Learning is defined as a change of behaviour as a result of experience
Characteristics of learning
PEMA - learning is:
P - Purposeful
E - result of Experience
M - Multifaceted
A - an Active process
Laws (principles) of learning
REEPIR
R - Readiness - The student must by ready to learn in order for learning to happen.
E - Exercise - Since learning is a result of experience, it comes through exercise, or practice. You can't expect a student to learn how to fly by only lecturing to him.
E - Effect - learning is strengthend through a positive experience or feeling.
P - Primacy - A student will remember best the things he learns first. Teach it right the first time.
I - Intensity - A vivid and exciting experience teaches better than a routine or boring experience.
R - Recency - Things most recently experienced are learned better.
Levels of learning
RU AC
Rote - memorizing data such as acronyms (this list...), raw information (like:"Vs in my aircraft is 54 knots")
Understanding - The next level of learning. the student can explain how Vs is affected by weight and why.
Application - The third level of learning. the student applies what he knows and understands.
Correlation - The fourth and last level of learning. Correlation between different knowledge areas. for example, while flying behind a slower aircraft in the traffic pattern the student applies principles from slow flight or extends the flaps early to keep seperation.
How do peoplae learn?
PIM
Perceptions - what your see, feel, hear, smell and taste
Insights - the grouping of several perceptions into a meaningfull whole. for example: the student feels the airplane buffeting, sees the high nose attitude and the slow airspeed, hears the cockpit becoming quieter and understands that he is about to enter a stall
Motivation - Learning is not effective without the desire to learn.
Domains of Learning
CPA
Cognitive
Psychomotor
Affective
Factors Which Affect Perception:
Physical Organism - The ability to perceive depends on the health of your senses. A blind person cannot perceive through seeing, for example.
Goals and Values - Motivations are one of the most important factors in learning.
Self-Concept - a negative self image will degrade perception.
Time and Opportunity - you need to provide time and learning opportunities for the students so he can perceive and learn.
Element of Threat - Threats creates tunnel vision. In order to learn a student must feel safe and protected. if he thinks that the plane is going to fall down the sky any moment, he will concentrate on the maneuvers you are trying to teach him.
Theories of Forgetting
DIR
Disuse,
Interference
Repression
Retention of Learning
- Paise stimulates remembering
Rcall is promoted by association
Positive attitudes promotes retention
Learning with all our senses is most effective
Transfer of learning
Habit formation - provide the student with patterns to follow. Teaching how to do things right from the beginning.
Blocks of learning - build the student's learning experience with a foundation of many small blocks that together can support larger ones. For example, a student should learn how to do slow flights, stalls, descents, glides and turns before learning how to land.
Human needs
- Physical Needs
Safety
Social needs
Egoistic Needs
Self Fulfillment Needs
Defense mechanisms
Compensation - after having a bad landing the student says: "my approach speed was good..."
Projection - "its ATC's fault"
Rationalization - The student makes excuses for not performing well.
Denial of Reality - "My steep turns were good". No you were +-500 feet at one moment and almost got us into an accelerated stall....
Reaction Formation - Acting in an opposite way to what he feels. for example the student is trying to look happy when in fact he is frustrated.
Flight could be physical or mental. student calls in sick or just doesn't pay attention anymore.
Aggression The student yells at you or at the poor girl in the front desk of the FBO.
Resignation The student gives up "I can't do it".
Characteristics of an affective critique:
FAT C COWS
Flexible
Acceptable
Thoughtfull
Comprehensive
Constructive
Objective
Well organized
Specific
