Characteristics of Learning (PEMA)
Characteristics of Learning (PEMA)
Purposeful
Experience (result of experience)
Multifaceted
Active Process
Behaviorism
Behaviorism is a school of psychology that explains animal and human behavior entirely in terms of observable and measurable responses to stimuli.
Human Behavior
The study of human behavior is an attempt to explain how and why humans function the way they do.
McGregor's Theories of Human Nature & Motivation
Theory X
Theory Y
Theory X:
Theory X: People have an inherent dislike for work and will avoid it whenever possible. People must be coerced, controlled, directed, or threatened with punishment in order to get them to achieve the organizational objectives. People prefer to be directed
Theory Y:
Theory Y: Work is as natural as play and rest. People will exercise self-direction if they are committed to the objectives (they are NOT lazy). Commitment to objectives is a function of the rewards associated with their achievement. People learn to accept
What is learning?
Learning can be de?ned in many ways:
� A change in the behavior of the learner as a result of experience. The behavior can be physical and overt, or it can be intellectual or attitudinal.
� The process by which experience brings about a relatively permane
Learning Styles (RHDR)
Learning Styles (RHDR)
Right/Left Brain
Holistic/Serialist
Dependent/Independent
Reflective/Impulsive
Left Brain
Verbal, analytical, objective
Right Brain
Spatially oriented, creative, intuitive, emotional
Holistic
Top-down, big picture, global perspective
Serialist
Bottom-up, well defined sequential steps
Dependent/Independent
Dependent: requires a lot of guidance
Independent: requires minimum guidance
Reflective/ Impulsive
Reflective: uncertain in problem in solving, cautious
Impulsive: quick sometimes faulty decisions, enthusiastic
Types of Learners (VAK)
Types of Learners (VAK)
Visual
Auditory
Kinesthetic
Types of Practice (DBR)
Types of Practice (DBR)
Deliberate: practice skills in specific areas to achieve a particular goal. Receives feedback after the performance.
Blocked: doing the same task over and over, making the skill automatic (habit) short term
Random: mixing up the sk
How People Learn (PIM)
How People Learn (PIM)
Perceptions
Insights
Motivation
Perceptions (PGSET)
Perceptions (PGSTE)
Physical organism
Goals and values
Self-concept
Element of threat
Time and opportunity
Insights
Relating and grouping perceptions into a meaningful whole
Where does motivation come from?
These rewards may be personal or social, they may involve ?nancial gain, satisfaction of the self-concept, personal gain, or public recognition.
Maintaining Student Motivation (RRAP)
Maintaining Student Motivation (RRAP)
Reward success
Remind them of their goals
Assure student that learning plateaus are normal
Present new challenges
Types of Motivation (PSN)
Types of Motivation (PSN)
Positive: promise or achievement of rewards
Subtle/obvious: most important factor in learning
Negative: engender fear
Levels of Learning (RUAC)
Levels of Learning (RUAC)
-Rote: ability to repeat w/o understanding
-Understanding: theoretical knowledge
-Application: ability to apply learning
-Correlation: links to other elements of knowldge
Learning Physical Skills (DDPPK)
Learning Physical Skills (DDPPK)
-Desire to learn: must appeal to students needs
-Duration and organization: suitable length of time
-Patterns to follow: provide step by step example
-Perform the skill: practice the skill
-Knowledge of the results: inform
Forgetting (FIRR)
Forgetting (FIRR)
-Fading: forgetting after long period of time
-Interference: certain experience overshadows memory
-Repression/Suppression: memory is pushed out on purpose
-Retrieval failure: inability to retrieve information/ info was not encoded well
Remembering (PRAAS)
Remembering (PRAAS)
Praise
Repetition
Attitude
Association/mnemonic
Senses
Transfer of Learning
The ability to apply knowledge or procedures learned in one context to new contexts.
