A Learners’ View (ALV) of Choices during Teaching and Learning –

A Two Minute Read Extended

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

If learning is to be, Teachers use ALV.

Main Page: A Learners’ View (ALV) of Choices during Teaching and Learning – A Two Minute Read

Theme: Essentials of the science of teaching-learning as social processes, and their uses to accelerate, increase, and deepen (AID) learning.

Classic Education: A Learners’ View (ALV) of Choices during Teaching and Learning describes social processes people use while learning. A classic education demonstrates an enduring blend of how and what the most to the least accomplished people do while learning. This blend continues in the 21st Century as the standard for what is possible to expect from education.

This site features ALV and other directions for parents, educators, and educational software developers. It also features technical descriptions of learning for general readers. It leaves discussions and opinions about education to other resources. It introduces a learners’ view (ALV) in order to direct attention to the elements, operations and descriptions of observable social patterns people choose as they learn.

Experimental empirical behavioral and social scientists began reporting these choices over a century ago. Poets, other scribes, and bards over the ages have used and described this view with other words.

Learners Choose

People choose how they learn. Instructors choose how to arrange and present the content that people learn. People learn when instruction matches choices learners will likely make, as described and reported by scientists. Predict Learning(TM) uses these patterns to yield a Learning Efficiency Quotient (LEQ). This quotient reports the value of the instruction for each learner in real time.

Teachers Choose

The Instruction Cube (TIC) describes ways instructors may adjust their lessons to increase learning efficiency promptly and thereby increase the value of instruction for each learner. Learning refers to the trial-and-errors a person uses to adopt, adapt, and manage social (observable) patterns that solve problems, including during lessons. Scientists refer to learning as expanding a person’s social repertoire by increasing the number of and refining existing patterns of social choices.

Learners repeatedly use what scientists call principles of learning to solve problems through trial-and-errors. These principles describe a sample of essential patterns of learners. These patterns form a grammar of learning that indicates which elements of social activity and their relationships (syntax) form social patterns that solve each problem.

A triple-helix of learning forms when (1) patterns of choices of learners (2) fit the instruction (3) of content to learn from a lesson. Then, one-step learning, like placing a keystone to form an arch, occurs when a learner identifies the relevant choices that solve a problem. Other observable activity of a learner and related to a lesson consists of random trial-and-errors.

ALV (previously named aLEAP, A Learning Efficiency Analysis Paradigm) shows a map of elements of learning and their relationships as does a map of streets identify them and indicate their relationships. ALV permits systematic tracking of a learner’s progress toward solving a problem in a lesson as does use of a Global Positioning System (GPS) indicate the location of an object on a digital street map.

Use of either ALV or a GPS device permits monitoring their respective objects as they move toward their destinations. The Instruction Cube (TIC) features distinctions between instruction based on ALV and those based on other activities. Scientists, educators, and others have used these distinctions to accelerate, increase, and deepen (AID) learning rapidly and dramatically.

TIC displays the options available to an instructor to create a triple-helix of learning for each learner in each lesson. Learning does not occur without this triple-helix.

Other social actions by instructors, however artful or entertaining, consist of unnamed experiments with procedures less likely to result in observable dramatic increases in academic performance by all learners. These experiments are to learning as winning a lottery is to a ticket holder in a lottery: They rely on chance more than planning.

The extent to which lessons and instruction follow principles of learning indicates the length of time likely for a learner to perform that one step to learn the lesson. Without using such patterns, learning is less likely to occur.

The families of Predict Learning (TM) and Direct Learning (TM) software demonstrate the power of learning principles to increase learning with Tablet and other electronic devices. Direct Instruction, Precision Teaching, and Try Another Way, each developed by others, have illustrated aspects of this power for over 50 years of instruction by uncounted thousands of instructors without electronics.

ALV for Teachers includes examples of ways used to increase learning promptly and dramatically in and out of schools consistent with experimental behavioral and social science research reports. This site also includes a Glossary of terms from a learners’ view based on procedures and formats that experimental empirical behavioral and social scientists have used to describe observable ways that people learn.

Other material provides background and elaboration of social processes people use during teaching and learning.

References

Related Resources

Checklists for Educators rev. 2.0

Last Updated: June 13, 2015

A Learners’ View of Choices during Teaching and Learning – A Two Minute Read Extended