Set the Language

We weren't able to detect the audio language on your flashcards. Please select the correct language below.

Front

Back

Related Flashcards

Flashcards
»
Fundamentals of Instructing- Ch 2 The Learning Process

Fundamentals Of Instructing- Ch 2 The Learning Process

by davepresnell, Mar. 2015

Favorite

Add to folder

Flag

Shuffle
Toggle On

Toggle Off
Alphabetize
Toggle On

Toggle Off
Front First
Toggle On

Toggle Off
Both Sides
Toggle On

Toggle Off
Read
Toggle On

Toggle Off

Reading...

Front

Card Range To Study

through

Play button

Progress

1/101

Click to flip

Use LEFT and RIGHT arrow keys to navigate between flashcards;

Use UP and DOWN arrow keys to flip the card;

H to show hint;

A reads text to speech;

101 Cards in this Set

Front
Back

	What is learning	A change in behavior as a result of experience gained through study, instruction, or experimentation
	What are the four characteristics of learning?	1. Purposeful 2. Result of experience 3. Multi-faceted 4. Active process
	What are the main concepts of how people learn?	1. Behaviorism 2. Cognitive Theory
	Describe Behaviorism	School of psychology that explains animal behavior entirely in terms of observable and measurable responses to stimuli People are more or less conditioned by environment Behavior can be predicted based on past rewards and punishments ("carrot and stick" approach to learning Popularity waned as research showed learning is more complex than carrot and stick. People interact with environment rather than passive products of experience
	Describe basic concepts of Cognitive Theory	Focuses on what's going on inside the mind rather than environment. More concerned with cognition (process of thinking and learning)- knowing, perceiving, problem solving, decision-making, and related intellectual activities. Learning is not just a change in behavior, but in thinking, understanding and feeling, too. Always tension between assimilation (old ideas meeting new) and accommodation (changing the old to meet new situations). Resolution of this tension results in intellectual growth. Humans develop cognitive skills through active interaction with environment (basic premise of SBT) Learn from known to unknown, concrete to abstract, because humans best learn when they can relate new info to their existing knowledge. Concept of spiral curriculum.
	What are two areas of cognitive theory?	1. Information Processing Theory 2. Constructivism
	Describe Information Processing Theory	Uses computer as model for human brain Brain processes incoming info from senses, stores and retrieves it, generates responses Involves number of cognitive processes: gathering and representing info (encoding), retaining & retrieving info Brain deals with huge influx of info by allowing subconscious mind deal with habitual items and focusing conscious mind on things that are not habit
	Describe Constructivism	Derived from Cognitive Theory Holds that learners actively build knowledge and skills based on their experiences Humans construct unique mental images by combining preexisting info with info received from senses. Learning is result of matching new info against old and integrating it into meaningful connections. Good for some types of learners but not all. Encourages use of Higher Order Thinking Skills (HOTS) from Bloom's Taxonomy and SBT
	What is HOTS and why is it important to aviation?	HOTS = higher order thinking skills, aka Aeronautical Decision Making. Lie in last 3 categories of Bloom's Taxonomy: analyses, synthesis, and evaluation. Important in aviation because accident studies show absence of HOTS is common thread in accidents.
	How are HOTS taught?	Simple to complex; concrete to abstact Involve strategies & methods that include the following: problem-based learning (PBL) authentic problems real world problems student-centered learning active learning cooperative learning customized instruction to meet learner's needs Engage learner in form of mental activity and select best solution. Challenge them to explore other ways to solve the problem.
	Discuss Perceptions and their importance to learning	Perceptions are the basis of all learning Come from five senses (sight, hearing, touch, taste, smell) Learning occurs fastest when more than one sense involved in perceiving Learning involves giving meaning to perceptions Instructors must direct students so they perceive relevant info early in training before they have experience to discern which sensations are important
	What five factors affect Perception	Physical organism (senses must work) Goals and values (determine how rigorously knowledge will be pursued, predicting how student interprets experiences & instructions) Self-concept (negative self-concept inhibits learning by introducing psychological barriers inhibiting perception) Time and opportunity (proper sequence and sufficient time necessary to perceive) Element of threat (inhibits learning by narrowing perceptual field)
