Main Article: ALV for Teachers: A Guide for 1.0 Teaching
Theme of Guide: Teach simply, so learners may simply learn.
This guide describes a path of choices teachers may take as they move toward 1.0 Teaching, that is, toward teaching that results in everyone learning everything a teacher teaches. It presents condensed descriptions of a learners’ view (ALV) of teaching and learning drawn from more extensive descriptions in Classic Education: A Learners’ View of Choices during Teaching and Learning.
The ALV Path of learning consists of a minimum of 15 choices by learners that result in learning a lesson in one step (all other social activity of learners is trial-and-errors to find and use that one step), in three (3) phases (a beginning, middle, and end), with four(4) levels of generality and social value that result in answering one of five (5) generic questions (What is it? What is it not? What is like it? What comes next? and What is missing?) 1.0 Teachers plan, instruct, and assess lessons built to guide learners along that path promptly.
ALV for Teachers identifies ways for teachers to blend their choices during lessons with choices scientists have reported that learners will most likely make while learning in order to increase the chances of offering 1.0 Teaching.
The good news is that whenever someone learns something from a teacher, the instruction of that lesson matched choices learners made while learning it. ALV gives priority to those choices. This guide shows, tells, etc. ways to match choices of learners while learning in lesson plans, during instruction, and to identify them in assessments of results from lessons.
Teachers familiar with the contents of Classic Education: A Learners’ View (ALV) of Choices … have an advantage over those unfamiliar with distinctions in vocabulary of teaching and learning as technical-scientific social activities from more familiar talk about education.
It is primarily a reference rather than a textbook. The practical use of this guide occurs with practice more than with conversion to a belief system about teaching and learning.