CURVD:

C omprehensive

U sable

R eliable

V alid

D iscriminatory

ISALADS:

I mproved Self

S ervice

A ppearance

L anguage

A cceptance of Student

D emeanor

S afety Practices

PEMA:

P urposeful - students learn from any activity that tends to further their goals

E xperience - Learning is a result of experience. Students learn to fly aircraft by actually flying

M ultifaceted - involves verbal, conceptual, perceptual, & emotional elements (all at once!)

A ctive Process - instructor cannot assume learning has taken place; students must react & respond

1) Be ready to listen

2) Be responsible for listening

3) Listen to understand, not refute

4) Be emotionally clear

5) Listen for main ideas

6) Guard against daydreaming

7) Take notes

• Do not interrupt
• Do not judge
• Think before answering
• Be close enough to hear
• Watch nonverbal behavior
• Be aware of biases
• Look for underlying feelings
• concentrate
• avoid rehearsing answers while listening
• do not insist on the last word

CALI:

C onfusion between symbol & symbolized object

A bstractions (overuse of)

L ack of common experience

I nterference

     - Physiological: any biological problem that inhibits symbol reception (loss of hearing, etc.)
     - Environmental: external physical conditions (noisy cockpit, cold/hot, etc.)
     - Psychological: how instructor & student feel at time communication is occurring

Source: sender, speaker, transmitter, instructor

Symbol: words, signs, pictures, etc.

Receiver: listener, reader, student

CPR DR FAR:

C ompensation - disguising a weak quality by emphasizing a more positive one

P rojection - relegate the blame for their own mistake

R ationalization - cannot accept the real reason for their behavior

D enial of Reality - refusal to believe disagreeable realities

R esignation - giving up due to frustration

F light - escaping from frustration by physical (illness) or mental (daydreaming) flight

A ggression - often subtle; asking irrelevant questions, not participating, disrupting, etc.

R eaction Formation - covering up real feelings by showing the opposite

• Physical (food, rest, protection)
• Safety (protection against threats, danger, and deprivation)
• Social (to belong & be associated with a group)
• Ego 
  • (1. Self-Esteem: self-confidence, achievement, knowledge 
  •  2. reputation: status, recognition, respect)
• Self-Fulfillment (realizing one's own potential for continued development & creativity)

RID:

R epression: material that is unpleasant or that produces anxiety may be submersed into the subconscious mind unintentionally

I nterference: people forget something because a certain thing has overshadowed it or the learning of a similar thing has intervened

D isuse: a person forgets what is not used

BET GPS:

B asic Need: to maintain & enhance the organized self

E lement of Threat: confronted with a threat, students will limit their attention to the threatening object

T ime & Opportunity: time & practice are needed to relate new sensations and experiences

G oals & Values: things that are more valued and cherished are pursued

P hysical Organism: provides the apparatus for sensing the world around us

S elf-Concept: if student's experiences support favorable self-image, he will be open to new experiences

RUAC:

R ote: the ability to repeat but not understand

U nderstanding: perceiving and learning what has been taught

A pplication: to use what has been learned in a correct way

C orrelation: associating what has been learned with other things previously learned or encountered

PIM:

P erception: results when people give meaning to sensations

I nsight: involves the grouping of perceptions into meaningful wholes

M otivation: provided with the promise of achievement or reward

REEPIR (or PIERRE):

R eadiness: learning is best when ready to learn (must be a reason to learn)

E xercise: things most repeated are best remembered

E ffect: learning is strengthened when accompanied by pleasant/satisfying feelings

P rimacy: what is taught must be right the first time

I ntensity: vivid, dramatic, or exciting teaches best. Real is better than substitute.

R ecency: things most recently learned are best remembered

PPARE:

P reparation: outline performance-based objectives that apply to lesson

P erformance-Based Objectives: elements are ->

     - description of skill or behavior: desired result stated in concrete terms

     - conditions: framework under which the skill or behavior will be demonstrated

     - criteria: standard used to evaluate the accomplishment of the objective

     - presentation: method -> lecture, guided discussion, demonstration-performance, etc.

A pplication: student uses what was learned (plan a trip, weight & balance, etc.)

R eview &

E valuation: Instructor reviews and evaluates/critiques the student's performance. Motivation is provided in summary of what student has accomplished.

Positive Transfer: when something previously learned helps to learn a new skill

Negative Transfer: when something previously learned inhibits learning something new

MKDEADPPP (Make Dead PPP):

M ore than muscle

K nowledge of results: student will learn better if outcome is known

D esire to Learn: law of readiness

E valuation vs. Critique: which is appropriate?

A pplication of Skill: can the student use what has been learned?

D uration & Organization of Lesson: too much is not productive

P atterns to follow: student learns better with an example

P erform the skill: practice

P rogress follows a pattern: learning plateau

CAP:

Cognitive: how we think (knowledge)

Affective: how we feel (value system)

Psychomotor: how we move (physical activities)

COCO FATS (or FAT C COWS):

C omprehensive

O bjective

C onstructive

O rganized well

F lexible

A cceptable

T houghtful

S pecific

BITCOP:

B ewildering

I rrelevent

T oss-up

C atch

O versize

P uzzle