1. Flight Instructor ASE Ground Training Course Ground Lesson 26/14/2013Holmes Aviation Training1

2. What is Learning? Learning has many definitions Learning is a change in 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 permanent change The change in behavior that results from experience and practice6/14/2013Holmes Aviation Training2 3. What is Learning? Learning has many definitions Gaining knowledge or skills, or developing a behavior, through study, instruction, or experience. The process of acquiring knowledge or skill through study, experience, or teaching. The instructor needs to understand the subject beingtaught, the student, the learning process, and the interrelationships that exist6/14/2013Holmes Aviation Training3 4. Learning Theory Learning theory is a body of principles advocated bypsychologists and educators to explain how people acquire skills, knowledge, and attitudes.6/14/2013Holmes Aviation Training4 5. Behaviorism Behaviorism is a school of psychology that explainsanimal and human behavior entirely in terms of observable and measurable responses to stimuli6/14/2013Holmes Aviation Training5 6. Cognitive Theory Cognitive theory focuses on what is going on inside themind. It is more concerned with cognition (the process of thinking and learning)knowing, perceiving, problem-solving, decision-making, awareness, and related intellectual activitiesthan with stimulus and response Jerome Bruner advocated learning from the known to the unknown, or from concrete to the abstract.6/14/2013Holmes Aviation Training6 7. Cognitive Theory Benjamin Bloom triedto classify the levels of thinking behavior thought to be important in the process of learning.6/14/2013Holmes Aviation Training7 8. Information Processing Theory Information processing theory uses a computer systemas a model for human learning. The human brain processes incoming information, stores and retrieves it, and generates responses to the information.6/14/2013Holmes Aviation Training8 9. Constructivism A derivative of cognitive theory, constructivism is aphilosophy of learning that can be traced to the eighteenth century. This theory holds that learners do not acquire knowledge and skills passively but actively build or construct them based on their experiences.6/14/2013Holmes Aviation Training9 10. Higher Order Thinking Skills (HOT) Commonly called aeronautical decision-making Uses the last three categories of Blooms Taxonomy ofLearning Analysis, synthesis and evaluation Teaching these skills are essential to judgment,decision-making and critical thinking6/14/2013Holmes Aviation Training10 11. Higher Order Thinking Skills (HOTS) To teach HOTS effectively involves several strategiesand methods Problem-based learning instruction Authentic problems Real world problems Student-centered learning Active learning Cooperative learning Customized instruction6/14/2013Holmes Aviation Training11 12. Perceptions All learning comes from perceptions, which aredirected to the brain by one or more of the five senses6/14/2013Holmes Aviation Training12 13. Perception Factors that Affect Perception Physical organism Goals and Values Self-concept Time and opportunity Element of threat6/14/2013Holmes Aviation Training13 14. Acquiring Knowledge Instructors job is to help the student acquireknowledge.6/14/2013Holmes Aviation Training14 15. Acquiring Knowledge Memorization A students first attempt to acquire knowledge about a new topic will result in memorizing facts about a procedure Understanding Ability to notice similarities and make associations between the facts and procedural steps learned Concept Learning Enhances students understanding6/14/2013Holmes Aviation Training15 16. Laws of Learning Readiness The basic needs of the learner must be satisfied before he or she is ready or capable of learning. The instructor can do little to motivate the learner if these needs have not been met. This means the learner must want to learn the task being presented and must possess the requisite knowledge and skill. Effect All learning involves the formation of connections and connections are strengthened or weakened according to the law of effect. Responses to a situation that are followed by satisfaction are strengthened; responses followed by discomfort are weakened, either strengthening or weakening the connection of learning. 