Task B - The Learning Process Flashcards
Factors Affecting Perceptions (STEPG)
Self-Concept - If the learning that takes place improves the students self-concept, then that learning is much more likely to stick, and the student will remain open to additional learning/perceptions.
Factors Affecting Perceptions (STEPG)
Time & Opportunity - It takes time and opportunity to make perceptions. Most things take time and experience to learn. Though a student may be able to stall an aircraft on the first try, they probably won’t successfully recover by themselves without practice.
Factors Affecting Perceptions (STEPG)
Element of Threat - If a student feels an element of threat, their ability to learn/gain perceptions is limited. For example, when learning steep turns, if the student is scared of the steep turn, they may only be able to focus on the altimeter, and fail to notice other instruments or look outside. Overcoming this fear may take additional practice.
Factors Affecting Perceptions (STEPG)
Physical Organization - The physical organism is the primary input for all perceptions. Perceptions come to us through sight, sound, feel, etc. So how a person feels will change how they are able to perceive. If a person is sick, they will likely be more focused on that, than on learning new things.
Factors Affecting Perceptions (STEPG)
Goals and Values - A students goals and values will greatly affect their ability to receive perceptions. If a student really wants to learn how to fly, it will be much easier for them to learn, and gain those perceptions. A student who is being forced into it, will not be as receptive to the learning process.
Acquiring Knowledge (MUC)
Memorization - This is the first step in a student acquiring knowledge. When first introduced to a maneuver, a student may memorize the steps before understanding what they really mean.
Acquiring Knowledge (MUC)
Understanding - This is the second step in a student acquiring knowledge. This happens when a student moves beyond simply memorizing the knowledge, and begins to understand it.
Acquiring Knowledge (MUC)
Concept Learning - This is the third step in a student acquiring knowledge. After a student has memorized, and understood the steps of a maneuver, a student will be able to recognize patterns of the maneuver, and apply those skills to other areas of flying.
Levels of Learning (RUAC)
Rote - The first level of learning is ROTE. This is the simple memorization of knowledge. Simply memorizing the step, or the mnemonic, but not yet understanding why.
Levels of Learning (RUAC)
Understanding - this is the second level of learning after rote. When understanding is reached, the student doesn’t simply remember the words/steps/mnemonics, but they are beginning to put meaning to it.
Levels of Learning (RUAC)
Application - This is the third level of learning. At this stage, a student not only knows the steps, and some of the why behind the steps, but is now able to apply those steps in a meaningful way. The student is now able to perform the maneuver.
Levels of Learning (RUAC)
The final level of learning is correlation. At this step, the student not understands the steps to the maneuver, understands why, and is able to perform the maneuver. Beyond that, the student is now able to correlate this to other areas of flying. For example, the student may now understand Vx vs Vy, and is able to best determine when to use them in a given situation.
Laws of Learning (REEPIR)
Readiness - The first law of learning is readiness. A student needs to be ready to learn, in order for the best learning to take place. The basic needs of the learner need to be taken care of first. Such as with Maslow’s Hierarchy of Needs, a student is going to be able to learn better if they have their physical needs taken care of, and feel safe, etc.
Laws of Learning (REEPIR)
The second law of learning is Effect. The law of effect states that the effect of the learning, will change how well a student is able to retain it. If the learning is positive, this will re-enforce the learning, and leave the student open for more. Whereas if the learning is negative, the student will likely disregard the learning, and it will fade quickly.
Laws of Learning (REEPIR)
The third law of learning is EXERCISE. The law of exercise states that the more often something is repeated, the better it will be retained. “Use it or Lose it.”
Laws of Learning (REEPIR)
PRIMACY is the fourth law of learning. This law states that the first experience with something will stick stronger. So when teaching a student, it is important to get it right the first time!
Laws of Learning (REEPIR)
INTENSITY - the law of intensity states that real life scenarios make a bigger impression than a routine boring experience. Heaven Forbid, but a real-life emergency engine out will stick with a pilot much better than routine practice.
Laws of Learning (REEPIR)
RECENCY - The law of Recency states that the more recent the training/learning, the easier it will be for the student to recall the information.
Characteristics of Learning (PEMA)
PURPOSEFUL - Learning must be purposeful. Most aviation students will have a clear goal for why they are learning. This goal makes each lesson purposeful, so long as the lesson is being directed at furthering that goal.
Characteristics of Learning (PEMA)
Result of EXPERIENCE - Learning is an individual process. The instructor cannot for the student to learn. The learner has to put forth their own effort, and experience in order to learn.
Characteristics of Learning (PEMA)
MULTIFACETED - Learning must be multifaceted. While learning one maneuver, a student may be learning skills that transfer over to other areas. For example, when a student is learning slow-flight, this could improve their stabilized approach to landings in general.
Learning in a guided discussion may cause a student to learn from a variety of sources and perceptions at once.
Characteristics of Learning (PEMA)
ACTIVE PROCESS - Learning is an active process. Learning takes time. Some things may not stick the first time, and will take repeated attempts for the student to learn.
