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Definition
Behaviorism
Cognitive Theory |
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Definition
| Human and animal performance being positively reinforced, the instructor provides positive reinforcement to help a student learn. |
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| Learning is not just a change in behavior but a change in the way a learner thinks, understands, or feels. This theory focuses on what is going on in the mind. |
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| Characteristics of Learning |
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| The student must learn from personal experiences, the instructor cannot do it for the student |
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| For students to learn, they need to react and respond, perhaps outwardly, perhaps only inwardly, emotionally, or intellectually |
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| Learning by types such as verbal, conceptual, perceptual, motor, problem-solving, and emotional |
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| The student must have a specific goal to work towards and make the knowledge learned have purpose |
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| The student must want to learn the material and come ready to learn |
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| Learning is strengthened when accompanied by a pleasant satisfying feeling, and weakened when associated with an unpleasant feeling |
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| Practice helps to strengthen what a student has learned. Exercise is best when in a real world application |
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| The things which are learned first are best remembered. Teach it right the first time! |
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| Students learn more from the real thing EX: Airplane VS. Simulator |
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| Students remember best the things that are most recently learned |
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| Rote, Understanding, Application, Correlation |
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Definition
| Repeating something back which has been learned EX: Knowing the procedures for flying a rectangular course |
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Definition
| To understand or grasp the nature of something that has been learned EX: Understanding that a rectangular course is flown to learn the effects of wind |
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| The act of putting something to use that has been learned and understood EX: Actually going to the practice area and flying a rectangular course |
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| Associating what has been learned and understood and applied with previous or subsequent learning EX: Flying a traffic pattern as a rectangular course. |
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Term
Learning Physical Skills
Memory |
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Definition
Sensory Register
Short Term Memory (STM)
Long Term Memory (LTM) |
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Term
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Definition
| The input is dramatic and impacts more than one of the five senses, that information is more likely to make an impression. Sensory Register only holds memory for a short period before it is passed to STM |
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Term
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Definition
| Short-term memory is part of the memory system where information is stored for roughly 30 seconds, after which is may be forgotten or stored into long-term memory. Several common steps help retention in STM. These include rehearsal or repetition of the information and sorting or categorization into systematic chunks. |
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Term
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Definition
| Long Term Memory is where the brain stores memory that a person will keep possibly his entire life. Information that passes from STM to LTM typically has some significance attached to it. For example, imagine how difficult it would be to forget your first solo. |
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| Interference theory suggests that people forget something because a certain experience has overshadowed, or that the learning of similar things has intervened. |
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Definition
| Things that are not used tend to fade away and be forgotten |
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Term
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Definition
| A memory is pushed out of reach because a person does not want to remember the feelings associated with it. Repression is unconscious and supression is conscious |
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| What Helps Students Remember |
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Definition
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Definition
| When several senses are used to learn something it makes it easier to remember |
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Definition
| Responses that give a pleasurable return ten to be remembered |
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Definition
| People learn and retain only what they wish to know, a student must have motivation |
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| Students tend to learn by associating things EX: Acronyms |
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Definition
| The most often something is repeated the better it will be remembered |
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Definition
Positive Transfer
Negative Transfer |
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Term
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Definition
| If the learning of a skill A helps the student learn skill B than positive transfer has occurred EX: Operating a crane |
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Definition
| If the learning of skill A hinder the learning of skill B then negative transfer has occurred EX: Flaring in a plane VS. Helicopter |
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Definition
Physiological (food, water sleep)
Safety & Security
Belongingness
Self-Esteem
Self-Acutalization |
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| Counterbalancing weakness by empasizing strengths in other areas. |
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| Placing the blame on something or someone else |
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| A who-cares-how-others-feel attitude to cover up feelings of loneliness |
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| When a student daydreams about how things should be. Uses imagination to escape from the real world. |
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| A subconscious technique for justifying mistakes. Making excuses and believing that they are true |
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| When a person subconsciously places uncomfortable thoughts into the unconscious mind to deal with later |
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| Basic Elements of Communication |
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Definition
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Definition
Whatever is sending the information
EX: instructor |
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Definition
Whatever is getting what was sent
EX: Student |
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Definition
Whatever is getting what was sent
EX: Student |
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| Barriers to Effective Communication |
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Definition
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Term
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Definition
Between symbol and symbolized object
EX: aviation mechanic being referred to as a mechanic |
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Definition
Using very general words
EX: "Aircraft" could mean helicopter airplane ballon |
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Term
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Definition
Many not be controllable by the instructor
EX: Physiological, enviromental, physiological needs
Trying to explain something to a student while in a hover |
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| Lack of Common Experience |
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Definition
Greatest barrier, the student does not understand the instructor because of his experience level
EX: Raise collective instead of bump up collective |
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Term
| Developing Communication Skills |
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Definition
Role Playing
Listening
Questioning |
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Definition
When the instructor switches roles
EX: Acts like the student in CFI training |
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Definition
| Instructors must know something about their students in order to communicate effectively and the only way to do this is to listen to what they have to say |
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Definition
| The instructor should use questioning to tell whether or not the student is understanding and listening to the material |
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Term
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Definition
| Objective: Before every lesson the instructor must have an objective. Two main types of objectives, either PERFORMANCE BASED: defining exactly what need to be done and how its going to be done, or DECISION BASED: ideal for scenario type training |
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Term
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Definition
| Objective: Before every lesson the instructor must have an objective. Two main types of objectives, either PERFORMANCE BASED: defining exactly what need to be done and how its going to be done, or DECISION BASED: ideal for scenario type training |
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Term
Teaching Methods
(Material Organization) |
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Definition
Introduction
Development
Conclusion
Attention: |
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