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EducationA Learners' View (ALV)QR Distinguishing How from What People Learn - Q&A

QR Distinguishing How from What People Learn – Q&A

 

QR Distinguishing How from What People Learn – Q&A

EduClassics.com describes behavior patterns people use to learn and uses of these descriptions to increase contributions of Classic Education in the 21st Century. This page addresses concerns educators express about distinguishing how from what people learn in EduClassics.com, in Classic Education as well as in sources of these descriptions.

Q: Why should a teacher try to distinguish between how and what a person learns?

A: EduClassics.com describes distinctions experimental empirical behavioral scientists have reported, so individual instructors do not have to rediscover them.

Observers who use a learners’ view of a Lesson results lesson can identify this match when it occurs.

Q: I’m too busy teaching to try another theory about my teaching that’s unproven in a classroom.

A: Thousands of controlled experiments separating how from what people learn have been conducted in and out of classrooms over more than a century. Peer reviewed professional behavioral research journals contain them.

One experiment in classrooms included teachers of over one million students over 28 years.

Q: Why haven’t I heard of this distinction before?”

A: EduClassics.com is available now to support your effort to start making those distinctions now, including videos made available by classroom teachers.

Q: I don’t have time for theory about my teaching.

A: EduClassics.com consists of descriptions of facts, not speculation, of how people learn as reported by behavioral scientists.

Here’s a sample of facts reported in the behavioral research literature that describe what people do to learn.

Pluses:

1. Likely increases in student learning.

2. Reduced clock time consumed by learners through random trials-and-errors.

3. More rapid instruction progress through the curriculum that addresses state standards and state tests.

4. More instruction time available to extend instruction beyond minimum state requirements.

5. Reduction in instruction trial-and-error.

6. Prompt feedback from learners that describes where instruction failed to result in all students meeting the learning criterion for the lesson.

Minuses:

a. Distinguishes teaching from instruction.

b. Modifies what instructors do before and during instruction.

c. Instructor assumes responsibility for instruction even when one learner fails to meet [[Learning Criterion |criterion for learning that lesson during instruction.

d. Requires planning for the instruction process as well as lesson content.


Return to CLASSIC EDUCATION at EduClassics.com

Table of Contents for CLASSIC EDUCATION at EduClassics.com


Robert Heiny
Robert Heinyhttp://www.robertheiny.com
Robert W. Heiny, Ph.D. is a retired professor, social scientist, and business partner with previous academic appointments as a public school classroom teacher, senior faculty, or senior research member, and administrator. Appointments included at University of North Carolina at Chapel Hill, Peabody College and the Kennedy Center now of Vanderbilt University; and Brandeis University. Dr. Heiny also served as Director of the Montana Center on Disabilities. His peer reviewed contributions to education include publication in The Encyclopedia of Education (1971), and in professional journals and conferences. He served s an expert reviewer of proposals to USOE, and on a team that wrote plans for 12 state-wide and multistate special education and preschools programs. He currently writes user guides for educators and learners as well as columns for TuxReports.com.

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