	What are Insights?	Insight involves grouping perceptions into meaningful wholes. Facilitating this is one of CFI's most important tasks Learning occurs more quickly when CFI teaches the relationship between perceptions as they occur (ex: how change in power affects pitch, rpm, airspeed, attitude) As perceptions build into insight, students assemble them into larger blocks of learning. Learning becomes more meaningful and permanent, less chance to forget.
	What are the three phases of Acquiring Knowledge	Memorization Understanding Concept Learning
	What are advantages and disadvantages to Memorization?	Advantage: enables students to get started quickly Disadvantage: student cannot solve problems at higher level, only recite facts
	What is Understanding? Give examples of advantages of this level of learning.	Understanding is ability to notice similarities and make associations between facts and procedures. Learner begins to organize knowledge in useful ways Advantages: Learner is no longer limited to answering questions from rote Learners with understanding have an easier time mastering variations in the process More efficient communication possible between people with understanding level of knowledge Understanding procedure steps means less likely to forget them and ability to reconstruct the steps if they are forgotten (pre-flight)
	What is Concept Learning? Why is it important	Concept learning is based on the assumption that humans group objects, events, ideas, people, etc. that share one or more major attributes that set them apart into Schemas. These schemas reduce complexity of life and create manageable categories allowing generalizations. Generalizations are more powerful because they can be used to describe many things instead of just one. Ex of Schema: CRAFT. Experienced pilot knows what to expect and can copy or memorize clearance because he knows the five elements ATC will provide
	What are the six Laws of Learning (Thorndike)	REEPIR Readiness Effect Exercise Primacy Intensity Recency
	Laws of Learning: Readiness	Basic needs of the learner must be met before he is capable or learning. Students best acquire new knowledge when they see a clear reason for it, are strongly interested in learning what's next, and set aside things they don't think they need right away. Instructors can take two steps to keep their students ready to learn: Communicate clear set of learning objectives and relate each topic to those objectives Introduce topics in a logical order, leaving students with a "need to learn" the next topic. Using a well designed curriculum accomplishes both steps. Look for teachable moments (pattern work, practice area, x-country, BFR, IPC)
	Laws of Learning: Effect	All learning involves formation of connections (building perceptions to insight, assembling blocks of insight...) Responses to a situation that are followed by satisfaction are strengthened, and weakened by feelings of discomfort. Thus, creating a pleasant learning environment allows students to learn. Learners need to experience success in order to have more of it. SBT can build that using real-world scenarios with immediate feedback. CFI's should make positive comments to students before discussing areas that need improving during flight debreifing (Oreo management- good, bad, good sandwich).
	Laws of Learning: Exercise	Connections are strengthened with practice, weakened when it stops. "Use it or lose it." Exercise is most meaningful and effective when a skill is learned within the context of real world applications (SBT / PBL)
	Laws of Learning: Primacy	What is learned first creates the strongest impression. Therefore, it is crucial to get it right the first time for both the CFI (teach it right) and student (learn it right). This first impression can become almost unshakable. Get it right the first time.
	Laws of Learning: Intensity	Immediate, exciting, or dramatic learning connected to real situations teach more than routine, boring experience. The real thing is a more effective teacher than a simulation or discussion. SBT
	Laws of Learning: Recency	What is learned more recently is better recalled than things learned in the long past. To aid, repeat or emphasize key points at the end of a lesson to help learner remember them. Often determines the order of lectures within a course of instruction
	What are the three Domains of Learning	Cognitive (thinking) Affective (feeling) Psychomotor (doing)
	Domains of Learning: Cognitive What are the educational objective levels of the Cognitive Domain from lowest to highest levels	Knowledge Understanding / comprehension Application Analysis Synthesis Evaluation
	Cognitive Domain: Knowledge State the competence level, skills demonstrated, and give an example	Competence level: remember information Skills Demonstrated: define, identify, label, state, list, match, select Example: define a logbook entry
