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

Main Page: Classic Education: A Learners’ View (ALV) of Choices during Teaching and Learning

Theme: Implications of a learners’ view (ALV) answer the general question, What differences does ALV make for teaching and learning?

Implications of a Learners’ View (ALV) and the ALV Path

1. Represents minimum common aspects of learning described by experimental behavioral and social scientists and observable as well as manageable by educators in formal and informal settings and with educational software.
2. Describes the performance standard for educators, that is, the minimum of what is possible to accomplish through teaching.
3. Can predict the likelihood of learners learning each lesson as teachers teach it.
4. Increases the odds over current practices that learners will learn lessons teachers instruct.
5. Grounded in procedures and results of experimental behavioral and social science research descriptions of learning.Translates experimental research procedures and results into lesson designs, procedures, and assessments.
6. Includes an accurate and precise vocabulary to design, build, test, evaluate, report, and discuss learning through lessons as well as their results.
7. Follows the premise, if you can’t measure it, it doesn’t exist in or result from the lesson.
8. Increases accountability that teachers can use promptly to accelerate, increase, and deepen (AID) learning during each lesson.
9. Proceeds from specific instances to generalizations without using theory or other intervening values.
10. Has the social capacity to ameliorate problems of social economic inequality related to failure to learning.
11. Offers a foundation for monetizing learning including the teaching-learning process.

THE FACTS THAT A LEARNERS’ VIEW (ALV) OF CHOICES DURING TEACHING AND LEARNING REPRESENT AND THEIR USES implies value for educators and learners. At its core, ALV represents operational definitions of learning, teaching and choices. These definitions describe how to teach in ways that all learners learn all lessons taught. This possibility sets a standard for teaching and learning grounded in experimental behavioral and social science research. It corresponds to this principle: use the data and procedures that lead to learning rather than to others you may prefer to use.

When educators use ALV toward this standard, ALV implies value for reducing the part education contributes to three grand social problems. Contributions by educators include (1) the unequal distribution of learning, (2) followed by an unequal distribution of chances of learners to compete in a global advancing technology economy, and (3) public school educators in the United States who struggle to manage risks against all of their students learning all lessons teachers teach.

These problems have resisted other attempts by educators to limit and to end them, such as through an uncounted number of school reform initiatives since the middle 1900s. These problems, from ALV, appear to contribute to the social and economic partitioning of people into classes, castes, and other categories that call attention to the way people live.

Use of a learners’ view has demonstrated the possibility of reducing, if not eliminating, these problems. No experimental empirical study data of learning from teaching show a stronger likelihood of all learners learning all lessons in ways that likely penetrate partitions that result in these inequalities.

Educators participate in partitioning by separating students into categories according to their types and levels of skills for competing in global socio- economic conditions. Skills, in this sense, represent the capacity to fulfill a predetermined outcome, such as the likelihood of passing academic tests, living happily, and earning a paycheck in an advancing technological environment.

Learning such skills rests with the social institution of education, the only institution that gives priority to learning. To the extent that schools address learning skills relevant to removal of social and economic partitioning, these separations may at least be weakened. A curriculum that gives priority to showing learners ways to increase their range and exercise of social and economic choices and human rights addresses the likelihood of removing these partitions. ALV represents choices by educators and learners.

On a grander scale, this path implies a new era of professional educators and electronic instructors. New Era School Initiative (NESI) illustrates how schools can use the ALV Path with procedures available now to reach that outcome.

Results from use of this path potentially include school reform based in commonalities across more than a century of experimental behavioral and social science studies of learning. This path appears consistent with reason and hopes, but differs from common practices based on beliefs and theories of human development on which educators currently rely. A learners’ view offers confidence for using ways for all learners to learn all lessons offered by teachers.

Use of ALV gives learners and their supporters advantages over conventional views and practices of learning from teaching. Use reinstates dedication to the premise that people can, do, and will learn. It contributes to calibrating the processes  It can potentially reduce to closer to zero the social inequity derived from failure of people to learn lessons in schools. In turn, costs of learning can potentially total less than through other approaches to schooling.

References

1. Implications of a Learners’ View (ALV) for Policy
2. Implications of a Learners’ View (ALV) for Practice
3. Implications of a Learners’ View (ALV) for Research
4. Overview of New Era School Initiative (NESI)
5. Performance Standard for Educators
6. Problem Addressed by Classic Education: A Learners’ View (ALV) of Choices during Teaching and Learning
7. Purpose for Classic Education: A Learners’ View (ALV) of Choices during Teaching and Learning
8. Section Three: Implications
9. Social Processes
10. State of the Art (SOTA)
11. Unanswered Questions about Learning and Education.

Related Reading

1. A Learners’ View (ALV) of Learning in One Lesson
2. Herrnstein, R. & Murray, C. (1994). The Bell Curve: Intelligence and Class Structure in American Life. NY: Free Press.
3. New Era School Initiative (NESI) Interviews and Conversations about Applying ALV
4. Rules of Teaching: Digest of a Learners’ View (ALV) of Learning

Related Resources

1. See and Hear ALV (a Learners’ View) in a Lesson

Use the data and procedures that lead to learning rather than use ways you may prefer. (ALV T-Shirt Wisdom)

Last Edited: March 19, 2015