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

Making it possible for all learners to learn lessons the most accomplished people learn (ALLAL).

A LEARNERS’ VIEW (ALV) OF TEACHING-LEARNING exists as patterns that capture the minimum choices learners make while learning lessons. At least ALV may be called patterns, because learners follow observable routines while learning. Teachers use patterns when they follow the ALV Path during teaching. ALV patterns in lessons (APL) identify choices of learners that teachers match in order to earn 1.0 ratings and to AID learning efficiently. These routines are elementary.

ALV is grounded in experimental empirical research. Treat these patterns as you would entries in a notebook. They may change as experimental behavioral and social science researchers report their findings of choices learners make while learning. Presently, the ALV path serves as the standard for 1.0 teachers who offer 1.0 lessons.

Master APL

The master pattern in lessons by teachers is: Keep lessons simple and transparent to learners. Even the most complex lessons break down into strings of simple lessons (patterns) that can be taught one at a time when learners do not learn the complex lesson.

Assumption: Lessons consist of vocabulary (words, other symbols, gestures, etc.) and their relationships.

Corollary 1: Keep lessons short, counted in seconds and the fewest possible number of words, other symbols, and gestures. Most short lessons can fit these standards.

Corollary 2: Results from your test will tell you where a lesson was too complex. Perhaps you assumed that learners would make choices they were not prepared to make.

Some of APL will seem obvious and you probably already do them, at least to the extent that students learn from your lessons. By addressing ALV patterns systematically, APL provides you a way to AID learning routinely as do 1.0 teachers.

Elementary APL

1. Assume You Can Earn 1.0 Ratings

You choose whether you will earn 1.0 ratings.

2. Stop, Look, and Listen.

Stop talking. Look and listen to choices learners make while learning each lesson. They show you by making incorrect choices where problems exist in your lesson.

3. Name the Problem with your Lessons

When considering why everyone does not learn all of your lessons, choose whether the problem rests in your presentation or in the substance you present. For example, Do your lessons fill the class period with many or a few well chosen words that show learners choices that solve the problem (answer the question) of the lesson? Does each lesson have one measurable objective (problem to solve, question to answer)?

Are you willing to fix that or those problems to earn a 1.0 ratings consistently?

4. Start by Changing Your Choices

Start where you are now. Assess with a critical eye the way you teach. Make one change to correct one problem your lesson causes for learners in order to test how it affects their learning. Don’t exchange problems you know for problems you don’t know in a major change in teaching all at once.

5. Begin at the End

Lessons, as do stories, have a beginning, a middle, and an end. Begin composing (planning) and instructing lessons at the end. State which of the five generic questions lessons answer/solve you choose for this lesson. You will show and tell them what ‘it’ is, what ‘it’ is not, what is like ‘it’, what comes next, or what is missing. Choose how you will show learners to answer one of those questions. For example, “I’ll show you a diagram of the atom we studied yesterday. I want to show you how to find the atom most like next to it on the periodic table of elements.”

6. One at a Time

Restrict each lesson to answering one question. That’s a simple lesson.

7. Compose (Plan) a Lesson

Teachers, as do poets and musicians, compose lessons, That is, they choose and then assemble a set physical sensations in order to convey a way to see or hear something. This is when teachers identify relationships among the parts of the lesson, that is relating active ingredients of learning (AIL) with the analyzed task that demonstrates learning the lesson has occurred.

8. Stack Simple Lessons to Answer Complex Questions

9. Confirm that Learners Learned the Lesson

Watch and lesson while and after teaching to confirm that learners learn each lesson and relate it to your other lessons. Approach this process as criterion reference checks (tests).

ALV Patterns in Lessons (APL) by 1.0 Teachers