A Learners’ View (ALV) Is Of Choices On The Shortest And Fastest Path To Learning, The Oxygen Of Social Life.
A Learners’ View (ALV) of School Reform
From a learners’ view (ALV), the purpose of schooling and school reform is to reduce the number of trial-and-errors by learners during lessons. This reduction accelerates the amount and increases the rate of learning, thus reforming schooling at its core reason for existence.
Learners choose what in a lesson they see, hear, and in other ways pay attention. Reduction in trial-and-errors occurs when lessons make clear what to choose. Clarity occurs when lessons apply principles of learning to present lesson content. Teachers who earn a 1.0 rating offer lessons from which learners learn everything in every lesson with a 0.0 risk of failing to learn.
ALV describes how scientists, educators, and others have reduced lessons to those parts that learners use to complete lessons successfully.
For more than a century, behavioral and social scientists have linked increasingly more refined choices of learners to changes in schooling. These refinements permit the option of linking instruction and lessons more precisely to increase learning and decrease the chances of learners failing to learn. Intentional use of ALV in schools continues this effort.
From this view, changes in schooling start with planning in lessons choices learners make to learn. Learning occurs one choice at a time by each learner during each lesson. Lessons in which teachers give priority to simple instructions that show/tell learners how to relate content of lessons to choices of learners reduce the trial-and-errors of learners and increase the amount and speed of learning.
Learning occurs this way whether through direct instruction, direct learning, discovery learning, flipped classes, group projects, learn-by-doing, and other labeled instruction styles. These names refer to variations in kinds and probabilities of prompting learners to identify and choose relevant aspects of what they see, hear, and in other ways sense in order to solve the problem before them. This view provides ways to offer lessons for solving complex problems, including so called “higher order thinking” skills.
ALV offers specific guides for teachers to use reliably and confidently in and out of schools with individuals and with groups of learners. These scientists reported their data in ways that you can apply them in order to accelerate and increase learning beyond results from current practices.
These guides frame choices educators and education policy makers select to develop and offer faster, more precise activities that learners may use to learn more content. They also focus on opportunities to increase depth of learning while learners and instructors use fewer resources in and out of schools to accomplish this objective.
Those who apply these principles use them as a virtual code for learning (CFL). It allows for tuning lessons and other intentional prompts for learning to occur. Use of CFL, even before it was labeled, has resulted in learners increasing quantity and depth of content mastery and related problem solving. CFL can increase the efficiency of learning in and out of schools. Evidence of equal or more reliable descriptions of such results by other means arguably do not seem to exist. [[[Tip]]] [[[Q & A]]]
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Last Edited: June 20, 2016