I.B. Learning Process Flashcards
(109 cards)
1
Q
Define Learning
FI.I.B.K1
A
- Change in behavior of the learner as a result of experience
- Behavior can be physical and overt, or it can be intellectual or attitudinal
This change will be in either knowledge, attitude, or skill
2
Q
How can you determine if a learner has “learned”?
FI.I.B.K1
A
Change in behavior (knowledge, attuide, or skill) is observed
3
Q
Define Learning theory
FI.I.B.K2
A
A body of principles used to explain how people acquire skills, knowledge, and attitudes
A change on the three domains of learning
4
Q
Define Behaviorism.
FI.I.B.K2a
A
Reinforcing desired behaviors
5
Q
Cognitive Theory
FI.I.B.K2b
A
- Concerned with the process of thinking
- Learning isn’t just a change in behavior; it is a change in the way a learner thinks, understands, and feels
6
Q
What is the two major branches of the cognitive theory?
FI.I.B.K2b
A
- Information Processing Theory - the select, process, store, and retrieve information
- Constructivism is a learning theory that hypothesize that learners actively construct their own understanding and knowledge of the world through experiences and social interactions, rather than passively receiving information. This approach emphasizes the importance of prior knowledge and personal experiences in shaping how individuals learn and understand new concepts.
The process of accommodation and assimilation new information
7
Q
What are High Order Thinking Skills (HOTS)?
FI.I.B.K2b
A
- In aviation, they are known as aeronautical decision making (ADM)
- The ability to make sound judgments, solve complex problems, and perform safely and efficiently in dynamic environments
- As instructors, we want to help develop these skills in our learners to make them competent pilots
- The top three levels of the Congitive Domain of Learning (Analysis, Synthesis, and Evaluation)
Complex Problem Solving Skills/Critical Thinking Skills
8
Q
What is the most common thread in aviation accidents?
FI.I.B.K2b
A
The absence of higher order thinking skills
9
Q
How can an instructor help a learner develop HOTS?
FI.I.B.K2b
A
Engage the learner in a mental activity that has them examine the problem and select the best solution, and explore other ways to accomplish the task
10
Q
What are the different teaching methods that an instructor can use to develop HOTS in their learner?
FI.I.B.K2b
A
- Problem-based learning instruction
- Authentic, real-world problems
- Learner-centered learning
- Active learning
- Cooperative learning
- Customized instruction to meet the individual learner’s needs
Flight training is a learner-center learning experience
11
Q
What is Scenario-Based Training?
FI.I.B.K8
A
- The learner is given a real life scenarios which they come up with real life solutions
- The “What If?” questions
- Helps the learner develop HOT skills
12
Q
Define perceptions.
FI.I.B.K3
A
- Giving meaning to external stimuli, the five senses
- All learning comes from perceptions
- Perceptions are the puzzel peices to create an understanding
13
Q
What is a common problem for new learners regarding stimulation when learning something at the first time?
How does an instructor help learner with this issue?
FI.I.B.K3
A
- New learners are overwhelmed by stimuli and often focus on meaningless things, missing key info
- Instructor needs to direct trainee’s perceptions, so the learner obtains relevant information
14
Q
What factors affect perceptions?
G-STEP
FI.I.B.K3
A
- Goals and values
- Self-concept
- Time and opportunity
- Element of threat
- Physical Organism
A learner personality and life affects their perceptions
15
Q
Define insight.
FI.I.B.K3
A
- Grouping perceptions into meaningful wholes
- Putting peices (perceptions) together to make the puzzle (insight)
16
Q
Why is insight important?
FI.I.B.K3
A
- One of the instructor’s primary responsibilities
- Insight refers to a learner’s deep understanding of why something works the way it does—not just how to do it.
- Basic Understanding is rote memorization
- Insightful Understanding is understanding the correlation and the reason behind an action or knowledge
17
Q
What are some examples of Insight in Flight Training?
FI.I.B.K3
A
- “I reduce throttle to descend.” vs “Reducing throttle decreases thrust, which leads to a descent because total lift is no longer greater than weight.”
- “I read the checklist before takeoff.” vs “The checklist ensures systems are configured correctly to reduce risk during critical phases of flight.”
