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EducationA Learners' View (ALV)Disassembling Learning: A Contextual Summary of "Classic Education: A Learners' View (ALV)...

Disassembling Learning: A Contextual Summary of “Classic Education: A Learners’ View (ALV) of Choices…”

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


Main Article: Notes about ALV in Welcome

Theme: Learning consists of parts that teachers assemble into lessons in order to disassemble them from the whole.

 

AT THE END OF THE 19TH CENTURY, the French parliment asked Alfred Binet to identify which school children in France would likely learn to read. People still argue about such forecasts and about ways to alter these results.

The request by the parliament marks the beginning of an unprecedented international stream of systematic measurement and analysis of human behavior by a growing number of behavioral and social scientists. A new language emerged from that stream to describe learning. These descriptions emphasize classic sensibilities, such as formal elegance, simplicity, dignity, lucid conception, and order. These descriptions establish the highest standard for guiding and assessing the value of practices and policies intended to increase learning.

Binet and other scientists disassembled learning in ways so that others could repeat their efforts and test their results. Within two decades, behavioral scientists identified and codified patterns of behavior that they related to human intelligence. Other scientists began codifying generic sequences of behavior patterns that people use to learn, or as some say, to change behavior patterns for an observable purpose.

As research findings accumulated, scientists refined these codes. Other behavioral scientists established and applied more codes to assess whether learning increased in and out of schools. By the end of the 20th century, behavioral scientists established an uncounted inventory of objective, measurable third-party views of learners and learning related to these codes. They also offered systematic applications and measurements of the effectiveness of these views for increasing learning through lessons in schools.

Social scientists have assessed the social validity of these codes through experimental studies, sometimes challenging assertions that this reductionist approach to learning and education offers a stronger influence on social life than family, and other social institutions.

References

  1. A Learners’ View (ALV) of Learning
  2. Code for Learning
  3. Trail to a Learners’ View (ALV)

Related Reading

  1. Learning as Social Processes
  2. Two Dot Learning (TDL)
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Last Update: March 10, 2015

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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