Fundamentals Of Instructing- Ch 4 The Teaching Process

Front 1

What are the four essential teaching skills?

Back 1

1. People Skills
2. Subject Matter Expertise
3. Management SKills
4. Assessment Skills

Front 2

Teaching Skills: People Skills

Give examples of People Skills

Back 2

• Ability to interact, talk, understand, empathize and connect with people
• interact respectfully with students
• Pick up on cues showing student comprehension
• Ability to adapt to needs of students
• Ability to challenge students intellectually

Front 3

Teaching Skills: Subject Matter Expertise

Give examples of this

Back 3

• Knowledgeable about aviation
• Knowledgeable about teaching
• Dedicated to continued education on aviation and instructing

Front 4

Teaching Skills: Management Skills

Why is this important?

Back 4

• To be effective, CFI must be able to plan, organize, and carry out a lesson
• Manage time available to achieve lesson goals
• Manage the classroom or cockpit to promote learning
• Supervise students

Front 5

Teaching Skills: Assessment Skills

Why is this important?

Back 5

• For a CFI to judge how well students are learning / how effective they are, must be able to accurately assess student progress
• This can be done before, during, and after training

Front 6

Instructor's Code of Conduct

What are the goals of teaching a pilot?

Back 6

CFIs should teach pilots who should:

• Make safety the number one priority
• Develop and exercise good judgment
• Recognize and manage risk
• Be accountable for his actions
• Act with responsibility and courtesy
• Adhere to prudent operating practices and personal operating minima
• Adhere to applicable laws and regs
• Seek proficiency in aircraft control
• Use flight deck technology in a safe and appropriate way
• Be confident in a wide variety of flight situations
• Be respectful of the privilege of flight

Front 7

What are the four steps in the Teaching Process?

Back 7

1. Preparation
2. Presentation
3. Application
4. Assessment

Front 8

Course of Training

Define Curriculum, Syllabus, and Training Course Outline

Back 8

Curriculum

• A set of courses in an area of specialization offered by an educational institution

Syllabus

• summary or outline of a course of study that generally contains a description of each lesson including objectives and completion standards

Training Course Outline

• the content of a particular course.
• Normally includes statements of objectives, descriptions of teaching aids, definitions of assessment criteria, and indication of desired outcome

Front 9

What are the two types of Training Objectives in aviation training?

Back 9

1. Performance-Based Objectives- what needs to be done and how to do it
2. Decision-Based Objectives- as student progresses through higher levels of performance, shift here. Allows for more dynamic training, development of pilot judgment and ADM skills (SBT)

Front 10

Why are Performance-Based Objectives used?

Back 10

To set reasonable, measurable standards that describe the desired performance of the student.

Front 11

What are the three elements of Performance-Based Objectives?

Back 11

1. Description of the skill or behavior
2. Conditions under which it must be demonstrated
3. Criteria or standards against which performance is measured

Front 12

What are the three elements in a traditionally organized lesson plan?

Back 12

1. Introduction
2. Development
3. Conclusion

Front 13

Describe the three parts of a lesson introduction

Back 13

1. Attention- focuses student's attention. Can be story, joke, video, question, etc. Must relate to subject being presented
2. Motivation- provides students with specific reasons why the lesson content is important to know
3. Overview- tell them what you are going to tell them. Clear, concise.

Front 14

Describe the four main ways instructors organize the Development portion of the lesson

Back 14

1. Past to Present
2. Simple to Complex
3. Known to Unknown
4. Most Frequently Used to Least Frequently Used

However organized, each subordinate point should flow from one to the next. This helps students organize their thoughts into groups or chunks in short term memory for better long term storage.

Front 15

Why is the conclusion important?

Back 15

An effective conclusion retraces the important elements of the lesson and relates them to the objective, reinforcing student learning and improving retention.

Front 16

What are types of training delivery methods?

Back 16

• Lecture
• Discussion
• Guided Discussion
• Problem Based
• Group Learning
• Demonstration-Performance
• e-Learning

Front 17

When is a lecture useful in training?

