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

Do lessons students fail to learn result from teachers failing to use a Learners’ View (ALV) as an infrastructure of learning (AIL) of those lessons?

Main Page: A Preliminary Word with Readers

Theme: A learners’ view (ALV) remains unfinished.

A LEARNERS’ VIEW (ALV) DOES NOT SOLVE the ultimate mysteries of how and why people learn. It does describe a minimum of what teachers do when people learn from instruction. Teachers may use those minimums today to accelerate, increase, and deepen (AID) learning promptly and sometimes dramatically. The following problems remain open to scientific study of additional ways to AID learning.

1. The adequacy of a finite number of choices, as they make up ALV, to represent the minimum of what is common across experimental behavioral and social science study reports of learning.
2. ALV as a prototype to a statistically dependable social construct to AID learning, applicable with measured confidence in classrooms and other places of instruction.
3. The adequacy of ALV in additional demographic settings and with learners that represent those settings.
4. Hierarchies of vocabulary and relationships among that vocabulary that describes learning from a learners’ view.
5. A strategy for disseminating ALV for use by educators.

Comment

If this sounds like lectures of a school teacher, let it. I am a former teacher as well as a former professor and social scientist. Schools are important, one of the most influential organizations invented. Most importantly, they offer a place to associate with people who try to learn what the most accomplished people and their intellectual and scientific off spring do and have said about such mysteries as how teaching changes options of learners. Schools are not a magic carpet to anything or anywhere. Going to school or teaching in one does not automatically make anyone an educated person. Schools do not offer solutions to life’s ultimate mysteries. They do not make you happy beyond the satisfaction you might encounter with a cup of coffee or glass of almond milk.

In a general sense, impacts of teaching on learning exist as one of those ultimate mysteries. Nobody “knows” or has yet described that complete process or all of its impacts.

At the same time, scientists have been studying relationships between teaching and learning for over a century. Whether by chance, design, or method, experimental behavioral and social scientists have reported a vast library that describes actions teachers take that AID learning. These actions affect the rate and depth of learning while someone instructs a lesson.

Perhaps these scientists brought into view what you already know. If so, then perhaps this site will add to your confidence, so you can AID learning even further. That’s easier to say than to prove, since science, unlike mathematics and jurisprudence, does not address proof. Scientists report likelihoods, probabilities, based on the choices you offer as a teacher for learners to learn.

But, you, as do state examiners, can test the value a learners’ view (ALV) adds to learning from your lessons. ALV offers you an overview of specific actions to take with common elements in descriptions experimental scientists have reported that connect teaching with learning.

You, as have over a million other teachers, may find that learners learn more from you as you increase your familiarity with this view of teaching-learning.

References

1. A Learners’ View (ALV) as a Prototype
2. A Learners’ View (ALV) of Choices during Teaching and Learning
3. A Learners’ View (ALV) of Learning
4. A Learners’ View (ALV) in One Lesson
5. A Learners’ View (ALV) in One Sentence

Related Reading

1. ALV (a Learners’ View) as Infrastructure of Learning
2. Meet Ima Learner, a Member of Your Class
3. Rules of Teaching: Digest of a Learners’ View (ALV) of Learning
4. Trail to a Learners’ View (ALV)
5. What Is an Infrastructure of Learning and Why Should I Care?

Last Edited: June 28, 2016

Originally Published in A Preliminary Word with Readers