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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
Theories of Forgetting
(RID) Repression Interference Disuse
26
Theories of Forgetting | Repression
Submersion of ideas (negative) into the subconscious mind Material that is unpleasant or produces anxiety may be unintentionally submerged into the unconscious mind.
27
Theories of Forgetting | Interference
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.
28
Theories of Forgetting | Disuse
If you don't use it, you'll lose it.
29
Aids to Remembering or Retention of Learning
``` (PRAAS) PRAISE REPETITION ASSOCIATION ATTITUDE SENSES ```
30
Aids to Remembering | Praise
Praise stimulates remembering.
31
Aids to Remembering | Repetition
Meaningful repetition aids recall. (3-5 times is usually enough)
32
Aids to Remembering | Association
Recall is promoted by association.
33
Aids to Remembering | Attitude
Favorable attitudes aid retention.
34
Aids to Remembering | Senses
Learning with all senses is most effective.
35
Definition of Learning
A change in behavior as a result of experience
36
Learning Theory
- Behaviorism | - Cognitive Theory
37
Behaviorism
- emphasizes reinforcement of a particular behavior | - Positive reinforcements and awards accelerate training
38
Cognitive Theory
Focuses on thinking, understanding and feeling
39
How People Learn:
(PIM) P- Perceptions I- Insights M- Motivation
40
Motivation
- 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
Insights
- Grouping perceptions into meaningful wholes | - Student understands and is also able to apply learned things
42
Learning Process
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
Desire to Learn
recognize mistakes and make an effort to correct them
44
Application of Skill
can the student use what has been learned?
45
Duration of Lesson
Change lesson length and structure as student advances
46
Knowledge of results
Make students aware of their progress
47
Evaluation vs. Critique
early evaluation
48
Perform the skill
Practice
49
Progress Follows a Pattern
Learning plateau
50
Patterns to flow
provide a clear step-by-step example
51
Memory
1. ) Sensory 2. ) Short term 3. ) Long-term
52
Sensory
scan for importance
53
Short term
- coding - rehearsal - recoding
54
Long term
process store recall
55
Transfer of Learning
- 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
Habit Formation
- essential to further learning | - building block concept: cumulative; new learning based on old
57
Motivation and Human Nature
``` W-Work I-Imagination S-Self direction I-Intellectual R-Reward R-Responsibility ```
58
Work
People inherently like work
59
Imagination
Imagination, ingenuity and creativity are widely distributed in population
60
Self-direction
People exercise Self direction and self control in pursuit of goals
61
Intellectual
Persons intellectual potential is only partially used
62
Reward
Reward from achievement is associated with commitment
63
Responsibility
People seek Responsibility
64
Maslows Hierarchy of Needs
Physical Safety Social Ego Self-fulfillment
65
Defense Mechanisms
D-Denial of Reality R-Resignation F-Flight D-Displacement R-Rationalization C-Compensation P-Projection R-Reaction Formation
66
Effective communication basic elements
Source Symbols Receiver
67
Barriers to Effective Communication
(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
Steps of effective listening
C-Calm U-Understand R-Ready R-Responsible D-Daydreaming I-Ideas N-Notes
69
Steps of Teaching Process
P-Preparation P-Presentation A-Application R-Review and Evaluation Definition English
70
Lesson Plan Includes
G-Goals to be attained O-Objectives M-Means to be used for review and evaluation P-Procedures & facilities used
71
Methods of Presentation
Lecture Demonstration-Performance Guided Discussion
72
Organizing a Lesson Plan
1. ) Introduction 2. ) Development 3. ) Conclusion
73
Methods of teaching
- Lecture - Cooperative or Group Learning - Guided Discussion - Demonstration-Performance - Computer based training

Army Aviation (8 decks)

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