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C12U CAE Fixed Wing Course > Fundamentals of Instruction > Flashcards

Fundamentals of Instruction Flashcards

1
Q

Characteristics of Learning

A 
(PEMA)
Purposeful
Experience
Multifaceted
Active Process
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2
Q

Characteristics of Learning

Purposeful

A

Students viewpoints and goals are paramount.

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3
Q

Characteristics of Learning

Experience

A

Students can only learn from individual experiences.

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4
Q

Characteristics of Learning

Multifaceted

A

Verbal, conceptual, perceptual, motor, problem-solving, and emotional. There are many things one can learn from learning. An instructor could teach something and the student develops an idea or an opinion on something which would not be the instructors objective. Learning is incidental.

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5
Q

Characteristics of Learning

Active Process

A

Learning is an active process. It does not happen overnight. IF learning is a change in behavior we must remember that it takes time and experience.

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6
Q

Principles (Laws) of Learning

A 
(REEPIR)
Readiness
Exercise
Effect
Primacy
Intensity
Recency
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7
Q

Principles of Learning

Readiness

A

Students learn best when they are ready to learn; a degree of single-mindedness and eagerness.

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8
Q

Principles of Learning

Exercise

A

Items most often repeated are best remembered. PRACTICE.

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9
Q

Principles of Learning

Effect

A

Pleasant feelings strengthen and unpleasant feelings weaken the learning process

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10
Q

Principles of Learning

Primacy

A

Things taught first create an unshakeable impression

-teachings must be right the first time

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11
Q

Principles of Learning

Intensity

A
  • exciting experiences teaches more than routine experience

- real thing better than substitute

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12
Q

Principles of Learning

Recency

A
  • Things most recently learned are best remembered

- Repeating, restating, and reemphasizing

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13
Q

Factors Affecting Perceptions

A 
(PMGETS)
PHYSICAL ORGANISM
MAN'S BASIC NEEDS
GOALS & VALUES
ELEMENT OF THREAT
TIME & OPFORTUNITY
SELF CONCEPT
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14
Q

Factors Affecting Perceptions

Physical Organism

A

-Physical ability to see, hear, feel and respond

The vehicle by which we perceive the world around us. A pilot must have all his faculties.

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15
Q

Factors Affecting Perceptions

Man’s Basic Need

A

Maintain and enhance the organized self

To preserve and perpetuate oneself is the most fundamental of
these needs. Defense mechanisms block out those things that would be damaging to
the physical and psychological being.

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16
Q

Factors Affecting Perceptions

Goals and Values

A

Every experience is colored by personal beliefs and values

Perceptions are colored by an individuals beliefs and value structure.

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17
Q

Factors Affecting Perceptions

Element of Threat

A

Adversely affects perception by narrowing the perceptual field

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18
Q

Factors Affecting Perceptions

Time and Opportunity

A

It takes time and opportunity to perceive

Some learning depends on earlier perceptions and time to relate to the new. Instruction must be arranged to so that the student can have time to sense and relate these new things to earlier perceptions.

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19
Q

Factors Affecting Perceptions

Self Concept

A

Favorable self-image vs. Negative self -image

A student will remain open to new perceptions if previous
experiences support a favorable self image.

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20
Q

Domains of Learning

A 
(RUAC)
ROTE
UNDERSTANDING
APPLICATION
CORRELATION
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21
Q

Levels of Learning

Rote

A

The lowest level is the ability to repeat what has been learned, but without
understanding.

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22
Q

Levels of Learning

Understanding

A

The mind has grasped the meaning or concept. This is basic to effective learning, but may not enable a person to apply what he has learned without exercise.

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23
Q

Levels of Learning

Application

A

Once understanding and practicing a maneuver, the student has the skill to apply. The instructor must not be satisfied to stop at this level.

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24
Q

Levels of Learning

Correlation

A

A student becomes able to associate an element which has been learned with other segments or blocks of learning.

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25
Q

Theories of Forgetting

A

(RID)
Repression
Interference
Disuse

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26
Q

Theories of Forgetting

Repression

A

Submersion of ideas (negative) into the subconscious mind

Material that is unpleasant or produces anxiety may be unintentionally submerged into the unconscious mind.

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27
Q

Theories of Forgetting

Interference

A

Learned material is overshadowed by something previously learned.

a. Closely similar material interferes with ability to remember.
b. Material not well learned suffers most from interference.

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28
Q

Theories of Forgetting

Disuse

A

If you don’t use it, you’ll lose it.

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29
Q

Aids to Remembering
or
Retention of Learning

A 
(PRAAS)
PRAISE
REPETITION
ASSOCIATION
ATTITUDE
SENSES
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30
Q

Aids to Remembering

Praise

A

Praise stimulates remembering.

