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EducationA Learners' View (ALV)Master Checklist for Composing (Planning) Lessons

Master Checklist for Composing (Planning) Lessons

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


Main Article: Checklists for Educators

A MASTER CHECKLIST for composing (planning) ALV (a learners’ view of learning) Lessons offers a way for teachers to repeat blending instruction with what learners do while learning. Arguably, when people learn from a lesson, the lesson matches what learners do while learning that lesson.

This checklist identifies questions teachers who accelerate, increase, and deepen learning (AID) answer as part of their routine while planning lessons.

1. What do you want students to learn with this lesson? What new vocabulary will you introduce for them to learn? Which of the five generic “What …” questions on the ALV Path will you pose for answering? Which active ingredients of learning (AIL) will you use when you introduce and describe that vocabulary? When during the lesson will you use AILs?

2. What will you do, so learners will learn it? What principles of learning will you apply? How will you show learners a way to answer the generic question posed for this lesson? How many seconds do you plan for this lesson to consume? Might you offer a more efficient lesson instead?

3. How will you know they learned it? What will you see or hear learners do so you verify they are using the ALV Path during the lesson?

4. What evidence will you record that they learned it? What product or other assessment result will you accept and record?

5. What difference does learning this lesson make? Where does this lesson fit into the curriculum and state required minimum academic performance assessment? What practical difference do learners see it makes for them?

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Published August 7, 2013 Written by

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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