Learners Distinguish How to from What They Learn
A Learners’ View (ALV) is the Shortest and Fastest Path to Learning, the Oxygen Of Social Life
Definition: 1. a A category of lessons that gives priority to matching instruction with a set of choices learners will likely make to learn that lesson, as in teaching someone to play a piano piece as written on a music score or showing Grandpa how to use the newest smartphone. b One of two categories, either a lesson does (Type 1 Lesson) or does not (Type 2 Lesson) match choices of learners, as defined by whether or not all learners learn the lesson regardless of what a teacher does.
2. A category of lessons, such as direct instruction as distinct from a lesson for discovery learning.
3. A pattern of instructional priorities different from patterns in other lessons, such as direct instruction gives priority to telling/showing learners precisely what to do, and Try Another Way gives priority to adding visual prompts to attract learners’ attention to a certain item to manipulate in order to complete the lesson successfully.
4. (Tech.) 1. A category of permutations of instructional planning, instruction, and analysis of content of instruction that matches priorities of choices learners use to meet a criterion for a lesson. 2. Application of the Triple-Helix of Learning based on a learners’ view (ALV) of learning. 3. Either a Type 1 1.0 lesson or Type 2 not a 1.0 lesson.
Synonyms: ARCHETYPE OF A LESSON implies that it manifests an observable, measurable, and replicable constellation of instructional plan, instruction, and analysis of content that learners learn. FORM OF A LESSON indicates a variety of a combination of lesson plans, instruction, and content (subject matter). PEDIGREE OF A LESSON refers to the line of descent of plans, instruction, and content from identifiable sources. VARIETY OF AN ARCHETYPE LESSON indicates a teacher’s adaptation to the instruction of specific learners, such as a chemistry teacher offering quick direct instruction of a mathematical formula students have not used, but need to complete a chemistry assignment.
Antonyms: ANTI-INTELLECTUAL LESSON indicates educational practices that yield less measured learning than other lessons demonstrate possible. LESSON BASED ON FOLKLORE ABOUT EDUCATION refers to practices by educators and their supporters, regardless of their authority, popularity, or ubiquity, based on something other than descriptions of learning in reports of experimental behavioral and social science empirical studies. LESSON THAT RATIONS LEARNING consists of practices that result in less than all students learning that lesson. WISH LIST LESSON refers to a lesson with intended results without specific instruction for all learners to obtain them.
Comment: Only two types of lessons exist from a learners’ view (ALV), Type 1 and Type 2 lessons. A Type 1 lesson is another way of referring to a 1.0 lesson.
Research results demonstrate that Type 1 lessons are possible. They are most likely to occur with one-on-one teacher-learner instruction as well as with teachers who instruct short lessons with a single criterion for learning to groups of learners. Many top nationally ranked public and private schools approximate all students learning everything in lessons. Most lessons observable in public school classrooms qualify as Type 2 with activities, sometimes labeled with the colloquialism “lesson,” from which all students do not meet criterion for learning an intended result of these activities.
Similarities among Type 1 and Type 2 lessons reside in learners learning from whatever and however teachers instruct. Differences among these two types of lessons occur in the preparation and delivery of lessons.
Distinction between Type 1 and Type 2 lessons are useful as guides for preparing and offering lessons as well as for assessing relationships among lesson plans, instruction, and their results.
Related Reading
Related Resources
Last Edit: August 19, 2016