	Cognitive Domain: Comprehension State the competence level, skills demonstrated, and give an example	Competence level: explaining the meaning of info Skills Demonstrated: generalize, paraphrase, summarize, estimate, discuss Example: describe why a logbook entry is required by the FAA
	Cognitive Domain: Application State the competence level, skills demonstrated, and give an example	Competence Level: using abstractions in concrete situation Skills Demonstrated: chart, implement, prepare, solve, use, develop, explain, apply, relate, instruct, show, teaches Example: determine when a logbook entry is required
	Cognitive Domain: Analysis State the competence level, skills demonstrated, and give an example	Competence Level: breaking down a whole into component parts Skills Demonstrated: points out, differentiate, distinguish, examine, discriminate, compare, outline, prioritize, recognize, subdivide Example: determine info required for a logbook entry
	Cognitive Domain: Synthesis State the competence level, skills demonstrated, and give an example	Competence Level: putting parts together to form a new, integrated whole Skills Demonstrated: Create, design, plan, organize, generate, write, adapt, compare, formulate, devise, model, revise, incorporate Example: write a logbook entry for an oil change
	Cognitive Domain: Evaluation State the competence level, skills demonstrated, and give an example	Competence Level: making judgments about the merits of ideas, materials, or phenomena Skills Demonstrated: appraise, critique, judge, weigh, evaluate, select, compare & contrast, defend, interpret, support Example: evaluate the necessity of keeping logbook entries
	Cognitive Domain: Four Basic Levels of Learning	Rote Understanding Application (flight instructors usually stop here, but shouldn't) Correlation The first three correspond to Blooms six domains of learning (Knowledge, Comprehension, Application). The fourth encompasses the HOTS of Analysis, Synthesis, and Evaluation.
	Affective Domain What are the educational objective levels from lowest to highest?	Receiving- awareness, willingness to pay attention Responding- participates actively Valuing- decides the value of training Organization- organizes the training into personal belief system Characterization- internalizes training
	Affective Domain What does this domain address?	Emotions toward the learning experience Feelings Values Enthusiasm Motivations Attitudes Confidence Difficult to measure. Motivation and enthusiasm are key components.
	Psychomotor Domain What does this domain address?	Physical movement, coordination, and use of motor skills Requires repetitive practice to develop skills Measured in terms of speed, precision, distance, and techniques
	Psychomotor Domain What are the educational objective levels?	Perception- awareness of sensory stimulus Set- relates cues / knows Guided Response- performs as demonstrated Mechanism- performs simple acts well Complex Overt Response- skilled performance of complex acts Adaptation- modifies for special problems Origination- new movement patterns creativity
	Psychomotor Domain What are the four practical instructional levels?	Observation- student watches instructor, videos, etc. Imitation- student attempts to copy the skill while instructor watches Practice- student practices skill over and over with or without instructor Habit- student can perform the skill in twice the time it takes an instructor or expert to perform
	In what ways can an instructor help students acquire knowledge?	Ask students to recite newly acquired knowledge Ask questions that probe student understanding and prompt them to think about what they have learned in different ways Present opportunities for students to apply what they know to solving problems or making decisions Present students with problems and decisions that test the limits of their knowledge Demonstrate the benefits of understanding and being able to apply knowledge Introduce new topics as they support the objectives of the lesson, whenever possible
	Cognitive Domain: Objective level and action verbs for each level	Knowledge describe identify name point to recognize recall Comprehension convert explain locate report restate select Application compute demonstrate emply operate solve Analysis compare discriminate distinguish separate Sythesis compile compose design reconstruct formulate Evaluation assess evaluate interpret judge rate score write
	Affective Domain: Objective level and action verbs	Receiving ask choose give locate select rely use Responding conform greet help perform recite write Valuing appreciate follow join justify show concern share Organization accept responsibility adhere defend formulate Characterization assess delegate practice influence revise maintain
