UNUSED NOTES of ALV of Classic Education at EduClassics.com

ALV consists of an arrangement of choices learners make that behavioral and social scientists have reported. These scientists have identified hierarchies of sensations learners will likely use first, second, etc. They have also identified ways of measuring and reporting these behavior patterns as people use them to solve problems. In addition, they have arranged problems into a hierarchy of five generic stems that can account for so called “higher order thought” problems.

To learn, learners search for useful choices from among physical sensations, such as from what they see, hear, touch, smell, etc., Behavioral scientists refer to such searches as a series of trials-and-errors to identify the relevant sensation(s) (dimensions) that solve the problem.

Learning as identified in ALV occurs constantly by learners through an infinite series of personal choices on multipe levels, as in assembling a simple picture puzzle, playing multiple dimension chess, and winning in a closed-cage fight video.

First, learners view learning as solving problems. Second, learners choose actions to take from among patterns of what they see, hear, etc. in order to solve that problem, as in “Do I choose the red or blue triangle?” or “Say who demonstrated the Higgs Boson, when and how?” to respond to a question heard or a problem seen.

These choices ground learning in social action we can see, hear, smell, and in other ways sense, not in assumptions or theories about learning, teaching, and other parts of life. Lessons assembled by applying ALV accelerate and increase the amount and depth of learning promptly. ALV contrasts with folklore about education.

ALV helps educators distinguish what contributes to learning from what distracts from learning lessons the way a musical score guides musicians. Applying these distinctions to planning and instructing lessons decreases the risk of people failing to learn.

Grounding ALV as social action permits seeing learning as part of daily life. This view requires no interpretation or inference of unseen cognitive or observed neurological activity in order to show/tell other people how to learn something more efficiently. Educators, like advertisers, cartoonists, musicians, and others use grounded learning when trying to entertain or persuade you to do something, for example, to laugh, to “Give generously,” to watch “Pictures and story at 10.”, to “Vote for me!”, to “Pray.” Those who use these links find that people will laugh, etc. and change behavior patterns in other ways.

Grounding learning, lessons, and instruction in social action contrast with third party views of learning based on assumptions of individual capacity of learners rather than on observations of behavior patterns learners use to learn.

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Start composing lessons with learners’ choices. Add content. Then add instruction.

ALV provides ways to translate into lessons behavioral science reports of choices people make to learn. These lessons will likely accelerate learning and increase depth and breadth of learning.