Learners Distinguish How to from What to Learn |
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(THIS PAGE IS UNDERGOING A LIVE, MAJOR EDIT. THANKS FOR YOUR CONSIDERATION.) A Learners’ View (ALV) is the Straightest and Fastest Path with the Least Number of Steps to Learning, the Oxygen Of Social Life. Introduction to Classic Education at EduClassics.com – A Learners’ View (ALV) The theme of this site describes the social movement from folklore about education to a science of learning. The site also describes ways that educators may apply this science in order to accelerate the amount and increase depth and rates of learning promptly and sometimes dramatically. Classic Education at EduClassics.com features descriptions of what people do to learn: we adopt, adapt, and manage behavior patterns to survive a problem. This site has two parents, EduClassics.com and Classic Education. Together, they define (1) fundamental ways to convert folklore about education (2) to uses of behavioral and social science descriptions of what people do to learn, including to earn a classic education. Descriptions of learning emphasize how over whatever people learn. EduClassics.com uses a wiki collaborative technology to present Classic Education, This allows specialists to critique, add, and adjust entries, so uninitiated readers may use the content. Collaboration increases confidence in online presentations as do peer reviews for hardcopy books, journals, and conference proceedings. Entries give priority to experimental empirical behavioral science findings, but sometimes include pre- and non-published descriptions that meet similar standards. Classic Education features a learners’ view (ALV) to represent behavioral science descriptions of learning. ALV represents results of experimental empirical behavioral science reserch. From a learners’ view, observing changes in behavior patterns provides the only way to identify learning. Classic Education also uses aLEAP a Learning Efficiency Analysis Paradigm to locate these descriptions in the sequences and hierarchies in which they occur as people learn. Each hierarchy has choices of patterns ranked from most to least likely to be observed. Together, the site includes ways educators, clinicians, and parents can use these descriptions to see prompt, sometimes dramatic, increases of learning beyond that obtained through conventional instruction and schooling. The term folklore about education refers to non-behavioral science based literature, policies, and practices about schooling and education. Some, most frequently public school educators, refer to such lore as the art teaching and of professional experience that refines professional judgments. Teachers, among others, form lessons and judgments about how people learn based on variations of ways their teachers taught them. Casual observations of what teachers do in classrooms indicate continuity in teacher practices across generations of teachers. Scientific evidence does not demonstrate that such continuity in practice supports all learners learning all lessons. Professional literature, government policies, and practices in public schools since the 1970s consist mostly of such discussions about professionalism in education. These discussions seldom directly include references to behavioral science descriptions of how people learn. Learners with instructors, including the same instructors who have used folklore, who use behavioral science descriptions learn faster and more than from other teaching. Even knowing these results, educators use and support less effective teaching. They use folklore about education instead of behavioral science descriptions of how people learn. So What? Whether or not education decision makers and practitioners use behavioral science descriptions to plan and instruct, behavioral science studies indicate that learners will likely continue to learn one person at a time through processes as described in Classic Education at EduClassics.com. That’s what learners do and have apparently done for eons in and out of schools with and without advancing communication tools and across various fashions of professional practices. EduClassics.com uses learners’ view to illustrate how it contributes to learning in the 21st Century, and how instructors and observers may use ALV to increase learning promptly in whatever venue they choose. CAUTION: Please read thisSummary of Classic Education at EduClassics.com – A Two Minute Read]Welcome to CLASSIC EDUCATION at EduClassics.comRelated Reading
Related ResourcesGo to Main Page of Classic Education at EduClassics.com |