- “I add right rudder on takeoff.” vs “Right rudder is needed to counteract left-turning tendencies caused by P-factor, torque, and slipstream.”
Rote Vs Deep Understanding
18
Q
How does an instructor help learners develop insight?
FI.I.B.K3
A
- Show how each piece relates to others
- Provide safe environment
- Help the learner maintain positive self-concept
One of the instructor’s main responsibilities
19
Q
What are the 3 phases of acquiring knowledge?
FI.I.B.K4
A
Memorization - Memorizing facts, terms, and procedures
Understanding - Organization of memorized facts
Concept Learning - Grouping information into concepts/mental categories and building schemas
20
Q
What does it mean when a learner form schemas?
FI.I.B.K4
A
- Learners form schemas when they notice recurring patterns in things frequently observed or done
- It is a cognitive framework that helps people organize and interpret information
- Learners revise old schemas ones to accommodate new information
21
Q
How does a learner use schemas during learning?
FI.I.B.K4
A
- They Recognize familiar patterns,
- anticipate outcomes, and
- react automatically to certain events
22
Q
What is an example of schemas found during landings?
FI.I.B.K4
A
After repeated practice of landings, a learner knows instinctively
* Where to check airspeed.
* How to use throttle for glidepath control.
* What the right sight picture over the nose looks like.
* When to flare based on runway perspective and rate of descent.
23
Q
What are the six laws of learning?
REEPIR
FI.I.B.K5
A
- Readiness
- Effect
- Exercise
- Primacy
- Intensity
- Recency
24
Q
Define Law of Readiness
FI.I.B.K5
A
The learner is ready to learn only if
* Their basic needs are met
* They are not expirencing any issues outsife of training
* The are motivated and see a clear reason to learn
For learning to be effective, the learner needs to be ready to learn
25
What is the best way to keep learners in a state of readiness?
## Footnote
FI.I.B.K5
* Communicate a clear set of objectives and relate each new topic to the objectives
* Introduce topics in a logical order and leave learners with a need to learn the next topic (block approach to learning)
26
What are teachable moments?
## Footnote
FI.I.B.K5
Spontaneous, often unplanned real opportunities during flight training where a learner can gain deeper insight, reinforce knowledge, or correct a misconception based on something that just occurred or is actively happening.
| Law of Readiness
27
Why are teachable moments important?
## Footnote
FI.I.B.K5
Teachable moments:
* Relevant: Learning is more effective when it directly relates to what the learner is experiencing.
* Effective: Learners learn how to handle unexpected scenarios in a supported environment.
* Memorable: Real situations stick in memory much more than hypothetical ones.
| They help develop HOTS
28
What are some examples of teachable moments?
## Footnote
FI.I.B.K5
* Unexpected weather
* Radio or system issues
* Transforming errors into teachable moments, allowing a learner make a small mistake (safely) and then debriefing it will lead to better retention of knowledge
29
Define Law of Effect.
## Footnote
FI.I.B.K5
* Behaviors that lead to satisfying outcomes are likely to be repeated
* Behaviors that lead to undesired outcomes are less likely to recur
| Design lessons to maximize leaner success and learning outcomes
30
Define Law of Exercise.
## Footnote
FI.I.B.K5
Connections are strengthened with practice and weakened without it
| “Use it or lose it”
31
Define Law of Primacy.
## Footnote
FI.I.B.K5
* What is learned first, often creates a strong, almost unshakable impression
* The initial experience should be positive, purposeful, and provide a solid foundation for future learning.
| Esnsure learners have a successful first learning experience
32
Why is it crucial to ensure learners have the best possible first learning experience?
## Footnote
FI.I.B.K5
* Un-teaching is much more difficult than teaching (Law of Primacy)
* Retraining can lead to frustration
* Ensuring the learner will have the best potential of completing the task successfully will lead to better result (Law of Effect)
33
Define Law of Intensity.
## Footnote
FI.I.B.K5
A vivid, dramatic, or exciting learning experience teaches more than a routine or boring experience
| Intensity can be fun or scary. It will be remembered.
34
Define Law of Recency.