Control of Human Behavior (AGE)
Control of Human Behavior (AGE)
-Authority: instructor is a symbol of authority
-Goal: instructor guides student toward goal
-Environment: create one that enables students to help themselves
Human Needs (Maslow's Hierarchy) (PSLSCAST)
Human Needs (Maslow's Hierarchy) (PSLSCAST)
Physical
Safety
Love & belongingness
Self-esteem
Cognitive
Aesthetic
Self- actualization
Transcendence
Defense Mechanisms (RRRRPDDCAFF)
Defense Mechanisms (RRRRPDDCAFF)
-Repression: thoughts into inaccessible parts of the brain
-Resignation: students give up
-Rationalization: justifying actions
-Reaction Formation: true belief causes anxiety/ believes something else
-Projection: blaming o
Minimizing Student Frustrations (MACKBAG)
Minimizing Student Frustrations (MACKBAG)
Motivation
Acceptance
Criticize constructively
Keep student informed
Be consistent
Admit Errors
Give credit when credit is due
Definition of Teaching
To instruct or train someone
Essential Teaching Skills (PAMS)
People skills
Assessment skills
Management skills
Subject matter expertise (SME)
Teaching Process (PPARE)
Teaching Process (PPARE)
Preparation
Presentation
Application
Review
Evaluation
Organizing Material (IDC)
Organizing Material (IDC)
-Introduction: attention, motivation, overview
-Development: simple to complex
-Conclusion: review
Training Delivery Methods (LGD)
Training Delivery Methods (LGD)
Lecture Method
Guided Discussion
Discussion
Guided Discussion Method (QPS)
Guided Discussion Method (QPS)
Questions
Preparation
Structure
Demonstration Performance Method (EDSIE)
Demonstration Performance Method (EDSIE)
Explanation
Demonstration
Student performance
Instructor supervision
Evaluation/Critique
Types of Instructional Aids
Chalk/whiteboard
Handouts
Hands on material
Projected
Video
Interactive software
Computer aided learning
Models
Mock-ups & cutaways
Evaluation vs. Critique
Evaluation: Given after the performance, a written grade. More formal. (tests)
Critique: Given immediately after performance. Verbal and less formal.
Effective Critique (FASTCOCO)
Effective Critique (FASTCOCO)
Flexible
Acceptable
Specific
Thoughtful
Comprehensive
Objective
Constructive
Organized
Methods of a Critique (SWIISS)
Methods of a Critique (SWIISS)
Student led
Written
Individual student
Instructor-student
Small group
Self critique
Overlearning
Continued study of a skill after initial proficiency has been achieved. The knowledge used frequently begins to take on the properties of a skill. The students performance is characterized less by understanding, and more by an automatic process.
Ground Rules for Critiquing (DAAAAWS)
Ground Rules for Critiquing (DASAAAW)
Don't extend critique beyond scheduled time
Avoid covering too much
Avoid absolute statements
Avoid controversy
Avoid defending criticism
Written critques must agree with verbal
Summarize critique at the end
Effective Questions (CRROSS)
Effective Questions (CRROSS)
Clear
Requires definite answer
Relates to previously covered info
One idea
Specific purpose
Stimulates thought
Questions to Avoid (POTBIT)
Questions to Avoid (POTBIT)
Puzzles
Oversize: wide subjects
Toss-up
Bewilderment: long with a lot of extras
Irrelevant questions
Trick questions
Written Tests (RUVOCD)
Written Tests (RUVOCD)
Reliable
Usable
Valuable
Objective
Comprehensive
Discriminative
Professional Instructor (SADPPS)
Professional Instructor (SADPPS)
Sincerity
Acceptance
Demeanor
Personal Hygiene
Proper language
Self Improving
Instructor Responsibilities (DEEPH)
Instructor Responsibilities (DEEPH)
Demand
Emphasize
Ensure
Provide
Help
Flight Instructor Responsibilities (EPPFAPSS)
Flight Instructor Responsibilities (EPPFAPSS)
Evaluate
Pilot supervision
Practical Test Reccomendation
Flight instructor endorsements
Additional training & endorsements
Pilot proficiency
Student solo preflight thought process
See & avoid
Domains of Learning (CAP)
Domains of Learning (CAP)
Cognitive
Affective
Psycomotor
Obstacles to Learning During Flight Instruction (UFAILD)
Obstacles to Learning During Flight Instruction (UFAILD)
Unfair treatment
Fatigue
Anxiety or apathy
Impatience
Lack of interest
Discomfort
Barriers of Effective Communication (LISA)
Barriers of Effective Communication (LISA)
Lack of common experience
Interference
Symbols and confusion
Abstractions (overuse of abstractions)
Basic Elements of Communication (SSR)
Basic Elements of Communication (SSR)
Source: speaker
Symbols: words or signs
Receiver: listener
Developing Communications Skills (LIERQ)
Developing Communications Skills (LIERQ)
Listening
Instructional Communication
Enhance knowledge
Role playing
Questioning
Types of Assessments/Tests (KOP)
Knowledge tests
Oral quizzes
Performance tests
Written Test Questions (MMTSS)
Written Test Questions (MMTSS)
Multiple choice
Matching
True/False
Supply type
Selection type
Types of Errors
Slip: a person plans to do one thing, but inadvertently does something else.
