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65 Cards in this Set
- Front
- Back
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What is Learning
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A change in behavior as a result of experience
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Theories of Learning
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Behaviorism or Physical = burning stove
Cognitive or Intellectual = Telling them it is hot |
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What is Perception
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Basis of all learning
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What is Insight
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Grouping perceptions into a meaningful hole
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Factors Affecting Perception
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Physical Organism = city you grew up in, parents values
Goals and Values = daddy is 737 captain or career Elements of Threat = horror movie keys, tunnel vision, keep calm Time and Opportunity = ability to study and get things done Self-Concept = confident or meek |
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Obstacles to Learning
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Unfair treatment = individuals cannot compare two students
Anxiety Worry Chronic Fatigue = occurs over time both physical and mental (vacation or doctor) Impatience = want glory but no work, sweat and blood Acute Fatigue = lack of sleep, strenuous muscular activity (rest or sleep) |
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Characteristics of Learning
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Purposeful = student goals, desire
Experience = hands of learning Multifaceted = using all senses to learn Active Process = student must participate, engaging |
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Principles / Laws of Learning
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Recency – last learned is remembered best, always go around
Effect – leave a feel good, don’t teach landings or spins on day one, could frustrate student Exercise – practice makes perfect, doing it over and over again Primacy – 1st impression is an unshakable one Intensity – real life situations are sometimes easier learned, holds Readiness – sleep, homework, eating, open mind |
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Levels of Learning
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Rote = legs and parts of hold
Understanding = drawing it Application = doing it Correlation = real life assigned hold, I’m not there |
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Domains of Learning
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Cognitive – thinking, listening, participating, (steep turns)
Affective – feeling, responding, valuing, receiving, (steep turns adjustments) Psychomotor – doing, motor skills, (PTS organized standards) |
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Stages of Skill Acquisition
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Cognitive – thinking (steep turn with no distractions)
Associative – practice makes perfect (fine tuning skills) Auto Response – I got it (doing a maneuver and talking on radio) |
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Application of Skill
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Deliberate - no distractions (studying for first time)
Blocked – find tuning (quizzing in order) Random – organized standards (randomly quizzing you) |
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Types of Memory
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Long Term = stored, recalled (your phone number, address, bday)
Short Term or Working = need a crutch, mnemonic, jingle (bdays) Sensory Registry = Filters out important and unimportant (FBO) |
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Theories of Forgetting
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Disuse = don’t use it you lose it
Interference = over shadowing previous knowledge, car and airplane Repression = bad horrific memory that is submerged unconsciously Retrieval Failure = tip of the tongue |
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Theories of Retention
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Praise – encouragement makes them want to do it again
Favorable Attitudes – positive and upbeat Association – relating things to something someone is familiar with Meaningful Repetition - 20 landings at one airport vs. 4 at each Multifaceted – learning from all senses, 2-3 different views |
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Transfer of Learning
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Positive = learning a helps learn b
Rectangular course and traffic pattern Negative = learning a prevents learning b Learning helicopter and then airplane |
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Human Behavior
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Product of factors that cause people to act in predictable ways
Result of attempts to satisfy certain needs - Fear causes humans to either fight or flee |
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Control of Human Behavior
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Relationship between student and instructor has an effect on how much student can learn
Anxiety must be mitigated by stressing positive not faulty performance Impatience can be mitigated by syllabus and lesson plans Must control student behavior |
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Human Needs or Maslow’s Hierarchy of Needs
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Physical = food, sex, sleep, feeling ok (basic needs)
Security = shelter, security (stressing flight safety) Society = belonging (BBQ) Ego = cocky, confident (Commercial Pilot) Self-Fulfillment = bigger picture, giving back (CFI) |
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Defense Mechanisms
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Denial = doesn’t realize mistake (wrong airport)
Repression = do not recall it (flashback) Flight or Fantasy = dreams satisfy reality (commercial pilot) Anger or Displacement = taking anger out elsewhere (wife or cat) Reaction Formation = opposite reaction to how you feel (spins) Compensation = good for bad (good approach bad landing) Projection = passing blame (tennis racket, glove, examiner) Rationalization = rationalizing bad behavior (there wasn’t enough time to learn this) |
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Flight Instructor as Practical Psychologist
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Anxiety, Normal Stress = singing, nervous, laughing
Abnormal Stress = panting, sweating, aggression Good Stress vs. Bad Stress |
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Basic Elements of Communication
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Source
Symbols Receiver |
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Barriers to Effective Communication
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Lack of common experience (different past and knowledge)
Abstractions overuse (aircraft engines) Symbols vs. Symbolized (AMT and mechanic) Interference (cell phones, airplanes taking off) |
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Developing Communication Skills
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Listen
Instructor Communication Instructor Enhancements Questions Role Playing |
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Presentation Methods
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Lecture = many ideas in a short time
- Most economical in terms of time to present - Cannot teach large amounts - No means of quizzing Group Learning Method - Conditions and perquisites - More diverse group (north south 100 400 hours) Guided Discussion - Stimulate thought - Debate - Clear in meaning - Students must have already been taught Demonstration Performance Method - Demonstrate and student performs - Explain, Demo, Student Performs, Instructor Supervises, Evaluation Electronic Learning - Learn at your own pace - Pause Rewind Rewatch - Same way every time |
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Application, by the student, of the material or procedure
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The student explains or performs the new material.
