of making choices that adjust observable social options available to the learner v. inferences of cognition, thinking, mental status, etc.
  11. Likely, as in learning will likely (probably) occur when … v. cause-and-effect absolutes.
  12. Measurable, as in if you don’t see, hear, or in another way sense it, it doesn’t exist v. speculation about un-sensed, unmeasurable happenings.
  13. Observable, as in seeing, hearing, and in other ways sensing social patterns of learners and teachers v. knowing and understanding.
  14. Of, as in descriptions of teaching, learning, and assessment v. discussion about teaching, learning and education.
  15. Risk of Failure to Learn, as when a learner does not reach criterion for learning a lesson.
  16. Triple-Helix of Learning, as in the joining of lesson plans, content analysis, and instruction in ways that join choices of teachers with choices that learners will likely make while learning that lesson v.  showing a movie to a class.
  17. Vocabulary, observable phenomena that occur in patterns of symbols or movements connected to each other in learning consists of using new vocabulary and relationships among vocabulary v. inferring understanding and meaning.

Related Reading

  1. Argot Used by Educators
  2. Glossary
  3. Terms that Describe Vocabulary of ALV of Learning and It Uses 

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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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