	Psychomotor Domain: Objective level and action verbs	Perception choose detect identify isolate compare Set begin move react respond start select Guided Response assemble build calibrate fix grind mend Complex Overt Response same as Guided Response but more coordinated Adaptation adapt alter change rearrange reorganize revise Origination combine compose construct design originate
	What are the four characteristics of Learning?	Learning is purposeful Learning is a result of experience Learning is multifaceted Learning is an active process
	Characteristics of Learning: Purposeful	Students each have their own specific intentions and goals for learning Some may be shared by other students Students learn from any activity that tends to further their goals CFIs must find ways to relate new learning to students' goals
	Characteristics of Learning: Result of Experience	Knowledge is the result of experience, and no two people have identical experiences Previous experience conditions a person to respond to some things and ignore others CFIs are faced with the problem of providing learning experiences that are meaningful, varied, and appropriate Experiences that challenge the students, require involvement with feelings, thoughts, memory of past experiences, and physical activity are more effective than just reciting facts (SBT / PBL) Students need learning experiences that involve knowledge of general principals and require the use of judgment in solving realistic problems to develop decision-making skills
	Characteristics of Learning: Multifaceted	Learning that includes more than mind and muscle, such as incorporating feelings, sensory perceptions, etc. is more effective. Incidental learning may also occur (ex: develop attitudes about aviation- good or bad- from experiences.
	Characteristics of Learning: Active Process	For students to learn, they must react or respond (inwardly or outwardly) emotionally, and/or intellectually.
	Name five Learning Style Models	Right Brain / Left Brain Holistic / Serialist Theory Index of Learning Styles (ILS) Visual, Auditory, Kinesthetic (VAK) Superlinks
	Learning Style: Right Brain / Left Brain	Brain works as a whole, but people have a dominant side they prefer to work with. Using an approach that works with students' dominating hemispheres helps them learn. Left Brain Common Characteristics Responds well to verbal instruction Likes to learn in step-by-step format Prefers writing Is planned and structured Does well on multiple choice tests Analytic Recalls people's names Right Brain Common Characteristics Responds well to demonstrated instructions Likes to learn general concept then specifics Prefers open ended questions Responds to tone of voice Impulsive Recalls people's faces Holistic or global
	Learning Style: Holistic / Serialist Theory	Holistic Learner right brain dominant prefers top-down strategy / big picture tend to learn in large jumps absorbing info almost randomly until it clicks Seek overall comprehension Analogies help this learner Serialist Learner left brain dominant analytic approach linear, step-by-step approach need well defined, sequential steps to develop overall picture slowly and logically bottom-up strategy
	Learning Style: Index of Learning Styles How are the parallel styles paired?	Active / Reflective Sensing / Intuitive Visual / Verbal Sequential / Global
	Learning Style: Index of Learning Styles Name the styles and give example traits	Active tends to retain and understand info by doing something with it Reflective Prefers to think about info quietly Sensing Likes learning facts Intuitive Prefers discovering possibilities and relationships Visual Remembers what is seen Verbal Learns more from works- written and spoken explanations Sequential Learns best with step-by-step explanations Global Tends to learn in large jumps
	Learning Style: Visual, Auditory, Kinesthetic (VAK) Discuss attributes of each style	Students use a combination of these styles, but tend to prefer one over the others. Use combination of styles throughout lessons for best effect Visual learn through seeing, reading tip: use graphs, charts, videos Auditory learn through hearing, speaking tip: have learner verbalize questions Kinesthetic learn through touching, doing tip: use demonstrations of skills
	Learning Style: Superlinks What are they?	Superlinks combine VAK(T) learning styles with left / right brain approach Eight superlinks: visual left-brain visual right-brain auditory left-brain auditory right-brain kinesthetic left-brain kinesthetic right-brain tactile left-brain tactile right-brain Superlinks accelerate learning by targeting the best way a person learns
	What is Skill Knowledge?	Skill knowledge is knowledge reflected in motor or manual skills as well as cognitive or mental skills that manifests itself in the doing of something Example: riding a bike Student is usually unaware of it consciously or able to articulate the skill Skill knowledge is acquired slowly through related experience (practice)
	What are the three stages of acquiring Skill Knowledge?	Cognitive Stage Associative Stage Automatic Response Stage
