FOI's Task B

STUDY
PLAY

Terms in this set (...)

Perceptions and insights
GSTEP
Goals and values
Understand the students values and tailor your lesson towards them
- If a student plans on becoming a CFI focus more on that
Self-Concept
Self image (confident or insecure) has a great influence on perception
- Pos = remain open to new experiences
- Neg= neg effect on learning
Time and Opportunity
proper sequence and time are necessary for learning
- A student should not practice stalls until he has gotten a feel for the basics
Element of threat
Threat does not promote effective learning
- student demonstrates limited attention
- student is ineffective
Physical Organism
Pilots must be able to see, hear, feel and respond adequately while they are in the air
Acquiring Knowledge
MUC
Memorization
Rote
- first attempt to acquiring knowledge
Understanding
stage 2 of acquiring knowledge
- the learner begins to organize knowledge in useful ways and a collection of memorized facts gives way to understanding (insight)
Concept-Learning
Application/ correlation
humans tend to group objects, events, ideas people etc that share one or more major attributes that set them apart
- being able to listen and read back to a lengthy ATC clearance with no problem as teh pilot becomes more experienced
Laws of learning
REEPIR
Readiness
Individuals learn best when they are ready to learn
- make more progress if they have a strong purpose
- instructors sometimes can do little to inspire readiness if out side factors effect the student too much
Effect
- Learning is strenghtened when accompanied buy a pleasant or satisfying feeling; weakened when unpleasant
- Encourage/ positively reinforce the pilot
Exercise
- Most often repeated are best remembered
- students learn by applying what they have been told and shown
- Don't let the student practice bad habits. FIX them early
Primacy
- Whats learned first is whats most often remembered
- What is taught must be right the first time
Intesity
An exciting learning experience teaches more than a routine or boring experience
- A student will learn more from the real thing
Recency
things most recently learned are best rememebred
Domains of Learning
RAMP
Results of Experience
- Learning by doing
- learning is an individual process and the student can learn only from personal experiences
- Teaching the student how to solve realistic problems is optimal
Active Process
Constantly engage the student
- students must react/ respond outwardly, and inwardly (emotionally/ intellectually) to learn
- instructor cannot assume they know the material
Multifaceted
Using many different types of learning all at once (verbal, conceptual, motor, emotional) strengthening the learning process
Purposeful
In the process of learning the students goals are the most important factor
- students learn from any activity that furthers their goals
- Instructors must find ways to relate what is being learned to student goals
Acquiring Skill knowledge
CAAR
Cognitive
memorizing the steps to a skill
- provide step by step examples
Associative
practice begins to store the skill
- students can assess progress and makes adjustments instead of simply repeating steps
Automatic Response
skill becomes automatic through practice allowing to increase focus on other aspects
Types of Practice
DBR
Deliberate
student practices specific areas for improvement and receives specific feedback after practice
- feedback shows difference between performance and desired goal
- focus on alimenting those differences
Blocked
practicing the same drill until it becomes automatic
Random
mixes up the skills throughout the practice session
- performing a series of separate skills in a random order leads to between retention
- student starts to recognize the similarities and differences of each skill
Memory
SSL
Sensory Registry
Quick scan
- receives input and quickly processes it according to a preconceived concept of what is important
- if it is dramatic or impacts more than one sense it is more likely to make an impression
Precoding
- ex: Fire alarm - working memory is immediately made aware of the alarm and present responses begin to take place
Short Term memory
(Coding, Rehearsal, recoding)
- within seconds, relevant info is passed here where it may temp or rapidly fade

Coding- sorting the process or categorizing into chunks
(memorizing a phone number)

Rehearsal- overcoming time limitation (memory) by repetition

recoding- relating incoming information to concepts or knowledge already in memory
- tailoring the coding process to individual experiences (where the real learning happens)
Long term memory
(Process, Store, Recall)
Info is stored for future use here
- The more effective the coding process the more, the easier the recall
- The more senses involved the better the recall
Forgetting
IFRRS
Interference
- Similar material has interfered with memory more than dissimilar
- material not well learned suffers the most
- Learning to fly an airplane vs a helicopter could be a challenge
Fading
(Disuse)
A persons forgets those things which are not used
- memory is still locked away, the challenge is unlocking it
- If you don't use it you loose it
Repression
A memory is pushed out of reach because an individual does not want to remember the feeling associated with it.
- Repression is unconscious
Retrieval Failure
the inability to retrieve information
- "tip of the tongue"
- the info never makes it to the LTM (failure to store)
Suppression
A memory is pushed out of reach because an individual does not want to remember the feeling associated with it.
- suppression is conscious
Retention of Learning
PAAAMM:
Praise
Association
All senses
Attitude
Meaningful repetition
Mnemonics