- Recites V Speeds or demos short-field takeoffs |
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Review and evaluation of Student Performance
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Keep the student informed of his or her progress.
Correct errors but let student try and realize it first. |
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Problem Based Learning
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Scenario Based Training = Lost Coms, Partial Panel
Collaborative PBT = Teams work to solve problem Case Study = Real world problem |
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Material organization.
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Introduction
-Attention -Motivation -Overview Development. Past to present. Simple to complex. Known to unknown. Most frequently used to least used. (See Building Blocks) Conclusion. |
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Lecture method
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Read from a manuscript
Recite from memory Speak from an outline Speak from memory |
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Group learning method
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Two or more people work together to solve problems.
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Guided discussion method.
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Guided discussion relies on the student having knowledge about the subject.
Questions. Learning is achieved through the skillful use of questions. |
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Characteristics of an effective question
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Centered on one idea
Have only one correct answer Apply to the subject Proper use of English Brief and concise Clear and definite Relates to previous material Adapt to the student’s knowledge or skill level Present a challenge to the student |
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Demonstration-performance method.
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Demonstration
Student Performance Instructor Supervision Evaluation - Instructor tells, does - Student tells, does - Instructor Evaluates |
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Computer-based training method
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Learn at your own pace
Pause Rewind Rewatch Same way every time |
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Scenario-based training method
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A real world situation.
For example, SBT training can include partial panel, lost coms, engine failure, etc. |
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What is the purpose of a critique
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Instructor to Student assessment
Part of the learning process, each lesson Provide direction and guidance |
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What are the characteristics of an effective critique
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Comprehensive – covers strengths as well as weaknesses
Objective – honest, not biased, focused on student performance Constructive – critique is pointless unless student profits Organized – orderly fashion Flexible – fit tone, technique, and content Acceptable – student must have confidence in CFI abilities Thoughtful – consider students need for self-esteem, approval Specific - concrete |
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Methods of a Critique
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Instructor/Student Critique
Student Led Self-critique Written critique Student to Student Small group |
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Ground Rules of a Critique
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Summarize –reemphasize important points
Limit Duration Limit Extent – only a few points Avoid controversies or taking sides Don’t be maneuvered – into defensiveness No absolute statements Be consistent |
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Types of Questions to Avoid
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Puzzled
Oversized Toss-up Bewilderment Irrelevant Trick Questions |
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Responses to Student Questions
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Repeat the question to make sure fully understood
Display an interest Answer directly and accurately Ask if the student is satisfied |
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Characteristics of an Effective Written Test
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Reliability – degree to which the test results are consistent with repeated measurements
Validity – measures what it’s supposed to measure Usability – easy to give, grade, and understand Objectivity – singleness of scoring the test Comprehensiveness – degree to which the test measures overall objectives Discrimination – distinguishes the difference between student levels |
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Written Test Types
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Supply Types
-Hard to grade uniformly -Good for pre-solo knowledge test type Selection Type -True – False =Keep answers simple, short =Avoid Patterns Multiple Choice -Clear answers -Invent lures who didn’t study -No refuting |
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Principles to follow
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Important for student to know, understand, and apply
All competent in area would agree on correct response Understandable language Clear, concise Use images when necessary to visualize problem Present problem that demands knowledge of subject |
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Characteristics and uses of performance test, or FAA PTS
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1. Performance testing is desirable for evaluating training that involves an operation, a procedure, or a process