	Skill Knowledge: Cognitive Stage How do CFIs help students gain skill knowledge in this stage?	Cognitive learning has a basis in factual knowledge. Since students have no prior knowledge of flying, CFIs first introduce them to a basic skill Provide clear, step-by-step examples / demonstrations so students understand what is required and how to do it Minimize distractions at this stage because performance typically requires student's full concentration
	Skill Knowledge: Associative Stage How do students progress in this stage? What are the characteristics?	Practice is necessary in order to learn how to coordinate muscles with visual and tactile clues As students practice and gain proficiency, verbal instructions become more meaningful As the storage of a skill via practice continues, the student learns to associate the individual steps in performance with likely outcomes so they are able to assess progress along the way and make adjustments in performance Performing the skill still requires deliberate attention but the student is better able to deal with distractions
	Skill Knowledge: Automatic Response Stage What are the characteristics of this stage?	Autmaticity is byproduct of practice As procedures become automatic less attention is required, student can handle distractions or do other simultaneous tasks Performance of skill is rapid and smooth The student may no longer be able to remember individual steps or articulate how to do the skill, just "has a feel for it"
	What is important about a student's knowledge of results?	A student may or may not know they are doing something wrong, or how to correct it CFI critical function is making certain students are aware of their progress Students must know when they are right and when they are wrong, and must not practice a skill the wrong way More difficult to unlearn wrong way and relearn right than to just learn it right the first time Repeating demonstrations and show PTS standards to be met a good way to help student assess progress
	How are skills developed?	progress depends upon repeated practice automating a skill is a matter of performing it over and over, making improvements over time Power of the Law of Practice: speed of performance improves as a power of the number of times the task is performed
	What are Learning Plateaus?	Learning plateaus are normal, temporary period when skills seem to not improve. Learning plateaus may signify a number of conditions. The student: may have reached capability limits may be consolidating levels of skill may have lost interest may need a more efficient way to resume progress
	How can CFIs help students off of a Learning Plateau	Avoid overpractice repeat skill three or four times, then move on to something else keep in mind apparent lack of increasing proficiency does not necessarily mean learning ceased Prepare student for normal plateaus to avoid discouragement move them to a different place in the curriculum give current task a break give a better explanation for the skill, the reason for it, and how it applies to the student to help motivate them to resume progress
	Types of Practice What is important about utilizing different types of practice with students?	Research shows that how CFIs structure practice makes an important impact on how well students retain what they learn
	What are the three Types of Practice?	Deliberate Practice Blocked Practice Random Practice
	Types of Practice: Deliberate Practice What is it? What are the benefits of it?	Aimed at a particular skill or goal Student practices specific areas for improvement and receives specific feedback after practice that points out discrepancies Student focuses on eliminating discrepancies Better results achieved without distractions Feedback should be brief and explicit
	Types of Practice: Blocked Practice What is it? What are advantages and disadvantages?	Blocked practice is doing the same drill until the movement becomes automatic Leads to better short-term performance... but poorer long-term learning Does not aid in retrieving from long-term memory Can fool the instructor and student into thinking student mastered skill
	Types of Practice: Random Practice What is it? What are advantages and disadvantages?	Random practice mixes up different skills throughout practice session Leads to better retention because student begins to see relationships between various skills when performed randomly Better stored in long-term memory
	Evaluation versus Critique	Practical suggestions are better than grades during initial stages of skill acquisition Early evaluation provides check on teacher effectiveness, identifies problem areas, student strengths & weaknesses Providing compliments on correctly performed skills keeps evaluation positive Student-led critique enhances learning