6/14/2013Holmes Aviation Training16 17. Laws of Learning Exercise Connections are strengthened with practice and weakened when practice is discontinued, which reflects the adage use it or lose it. The learner needs to practice what has been learned in order to understand and remember the learning. Primacy Primacy, the state of being first, often creates a strong, almost unshakable impression and underlies the reason an instructor must teach correctly the first time and the student must learn correctly the first time. 6/14/2013Holmes Aviation Training17 18. Laws of Learning Intensity Immediate, exciting, or dramatic learning connected to a real situation teaches a learner more than a routine or boring experience. Recency The principle of recency states that things most recently learned are best remembered. Conversely, the further a learner is removed in time from a new fact or understanding, the more difficult it is to remember.6/14/2013Holmes Aviation Training18 19. Domains of Learning Cognitive Affective Domain Addresses a learners emotions towards the learning experience. It includes feelings, values, enthusiasms, motivations, and attitudes Psychomotor Domain Skill based learning and includes physical movement, coordination, and the use of motor-skills. Development of these skills require repetitive practice and is measured in terms of speed, precision, distance and technique. 6/14/2013Holmes Aviation Training19 20. Levels of Learning Rote The ability to repeat something back which was learned, but not understood. Understanding To comprehend or grasp the nature or meaning of something. Application The act of putting something to use that has been learned and understood. Correlation Associating what has been learned, understood, and applied with previous or subsequent learning. 6/14/2013Holmes Aviation Training20 21. Characteristics of Learning Learning if Purposeful Each student has specific intentions and goals. Some may be shared by other students. Students learn from any activity that tends to further their goals. Their individual needs and attitudes may determine what they learn as much as what the instructor is trying to get them to learn. In the process of learning, the students goals are of paramount significance. To be effective, aviation instructors need to find ways to relate new learning to the students goals.6/14/2013Holmes Aviation Training21 22. Characteristics of Learning Learning is a Result of Experience A persons knowledge is a result of experience, and no two people have had identical experiences. Even when observing the same event, two people react differently; they learn different things from it, according to the manner in which the situation affects their individual needs.6/14/2013Holmes Aviation Training22 23. Characteristics of Learning Learning is Multifaceted Each student approaches a task with preconceived ideas and feelings, and for many students, these ideas change as a result of experience. Therefore, the learning process may include verbal elements, conceptual elements, perceptual elements, emotional elements, and problemsolving elements all taking place at once.6/14/2013Holmes Aviation Training23 24. Characteristics of Learning Learning is an Active Process The instructor cannot assume that students remember something just because they were in the classroom, shop, or aircraft when the instructor presented the material. Neither can the instructor assume the students can apply what they know because they can quote the correct answer verbatim. For students to learn, they need to react and respond, perhaps outwardly, perhaps only inwardly, emotionally, or intellectually.6/14/2013Holmes Aviation Training24 25. Acquiring Skill Knowledge Skill knowledge is acquired slowly through relatedexperience Three stages of skill knowledge acquisition Cognitive Stage-The student must learn the facts Associative Stage- The student must practice Automatic Response Stage- As the student practices,procedures become more automated and second nature6/14/2013Holmes Aviation Training25 26. Learning Plateaus Learning Plateaus are normal in the learning processand are usually temporary. Student may have reached ac capability limits Instructors can over practice6/14/2013Holmes Aviation Training26 27. Types of Practice Once a student learns a skill, it is important tocontinue some practice to improve retention of the skill. But how much practice is the question? Deliberate Practice The student practices specific areas for improvement and receives specific feedback after the practice. Students achieve better results with fewer distractions6/14/2013Holmes Aviation Training27 28. Types of Practice Blocked Practice Practicing the same drill until the movement becomes automated Can enhance current performance, it does not improve either concept learning or retrieval from long-term memory Random Practice Mixes up the skills to be acquired throughout the practice session. Leads to better retention, students can recognize the similarities and differences between the skills 6/14/2013Holmes Aviation Training28 29. Evaluation Versus Critique In the initial stages of skill acquisition, practicalsuggestions are more valuable to the student than a grade. Overlearning of Knowledge is the continued study of askill after initial proficiency has been achieved. The students performance is characterized less by understanding of