Learning Process Flashcards
Define learning
A change in behavior due to experience. The more things we experience the more we learn and grow. Gaining knowledge or skills, or developing a behavior, through study, instruction, or experience
Has to be relatively permanent.
Laws of Learning and how they apply.
• Law of Primacy – The first thing a student is taught (correct or incorrect) is what they recall.
o Instructor must be certain to teach correctly the first time or;
♣ Show the student where and why they had made a mistake
♣ Must have a certain skill level to reach other skill levels before having things introduced.
• Law of Intensity – exciting or dramatic learning makes things stick.
o Hard landing is intense, it’ll stick and hopefully they’ll work towards resolving it.
o How intense the instructor is, being at 100% engagement
o Visual aids or real life experience are more intense than a lecture
• Law of Recency – Things most recently learned are best remembered
o Repeat, reinstate, re-emphasize.
♣ Every lesson the goals and points should be said before, during, and after flight.
• Law of Exercise – things learned are strengthened with practice and weakened if not.
o Plan for practice not just new maneuvers consistently. Leave time for practice man.
• Law of Effect – things more realistic in effect help cement in student’s mind.
o Must be a positive effect
o Pre-empt anything that may be viewed as threatening.
o Provide a sense of accomplishment for when they reach goals.
o Ask what motivates them and utilize it as a positive method.
• Law of Readiness – Must be ready to learn
o Illness, lack of motivation, distraction, fatigue, emotional problems.
It is the job of the instructor to engage and ready the student for lessons
Characteristics of Learning and Explain (4)
• Purposeful:
o everyone comes with specific goals that motivate them.
o Reasons to learn are necessary
o Every student has different goals, and different experiences
• Result of Experience:
o Must build from the bottom up to learn correctly
• Multi-Faceted: o Takes many paths, there is no one simple way to teach. ♣ Verbal ♣ Conceptual ♣ Perceptual ♣ Emotional
• Active Process :
o Lessons should be a dialogue and interaction, not a lecture
o Utilize props, visual aids, anything that helps engage the student.
Steps of the Learning Process: (5)
• Need To Learn (motivation)
o If not present then learning will not occur
• Learning Experience (appropriate)
o Learning something beyond their scope won’t help. Must teach where they are at.
• Sensations (data)
o Sight, hearing, feeling
o Information is provided to students accurately
• Perceptions (meanings to sensations)
o Factors that affect perceptions must have correct
• Insight (understanding
Factors that effect learning: (5)
• Physical Organism (state of the person)
o Illness, emotional stress, fatigue etc.
• Goals and Values (motivation)
o How important something is to them
• Self-Concept
o Basic need
o How one sees themselves effects if they believe in their learning
• Time and Opportunity (previous knowledge to build on)
o How accessible the information and knowledge is to them.
• Element of Threat
o Fear limits attention and senses
o Must provide a learning experience without the element of threat
What are the levels of learning and explain:
4
Rote
Understanding
Application
Correlation
Factors that effect rate of learning (5)
• Intelligence
o Strenghts & Weakness in skill
• Instructor’s technique
o Sequencing of lessons
• Fear & Anxiety
• Physcial State
• MotivationHow to deal with plateaus: (5)
• Reassurance (this is normal)
• Step away, use relatable maneuvers
o slow flight for landings
o rectangular pattern for patterns
• Practice maneauvers they do well
• Periodically return to the problems
• Check instructor techniqueidentify various examples of learning transfer and explain how you can promote positive transfer
Positive transfer:
Learning “A” helps learning “B”
Ex. Ground Reference maneuver > Pattern or Slow Flight > Landing
Negative Transfer:
Learning “A” hinders learning “B”
Ex. Driving a car causes you to not understand flight controls immediately in a plane.
You can promote positive transfer by showing correlation of maneuvers and elements of flight.
You can void negative transfer by showing them the negative.
How can you show them the negative issues without being a terrible instructor?
How to show the negative: • Brief • Try It Out • Tell Them • Explain
Motivation
Define it and tell me how to motivate your students.
Motivation is the dominant force which governs the ability to learn.
Definition of motivation: level o task involvement and persistence that students exhibit no matter who assigns the task to them.
How do you motivate your student: • Reward • Positivity when reaching goals • Positive feedback • Explaining why do we do these maneuvers • Purpose of interaction • Establish realistic goals • Avoid negative situations • AS A LAST RESORT use negative situations (if you’re not prepared we’re not going flying)
Are defense mechanisms biological or psychological
Both
What are defense mechanisms? (7)
- Rationalization (changing reality to fit perception) “It was the sun in my eyes”
- Projection (something or someone elses fault)
- Fantasy
- Displacement (aggressive protest)
- Denial (ignores the problem)
- Reaction formation
- Compensation
3 domains of learning:
Cognitive – thinking – knowing comprehending applying
Affective – feeling (
Psychomotor – doing
Basic Human Needs (5)
- Physical (Food, Water, Rest)
- Safety Needs (shelter)
- Social Needs (belonging)
- Egoistic (self confidence)
- Self Actualization (succeeding)