2. PTS is criteria based -Areas of operation – phases of the test in logical order Tasks – knowledge areas, flight procedures, maneuvers appropriate to A of O -Instructor is responsible for training to acceptable standards of all subject manner included |
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Collaborative Assessment
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Replay-Ask student to replay flight, listen to differences
Reconstruct-Ask what could have been done differently Reflect-Ask what was learned. What was difficult or easy Redirect –Ask how this lesson relates to previous lessons |
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Aviation Instructor Responsibilities
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Demanding – Adequate standards of performance
Emphasizing- the positive Ensuring – aviation safety Providing – adequate instruction Helping – students learn while being enjoyable |
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Providing Adequate Instruction
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Tailor teaching to student
Analyze the students personality and ability No method of instruction can be the equally effective |
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Establishing Standards of Performance
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Use the appropriate PTS. PTS is testing document, not a teaching document.
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Emphasizing the Positive
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Instructors have great influence on students
Give students positive image of aviation Do not do stalls on first flight, etc. |
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Providing Student Pilot Evaluation and Supervision
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Pilot Supervision
Evaluate – student performance Practical test recommendations Endorsements Pilot Proficiency Additional Training and Endorsements See and Avoid Responsibilities Student pre-solo thought process |
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Preparing PT Recommendations and Endorsements
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Stress preparation
PTS standards Make sure 8710 complete before signing Remember its a serious responsibility FAA rely on CFI recommendations as evidence that that student is qualified |
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Determining requirements for additional training and endorsements
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AC 61-98B Currency and Additional Qualification
-Requirements for Certified Pilots -Flight Review, IPC, Transfer Training Aircraft Checkouts/ Transitions -High performance -Tail wheel -High Altitude -Instructor must be qualified and familiar with aircrafts above if endorsing |
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Explaining Important Personal Characteristics
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Sincerity – straightforward and honest
Acceptance - of the student Demeanor – calm, thoughtful, disciplined Personal – neat, clean dressed appropriately Language – proper use of grammar, no swearing Safety – practiced Student Anxiety Motivation Self-improvement |
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Describing methods to minimize student frustrations
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Motivated
Informed Individuals Credit – give it when it is due Criticize – constructively Consistent – be consistent in standards Admit – errors |
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Performance based objectives
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Description of skill: desired outcome
Conditions: framework under skill is demonstrated Criteria: standards used to measure the accomplishment of obj Standards PTS |
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Decision based objectives
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Scenario Type Training
Teaches ADM, critical thinking skills, risk management |
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Requirements for Developing Training Syllabus
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Technology advances, training requirements demanding
New regulations and rules Type and duration of training Well organized, comprehensive can fulfill all needs |
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Purpose of Lesson Plan
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Best possible instruction
Constant check on activity Taught the lesson to himself first |
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Characteristics of a Lesson Plan
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Content- review of old, present new material related to old
Unity – each lesson should be a unified segment of instruction Scope- each lesson has reasonable amount of principles, ideas Practicality- planned in terms of conditions of training Flexibility- must be adjustable for students skill level Instructional Steps- prep, present, appl, review and eval Relation- should be planned and taught relation to goal is clear |
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How a Scenario Based Lesson is Developed
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Does not have precise standards, helps students decision making
-Partial Panel -Lost Com -Glide Slope failure |
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Decide Model
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Detect a change needing attention.
Estimate the need to counter or react to a change. Choose the most desirable outcome for the flight. Identify actions to successfully control the change. Do something to adapt to the change. Evaluate the effect of the action countering the change. |
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Risk Mitigation Checklist
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Pave
Airplane enVironment External Pressure |
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Higher Order of Thinking Skills (HOTS)
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Aeronautical Decision Making
Analysis = generalization, develop conclusions Synthesis = organize, plan, create Evaluation = making judgment |
