While developing A Learning Efficiency Analysis Paradigm (aLEAP) and a learners’ view (ALV), I realized that they represent an explicit ethic for lessons. They go to the heart of the question, “What’s a good lesson, i.e., conforms to professional standards, and what is not.” By inference, using ALV indicates a social ethic that teachers either follow or they do not when planning, offering, and assessing lessons.
The ethic of ALV offers practical guidance for increasing learning more than is likely to occur without using ALV in lessons.
This ethic gives priority to increasing learning during a lesson over other choices a teacher might have. In short, if a practice does not immediately increase the likelihood of learners meeting the teacher’s criterion for learning the lesson, then it can distract from learning promptly. That holds even for beloved stories and procedures teachers use.
The ALV ethic represents learners’ interests. Their interests may vary from conventional practices and formal statements of ethical practices by educators and their unions.
I’ve included this topic on my list of entries to develop further in my guide to “A Learners’ View for Teachers” in Classic Education.
NOTE: ALV/aLEAP are descriptors for a minimalist approach to increasing learning. ALV represents descriptions in aLEAP that result from choices learners make to solve problems. aLEAP is a technical description of essential elements and their arrangement for learning to occur.