31
Q

Aids to Remembering

Repetition

A

Meaningful repetition aids recall. (3-5 times is usually enough)

32
Q

Aids to Remembering

Association

A

Recall is promoted by association.

33
Q

Aids to Remembering

Attitude

A

Favorable attitudes aid retention.

34
Q

Aids to Remembering

Senses

A

Learning with all senses is most effective.

35
Q

Definition of Learning

A

A change in behavior as a result of experience

36
Q

Learning Theory

A
  • Behaviorism

- Cognitive Theory

37
Q

Behaviorism

A
  • emphasizes reinforcement of a particular behavior

- Positive reinforcements and awards accelerate training

38
Q

Cognitive Theory

A

Focuses on thinking, understanding and feeling

39
Q

How People Learn:

A

(PIM)

P- Perceptions

I- Insights

M- Motivation

40
Q

Motivation

A
  • A dominant force that governs students progress and ability to learn
  • Motivation can be negative/positive, tangible/intangible, subtle and difficult to identify, or obvious
  • For motivation to be effective, students must believe that their efforts will be suitably rewarded
41
Q

Insights

A
  • Grouping perceptions into meaningful wholes

- Student understands and is also able to apply learned things

42
Q

Learning Process

A

D-Desire to learn

A-Application of skill

D-Duration of lesson

K-Knowledge of progress

E-Evaluation vs. Critique

P-Preform the Skill

P-Progress Follows a Pattern

P-Pattern to Follow

P-Physical Skills

43
Q

Desire to Learn

A

recognize mistakes and make an effort to correct them

44
Q

Application of Skill

A

can the student use what has been learned?

45
Q

Duration of Lesson

A

Change lesson length and structure as student advances

46
Q

Knowledge of results

A

Make students aware of their progress

47
Q

Evaluation vs. Critique

A

early evaluation

48
Q

Perform the skill

49
Q

Progress Follows a Pattern

A

Learning plateau

50
Q

Patterns to flow

A

provide a clear step-by-step example

51
Q

Memory

A
  1. ) Sensory
  2. ) Short term
  3. ) Long-term
52
Q

Sensory

A

scan for importance

53
Q

Short term

A
  • coding
  • rehearsal
  • recoding
54
Q

Long term

A

process
store
recall

55
Q

Transfer of Learning

A
  • A student may be aided by other things learned previously
  • previous learning may interfere with current learning task
  • some degree of transfer is involved in all learning

Positive transfer: Practicing a stall in order to learn landing flare
Negative transfer: taxiing the airplane is different from driving a car

56
Q

Habit Formation

A
  • essential to further learning

- building block concept: cumulative; new learning based on old

57
Q

Motivation and Human Nature

A 
W-Work
I-Imagination
S-Self direction
I-Intellectual
R-Reward
R-Responsibility
58
Q

Work

A

People inherently like work

59
Q

Imagination

A

Imagination, ingenuity and creativity are widely distributed in population

60
Q

Self-direction

A

People exercise Self direction and self control in pursuit of goals

61
Q

Intellectual

A

Persons intellectual potential is only partially used

62
Q

Reward

A

Reward from achievement is associated with commitment

63
Q

Responsibility

A

People seek Responsibility

64
Q

Maslows Hierarchy of Needs

A

Physical

Safety

Social

Ego

Self-fulfillment

65
Q

Defense Mechanisms

A

D-Denial of Reality

R-Resignation

F-Flight

D-Displacement

R-Rationalization

C-Compensation

P-Projection

R-Reaction Formation

66
Q

Effective communication basic elements

A

Source
Symbols
Receiver

67
Q

Barriers to Effective Communication

A

(COIL)
C-Confusion between the symbol and what it is meant to represent (VMC, IMC)

O-Overuse of abstractions (Aircraft vs B-787)

I-Interference (physiological, psychological, environmental)

L-Lack of common experience (vocab, understanding meanings)

68
Q

Steps of effective listening

A

C-Calm

U-Understand

R-Ready

R-Responsible

D-Daydreaming

I-Ideas

N-Notes

69
Q

Steps of Teaching Process

A

P-Preparation
P-Presentation
A-Application
R-Review and Evaluation

Definition
English

70
Q

Lesson Plan Includes

A

G-Goals to be attained
O-Objectives
M-Means to be used for review and evaluation
P-Procedures & facilities used

71
Q

Methods of Presentation

A

Lecture
Demonstration-Performance
Guided Discussion

72
Q

Organizing a Lesson Plan

A
  1. ) Introduction
  2. ) Development
  3. ) Conclusion
73
Q

Methods of teaching

A
  • Lecture
  • Cooperative or Group Learning
  • Guided Discussion
  • Demonstration-Performance
  • Computer based training

C12U CAE Fixed Wing Course (3 decks)

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