Back 17

• Introducing new subjects
• summarizing ideas
• showing relationships between theory and practice
• reemphasizing main points

Front 18

What four steps should be taken in planning a lecture?

Back 18

1. Establish the objective and desired outcomes
2. Research the subject
3. Organize the material
4. Plan productive classroom activities

Front 19

What are four types of lecture delivery methods?

Back 19

1. Read from typed manuscript
2. Reciting memorized material without a manuscript
3. Speaking extemporaneously from an outline (usually best method)
4. Speaking impromptu without prepration

Front 20

What are advantages and disadvantages of a lecture?

Back 20

Advantages

• convenient for large groups
• can present many ideas in a relatively short time
• good for introducing new material and providing needed background info

Disadvantages

• while good for covering lots of info, not so good for learning lots of info in short time
• difficult to hold students' attention
• does nothing for certain types of learning (i.e. motor skills)

Front 21

Describe the Discussion Method of teaching

Back 21

• Instructor gives short (<20 minute) lecture to give basic knowledge
• Instructor-student and student-student discussion follows
• Relies on exchange of ideas
• Good questions from instructor facilitate discussion
• Instructor may need to referee discussion to keep it on track
• Active participation leads to HOTS

Front 22

How is a Guided Discussion different from regular discussion?

Back 22

• Instructor maintains control of the discussion
• May or may not employ a lecture first (i.e. basic info may be reading done by students prior to class)
• Goal is to draw out what students know

Front 23

How are questions used in Guided Discussion?

Back 23

• Questions foster student thinking and evaluation of ideas, concepts and principals
• Keep students involved actively in discussion

Front 24

What are the different types of questions useful in discussion?

Back 24

1. Overhead- to entire group to stimulate thought. Lead off question
2. Rhetorical- similar to overhead, but instructor provides answer
3. Direct- to a specific student
4. Reverse- student asks Q, instructor turns around back to student
5. Relay- student asks Q, instructor asks another student to respond

Front 25

List the characteristics of an effective question

Back 25

• Has a specific purpose
• Is clean in meaning
• Contains a single idea
• Stimulates thought
• Requires definite answers
• Relates to previously covered information

Front 26

What are the steps in planning a Guided Discussion

Back 26

1. Select a topic students can profitably discuss
2. Establish a specific lesson objective with desired outcomes
3. Conduct adequate research to become familiar with the topic
4. Organize the main and subordinate points of the lesson in a logical sequence (intro, discussion, conclusion)
5. Plan at least a lead-off question for each desired learning outcome

Remember- the purpose is to stimulate discussion, not just get answers

Front 27

What are the steps in conducting a Guided Discussion?

Back 27

1. Introduce the lesson (attention, motivation, overview)
2. Open discussion with a lead-in question
3. Listen to answers, ask good "how" and "what" follow up questions
4. Guide the students to explore details, go deeper
5. When discussion appears complete, summarize what students accomplished (one of most effective tools available to instructor)
6. Conclusion- summarize material covered, tie together various points discussed, show relationships between facts and practical application

Front 28

What is Problem Based Learning (PBL)?

Back 28

• Type of learning environment in which lessons are structured in such a way as to confront students with problems encountered in real life that force them to reach real world solutions.
• Starts with carefully constructed problem to which there is no single solution
• Benefit lies in helping learners gain a deeper understanding of the information and improving recall

Front 29

What are the attributes of an effective problem for PBL?

Back 29

• Relate to the real world so students want to solve them
• Require students to make decisions
• Are open ended and not limited to one correct answer
• Are connected to previously learned knowledge as well as new material
• Reflect lesson objectives
• Challenge students to think critically

Front 30

What is the purpose of teaching higher order thinking skills (HOTS)?

Back 30

• Provides students with cognitive skills needed for effective decision making and good judgment

Front 31

How can an instructor teach HOTS?

Back 31

By incorporating analysis, syntheses, and evaluation into lessons using PBL

Front 32

What are the 8 basic steps to teaching HOTS using PBL?