Mistake: a person plans to do the wrong thing and is successful.
Reducing Errors (CLARRT)
Check for errors
Learning & Practicing
Awareness
Reminders
Routines
Take time
Anxiety
Anxiety: a feeling of worry, nervousness, or unease, often about something that is going to happen, typically something with an uncertain outcome.
Minimizing Anxiety
Student anxiety can be minimized throughout training by emphasizing the benefits and pleasurable experiences that can be derived from flying, rather than by continuously citing the unhappy consequences of faulty performances.
Types of Stress
Eustress
Distress
Eustress
Eustress, or positive stress, has the following characteristics:
Motivates, focuses energy.
Is short-term.
Is perceived as within our coping abilities.
Feels exciting.
Improves performance.
Distress
Distress, or negative stress, has the following characteristics:
Causes anxiety or concern.
Can be short- or long-term.
Is perceived as outside of our coping abilities.
Feels unpleasant.
Decreases performance.
Can lead to mental and physical problems.
Reactions to stress
-Abnormal: responses may be random or illogical, or they may do more than is called for by the situation.
-Normal: The affected individual thinks rationally, acts rapidly, and is extremely sensitive to all aspects of the surroundings.
Seriously Abnormal Students
� If an instructor believes that a student may have a disqualifying psychological defect, arrangements should be made for another instructor, who is not acquainted with the student, to conduct an evaluation flight. After the flight, the two instructors sh
Teaching the Adult Student
-Provide a training syllabus that is organized with clearly defined course objectives to show the student how the training helps him or her attain specific goals.
-Help students integrate new ideas with what they already know to ensure they keep and use t
Two concepts how people learn
Behaviorism: a school of psychology that explains animal and human behavior entirely in terms of observable and measurable responses to stimuli
Cognitive theory: focuses on what is going on inside the mind. It is more concerned with cognition (the process
Principles of Learning (REEPIR)
Principles of Learning (REEPIR)
Readiness
Exercise
Effect
Primacy
Intensity
Recency
Guidelines for Use of Instructional Aids
� Clearly establish the lesson objective. Be certain of what is to be communicated.
� Gather the necessary data by researching for support material.
� Organize the material into an outline or a lesson plan. The plan should include all key points that need
Types of Stress
Eustress
Distress
Types of memory
Sensory
Short term
Long term
Instructors code of conduct
Make safety the number one priority,
� Develop and exercise good judgment in making decisions,
- Recognize and manage risk effectively,
� Be accountable for his or her actions,
� Act with responsibility and courtesy,
� Adhere to prudent operating practice
Course of training
A course of training is a complete series of studies leading to attainment of a speci?c goal.
Guidelines for Use of Instructional Aids
� Clearly establish the lesson objective. Be certain of what is to be communicated.
� Gather the necessary data by researching for support material.
� Organize the material into an outline or a lesson plan. The plan should include all key points that need
Answering student questions
� Be sure that you clearly understand the question before attempting to answer.
� Display interest in the student's question and frame an answer that is as direct and accurate as possible.
� After responding, determine whether or not the student is satis?
Purpose of a lesson plan
Designed to assure that each student receives the best possible instruction under the existing conditions. Lesson plans help instructors keep a constant check on their own activity, as well as that of their students.
Characteristics of a Well Planned Lesson (FIRCUPS)
Characteristics of a Well Planned Lesson (FIRCUPS)
Flexibility
Instructional steps
Related to course objectives
Content
Unity: ties in with the overall objective
Practical
Scope: not too little/ not too much information