LPH has posted a series of videos made during his high school intro chemistry class. I’ve clicked through several of them to test the utility of aLEAP to assess instruction.
First, I didn’t realize how much chem I remembered, and how much more I have forgotten over these past decades since college chem!
Second, LPH addresses the unit as an instructor familure with how people learn as described in aLEAP.
Third, the lesson emphasizes vocabulary and the logic used to distinguish targeted vocabulary from similar vocabulary. (From a learners’ view, all lessons consist of vocabulary and such logic.)
LPH describes for students
1. What vocabulary they should know before completing the lesson,
2. What to watch on their Tablet PCs screens as he describes it,
3. Repeats what he says and shows,
4. Matches visual with auditory cues, and
5. Introduces problems directly related to his lecture for them to solve.
These match much of what learners use to learn from a lesson.
Good lecture, LPH! These are efficient learning sources. This is unfair, yet I wonder how efficiently students learn the content? I’ll bet he knows.