	Problems with Overlearning Skills	Student may streamline process once skill is mastered and automatic but forget underlying knowledge the skill is built upon (ex: weight and balance concepts vs. just using the a/c POH chart) Performance becomes so automatic that no thought involved (checklist performance without actually paying attention to what is checked)
	Summary of CFI Actions to Help Students Acquire Skills	Explain that the key to acquiring and improving any skill is continued practice Monitor student practice of skills and provide immediate feedback Avoid conversation and other distractions when students are practicing individual skills Explain that learning plateaus are common and continued practice leads to continued improvement
	Multitasking	Hallmark of proficient pilot Two types Attention Switching- going from one thing to another (checklist performance) Simultaneous Performance- doing more than one thing at once (flying IFR and handling comms)
	What are problems with multitasking?	Sensory "bottlenecks" inhibit doing more than one thing at a time (seeing two different things, listening to two conversations, retrieving memories and paying attention to what's happening around you)
	How can CFI help student learn to multitask?	Avoid distractions during early stages of skill acquisition Introduce distractions during training as student masters skill and can handle more than one thing at a time
	Distractions and Interruptions	Distraction Unexpected event causing student to divert attention Student must decide whether to act on it or go back to original task (prioritize) Interruption Unexpected event causing student to voluntarily suspend performance of one task in order to complete different one Significant source of errors Students must be made aware of error potential and develop procedures to avoid them
	Fixation and Inattention What are they? How can CFI identify and deal with them?	Fixation focusing on one item to exclusion of others ex: student IFR pilot focusing on one instrument, not noticing deviations on others Inattention not paying attention to other items may be by-product of fixation may be simple boredom or think a task does not need attention CFI can watch student's eyes to see what they are looking at to detect fixation, see what they are not looking at to notice inattention
	What is Scenario Based Training (SBT)	Practicing realistic scenarios- ones that resemble the environment in which knowledge and skills will later be used
	What makes a good scenario for SBT Training?	Clear objectives Tailored to the needs and experience level of student Capitalizes on the nuances of the local environment
	What are two strategies to help students gain expertise?	Cognitive Strategies Problem-Solving Tactices
	Route to Expertise: Cognitive Strategies	Cognitive strategies refer to kowledge of procedures in contrast with facts Uses the mind to solve a problem or complete a task and provide structure for learning that actively promotes the comprehension and retention of knowledge Helps learner develop their own internal procedures to perform at a higher level ex: how to avoid inadvertent IMC? Develop habit of checking wx before and at specific intervals during flight, and be prepared to divert to alternate at first sign of bad wx Can be taught by learning what experts do in a given circumstance and pass that along to students
	Route to Expertise: Problem-Solving Tactics	Specific actions intended to get a particular result most targeted knowledge in expert's arsenal ex: use a ruler to keep finger from drifting on performance charts
	What is awareness of unknowns	You know what you know, but may not know what you don't know book knowledge vs. deeper understanding of seasoned pilot
	Name and define the two types of errors	1. Slips plan to do one thing, but do another. Errors of action ex: plan to land on runway 30 but land on 12 out of habit 2. Mistakes plan to do the wrong thing and do it. Errors of thought extend landing gear above max extension speed because remembered wrong speed
	Name six tactics for reducing errors	Learning and practicing Taking time Checking for errors Using reminders (checklists, heading bugs, timers, etc.) Developing routines Raising awareness- especially during times when routines are forced to change or under time pressure)
	Motivation What is it? Name and define types of motivation	Motivation is the reason one acts or behaves the way they do, and is at the heart of goals. Can be positive or negative Positive motivation is essential to true learning Negative motivation (reproofs, threats) should only be used with overconfident, impulsive students Can be tangible or intangible CFIs must understand what motivates a student to learn to fly and work to keep them motivated toward that goal
	What are ways a CFI can maintain student motivation?	Reward success by praising incremental success and milestones, relating accomplishments to objectives, commenting favorably on progress and ability Present new challenges by adding new skills or raising standards