concepts, but more by an automatic process6/14/2013Holmes Aviation Training29 30. Putting it All Together Mulitasking is the simultaneous execution of two ormore task. A proficient pilot must be able to multitask Attention switching, the student needs to be able to switch attention between two or more tasks during a flight Performing several tasks at once, or simultaneous performance, is the second type of multitasking6/14/2013Holmes Aviation Training30 31. Motivation Motivation is the reason one acts or behaves in acertain way. An important part of an instructors job is to discover what motivates each student and use this information to encourage him or her to work hard. Positive motivation is essential to true learning.6/14/2013Holmes Aviation Training31 32. Maintaining Motivation Motivation is generally not something that can betransferred from one person to another. Instructors must be skillful at recognizing problems with motivations and at encouraging students to do their best Rewarding Feedback Positive feedback encourages students. Presenting New Challenges Keep pushing the student to do their best 6/14/2013Holmes Aviation Training32 33. Memory Memory is the vital link between the studentlearning/retaining information and the cognitive process of applying what is learned. It is the ability of people and other organisms to encode (initial perception and registration of information), store (retention of encoded information over time), and retrieve (processes involved in using stored information) information.6/14/2013Holmes Aviation Training33 34. Memory Sensory Memory Sensory memory is the part of the memory system that receives initial stimuli from the environment and processes them according to the individuals preconceived concept of what is important. Short Term Memory Short-term memory is the part of the memory system where information is stored for roughly 30 seconds, after which it may rapidly fade or be consolidated into longterm memory, depending on the individuals priorities. 6/14/2013Holmes Aviation Training34 35. Memory Long-Term Memory Long-term memory (LTM) is relatively permanent storage of unlimited information and it is possible for memories in LTM to remain there for a lifetime. What is stored in LTM affects a persons perceptions of the world and affects what information in the environment is noticed.6/14/2013Holmes Aviation Training35 36. Usage of Knowledge How we use the knowledge or skill affects how weretrieve it from memory How often the knowledge has been used in the past How recently the knowledge has been used6/14/2013Holmes Aviation Training36 37. Memory Forgetting- loss of a memory, typically involves afailure in memory retrieval Retrieval Failure-the inability to retrieve information Fading- a person begins to forget information that is notused for extended periods of time Interference- a person can forget an experience, because another experience has overshadowed it Repression- a memory is pushed out of reach, because a person does not want to remember6/14/2013Holmes Aviation Training37 38. Retention of Learning Praise Stimulates Remembering Responses that gives a pleasurable return tends to be repeated Recall is promoted by Association Information or actions, need to be associated with something to be learned Favorable Attitudes Aid Retention People learn and remember only what they wish to know Learning with all senses is most effective A fuller understanding and greater chance of recall is achieved when a person uses all senses 6/14/2013Holmes Aviation Training38 39. Retention of Learning Meaningful Repetition Aids Recall 3 to 4 repetitions provide the maximum effect Students learn the most in the first 10-15 minutes Mnemonics A pattern of letters, ideas, visual images or associations to assist in remember information6/14/2013Holmes Aviation Training39 40. Transfer of Learning Transfer of Learning is broadly defined as the ability toapply knowledge or procedures learned in one context to a new context Learning occurs more quickly and the learner develops a deeper understanding of the task if he or she brings some knowledge or skill from previous learning.6/14/2013Holmes Aviation Training40 41. Transfer of Learning Habit Formation The formation of correct habit patterns from the beginning of any learning process is essential to further learning and for correct performance after the completion of training How understanding affects Memory The ability to remember is greatly affected by the level of understanding of what has been learned Remembering during Training Remembering what is learned on a day-to-day basis is the first challenge students must meet. 6/14/2013Holmes Aviation Training41 42. Transfer of Learning Remembering After Training Continued practice of knowledge and skill is the only way to retain what they learned6/14/2013Holmes Aviation Training42