Back 32

1. Set up the problem
2. Determine learning outcomes for the problem
3. Solve the problem or task
4. Reflect on problem-solving process
5. Consider additional solutions through guided discovery
6. Reevaluate solution with additional options
7. Reflect on this solution and why it is the best solution
8. Consider what "best" means (is it situational?)

Front 33

What are three types of problem based instruction?

Back 33

1. Scenario-Based Training (SBT)
2. Collaborative Problem-Solving
3. Case Studies

Front 34

What are advantages to SBT?

Back 34

• Real-world experiences address training objectives by allowing students to mentally rehearse for a situation and requires practical application of knowledge
• Helps students become ready to exercise sound judgment and make good decisions

Front 35

What are the elements of a good scenario for SBT?

Back 35

• It is not a test
• No one right answer
• Does not offer obvious solution
• Should not promote errors
• Should promote situational awareness and opportunities for decision making

Front 36

What is Collaborative-Problem Solving? How can an instructor use it?

Back 36

• Two or more people work together to solve a problem provided by instructor
• In one-on-one training, instructor can provide the problem and offer limited assistance to student who must solve it

Front 37

What are case studies?

Back 37

• Case Studies are written or oral accounts of real world situations that contain a message that educates the student
• Solving them involves critical thinking skills (HOTS)
• NTSB files are an excellent source of material

Front 38

Describe different types of e-Learning

Back 38

• On-line courses
• Interactive courses
• Simulators

Whichever method is used, instructor must remain engaged with students to ensure learning occurs

Front 39

Explain what Cooperative Group Learning is

Back 39

Organizing students into small groups who can work together to maximize their own and each other's learning.

Front 40

What are advantages to Cooperative Group Learning?

Back 40

Students tend to have:

• Higher test scores
• Higher self-esteem
• Improved social skills
• Greater comprehension of subject material

Front 41

What are disadvantages?

Back 41

Some in group may not pull their weight.

Front 42

What conditions and controls aid in Cooperative Group Learning?

Back 42

1. Small, heterogeneous groups
2. Clear, complete instructions of what students are to do, in what order, with what materials, and when appropriate, what students are to do as evidence of their mastery of targeted content and skills
3. Student perception of targeted objectives as their own, personal objectives
4. The opportunity for student success
5. Student access to and comprehension of required information
6. Sufficient time for learning
7. Individual accountability
8. Recognition and rewards for group success
9. Time after completion of group tasks for students to systematically reflect upon how they worked together as a team

Front 43

What are the five phases of the Demonstration-Performance Method of learning?

Back 43

1. Explanation
2. Demonstration
3. Student Performance
4. Instructor Supervision
5. Evaluation

Front 44

Why is the Drill and Practice Method helpful?

Back 44

• Law of learning: Exercise- that which is repeated is remembered
• Every time practice occurs, learning continues
• Instructor must provide student time to practice and ensure that the process is directed toward the learning objective

Front 45

Why are Instructional Aids helpful in learning?

Back 45

• Sensory Registry part of Memory acts as a filter, sorting important info from less important info. Important info is moved to short term memory for possible storage in long term. Instructional aids help this process by highlighting important info
• Working or short-term memory functions are time and capacity limited. Instructional Aids help arrange info in useful bits or chunks for effective coding
• Instructional aids should be designed to cover key points and concepts, be straightforward and factual, and relatively simple

Front 46

Give reasons for using Instructional Aids

Back 46

• Help gain and hold student attention
• Help in retention of key ideas
• Can help overcome language barriers
• Clarify relationships between material objects and concepts
• Help teach more in less time
• Must be planned, based on ability to support a specific point in a lesson

Front 47

What are the guidelines for using Instructional Aids?

Back 47

• First determine lesson objective
• Gather necessary data through research
• Organize the material into an outline or lesson plan
• Select ideas to be supported with instructional aids (key points).
• Aids are appropriate to support technical descriptions, when a point is complex and difficult to put into words, when instructors find themselves forming visual images, or when students are puzzled by an explanation or description