	What are ways to identify and deal with drops in motivation?	Students may come unprepared or give sense that flight training is no longer a priority Remind them why they started in the first place. What was important to them about learning to fly? Learning plateaus cause frustration and decreases motivation remind students no one learns at a constant pace encourage them to continue to work hard and progress will resume
	What is memory? What processes are involved?	Memory is the vital link between the student learning / retaining info and the cognitive process of applying what is learned Three processes: Encoding: initial perception and registration of info Storage: retention of encoded info over time Retrieval: processes involved in using stored info
	What are the three components of memory?	Sensory Memory Short-Term Memory (STM) Long-Term Memory (LTM)
	What is Sensory Memory?	receives stimuli from environment and processes them according to preconceived concept of importance more senses involved, bigger memory impact sensory register processes stimuli within seconds, discards extraneous info, and processes what is deemed important. Called pre-coding
	What is Short-Term Memory	Can store seven bits or chunks of info for about 30 seconds (limited time, limited capacity) Will either be used, moved to long-term memory, or fade in that time Coding process may involve recoding to adjust info to individual experiences. This is where learning begins to take place Goal of STM is to put info to immediate use
	What are the three basic operations of Short Term Memory	Iconic Memory Acoustic Memory Working Memory
	Short Term Memory: Iconic Memory What is iconic memory?	Iconic memory is brief memory of visual images
	Short Term Memory: Acoustic Memory What is acoustic memory	Acoustic memory is the encoded memory of a brief sound memory or the ability to hold sounds in STM. can be held longer than iconic memory
	Short Term Memory: Working Memory What is working memory?	An active process to keep info until it is put to use Scratch pad memory short duration, limited capacity simultaneously stores and manipulates info
	What is Long Term Memory?	Relatively permanent storage of unlimited info held up to a lifetime What is stored there affects a person's perceptions of the world and what info in the environment gets noticed Typically items stored have significance attached to them Also items often repeated get stored Encoding during storage process provides meaning and connections between old and new info This aids recall
	What affects ability to retrieve knowledge or skills from memory?	frequency of access recency of access Can be individually or in combination. More frequent and/or more recent usage aids retention. Frequent and recent use of knowledge is best. Quickest and most accurate recall Frequent only- at risk of being forgotten without recent access Recent only- at risk of being forgotten because difficult to distinguish it from "throw away" memory
	What are the four types of forgetting?	Retrieval failure- inability to retrieve (tip of the tongue). Failure to store Fading- memory decays for info that remains unused. Failure to use. Interference- newer experience overshadows old. Similar info does this more than dissimilar. Also, material not well learned suffers this fate. Repression or Suppression- memory pushed out because individual does not want to remember feelings associated with it. Repression is unconscious, Suppression is conscious
	What principles aid in remembering?	Praise stimulates remembering Recall is promoted by association- each bit of info tied to another tends to aid memory Favorable attitudes aid retention- keep students motivated and engaged Learning with all senses is most effective- eyes and ears most effective, others help too Meaningful repetition aids recall- three or four repetitions provide maximum effect
	What is Transfer of Learning?	Ability to apply knowledge or procedures learned in one context to a new context Can be positive (slow flight helps short field landings) or negative (knowing how to land airplane can make learning to land helicopter harder)
	How can CFIs help students achieve Transfer of Learning	Plan for transfer as a primary objective Ensure students understand what is learned can be applied to other situations and challenge them to seek applications Maintain high-order learning standards. Overlearning can be good. Avoid rote as it does not foster transfer Provide meaningful learning experiences that build student confidence in their ability to transfer learning, encourage them to exercise imagination and ingenuity in applying skills Use instructional material that makes clear relationships, forms valid concepts and generalizations

Share This Flashcard Set

Set the Language

Related Flashcards

Fundamentals Of Instructing- Ch 2 The Learning Process

Add to Folders

Upgrade to Cram Premium

Card Range To Study

101 Cards in this Set