## Footnote
FI.I.B.K5
Things most recently learned are best remembered
35
What should an instructor do to ensure that important point are remembered?
## Footnote
FI.I.B.K5
Repeat, restate, or reemphasize important points at the end of a lesson to help in remembering
| The debriefing is an important part of a lesson
36
What are the Domains of Learning (Bloom’s Taxonomy of Learning)?
## Footnote
FI.I.B.K6
Bloom’s Taxonomy is a widely recognized hierarchical framework used by educators to classify and structure educational objectives according to their complexity and specificity.
37
What is the purpose of the Domains of Learning?
## Footnote
FI.I.B.K6
* Bloom’s Taxonomy assists educators in defining clear and measurable learning objectives, designing instructional strategies, and creating effective assessments.
* Learning encompasses all domains of learning, cognitive, affective, and psychomotor.
* Depending on the task, one of these domains is usually dominant over the others.
* Effective learning objectives should reflect all three learning domains
* Learning is a change in behavior due to experience. The change in behavior will be a reflected in all three broad categories
38
Define Cognitive Domain (Knowledge/Thinking/Head).
## Footnote
FI.I.B.K6a
The Cognitive Domain refers to the category of learning that involves the development of *intellectual skills and mental abilities*.
39
What are the six levels of the Cognitive Domain?
## Footnote
FI.I.B.K6a
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
40
Define Knowledge of the Cognitive Domain of Learning.
## Footnote
FI.I.B.K6a
Recalling information and basic facts (e.g., historical dates, mathematical symbols, scientific terms).
41
Define Comprehension of the Cognitive Domain of Learning.
## Footnote
FI.I.B.K6a
Understanding concepts and interpreting meaning (e.g., summarizing theories).
42
Define Application of the Cognitive Domain of Learning.
## Footnote
FI.I.B.K6a
Utilizing learned information in practical contexts (e.g., solving mathematical problems, conducting lab experiments).
43
Define Analysis of the Cognitive Domain of Learning.
## Footnote
FI.I.B.K6a
Breaking down information into parts to examine relationships (e.g., comparing literature themes).
44
Define Synthesis of the Cognitive Domain of Learning.
## Footnote
FI.I.B.K6a
Combining knowledge to form new ideas or solutions (e.g., developing original hypotheses).
45
Define Evaluation of the Cognitive Domain of Learning.
## Footnote
FI.I.B.K6a
Judging information based on criteria and standards (e.g., critiquing research methodologies).
46
What are the Lower Order Thinking Skills of the Cognitive Domain?
## Footnote
FI.I.B.K6a
1. Knowledge
2. Comprehension
3. Application
47
What are the Higher-Order Thinking Skills of the Cognitive Domain?
## Footnote
FI.I.B.K6a
1. Analysis
2. Synthesis
3. Evaluation
48
Define Affective Domain (Attitude/Feeling/Heart).
## Footnote
FI.I.B.K6b
The Affective Domain is concerned with the emotional aspects of learning, such as how learners receive, respond to, and value what they are learning, as well as how they develop attitudes.
49
What are the levels of the Affective Domain?
## Footnote
FI.I.B.K6b
1. Receiving: Awareness and willingness to hear new ideas (e.g., students will demonstrate attentiveness by actively listening during peer presentations.).
2. Responding: Active participation and engagement (e.g., students will actively participate in group discussions, contributing thoughtful feedback to classmates).
3. Valuing: Internalizing values and recognizing their significance (e.g., students will express appreciation and respect for diverse perspectives during class debates).
4. Organizing: Integrating new values within one’s existing value system (e.g., students will integrate principles of ethical decision-making into their personal value system, demonstrated by reflecting on moral dilemmas in writing assignments.).
5. Characterizing: Consistently embodying internalized values in everyday behavior (e.g., students will consistently demonstrate integrity and responsibility in collaborative projects, exemplifying professional ethics and behaviors.).
50
Define Psychomotor Domain (Physical Skills/Doing/Hands)
## Footnote
FI.I.B.K6c
The Psychomotor Domain refers to the area of learning that involves physical movement, motor skills, and the coordination of the body.
51
What are the levels of the Psychomotor Domain?
## Footnote
FI.I.B.K6c
1. Perception: Using sensory cues to guide motor activity (e.g., catching a ball based on visual cues).
2. Set: Readiness and willingness to perform (e.g., showing interest in learning new sports).
3. Guided Response: Initial stages of learning through imitation and trial-and-error (e.g., practicing basic dance movements).
4. Mechanism: Developing habitual movements and skills performed with confidence (e.g., executing routine gymnastics skills).
5. Complex Overt Response: Skilled, efficient, and automatic execution of complex tasks (e.g., consistently performing precise athletic techniques).
6. Adaptation: Adjusting motor skills effectively in response to different conditions (e.g., modifying dance routines to match new music).
7. Origination: Creating novel and original motor skills (e.g., inventing a unique style of artistic performance).
52
What are the 4 Practical Instructional Levels of the Psychomotor Domain?
## Footnote
FI.I.B.K6c
1. Observation
2. Imitation
3. Practice
4. Habit
53
What are the Four Practical Levels of Learning?
## Footnote
FI.I.B.K6
1. Rote (Knowledge) – Ability to repeat without understanding or application
2. Understanding (Comprehension) – Insight into what has been taught
3. Application – Skill for applying what has been
learned
4. Correlation – Correlation of what has been learned with things previously learned and subsequently encountered
54
What are the examples of Four Practical Levels of Learning?
## Footnote
FI.I.B.K6
1. Rote (Knowledge) – Define, identify, label
2. Understanding (Comprehension) – Describe, estimate, explain
3. Application – Determine, develop, solve
4. Correlation – Establishing meaningful connections between current learning, prior knowledge, and future applications.
55
What are Characteristics of Learning?
| RAMP
## Footnote
FI.I.B.K7
* Result of Experience (Learn by Doing)
* Active Process (Constantly Engage the Learner)
* Multifaceted (Has many different components)
* Purposeful (The learner is motivated) - It’s not worth learning something unless you’re going to use it
56
Define Acquiring Skill Knowledge.
## Footnote
FI.I.B.K9
Knowledge reflected in motor or manual skills and in cognitive or mental skills, which manifests itself in the doing of something
57
What are the Stages of Acquiring a Skill?
| CAAR
## Footnote
FI.I.B.K9a
1. Cognitive Stage – Memorizing Steps
2. Associative Stage – Skill starts to store
3. Automatic Response Stage – Skill becomes automatic allowing increased focus on other aspects
58
It is important for the learner to be informed about their process. How and when should they be informed?
## Footnote
FI.I.B.K9b
* The learner must be informed of their progress, both good and bad, and explained how to correct from it
* Inform as soon after their performance as possible, don’t allow learners to practice mistakes
59
How does a learner develop and become proficient at a skill?
## Footnote
FI.I.B.K9c
Consistent practice improves performance
60
Define Learning Plateau and how can it be caused?
## Footnote
FI.I.B.K9d
* Where progress appears to cease or slow down for a significant period of time before once again increasing.
* Over-practice can bring on a learning plateau.
* The learning is experiencing cognitive overload or fatigue
61
How can an instructor help a learner who has reached a learning plateau?
## Footnote
FI.I.B.K9d
Moving to a different place in the curriculum and giving the current task a break
62
Why is it advisable to give the current task a break once a learning plateau is reached?
## Footnote
FI.I.B.K9d
Continued practice will only result in frustration, damaging confidence, and degrade motivation.
63
What are the three types of practice?
## Footnote
FI.I.B.K10
* Deliberate Practice
* Blocked Practice
* Random Practice
64
Define Deliberate Practice.
## Footnote
FI.I.B.K10
Learner practices specific areas for improvement and receives specific feedback after practice
| Feedback is compared between the learner's performance and the objective
65
Define Blocked Practice.
## Footnote
FI.I.B.K10
Doing the same task over and over until it becomes automatic
| AKA Drill or Cramming
66
What are the advantages and limitations of Block Practice?
## Footnote
FI.I.B.K10
* Enhances current (short-term memory) performance, but does not improve retrieval from long-term memory
* Spaced Practice allows the learner to forget information about the skill then relearn it when it is performed again. This strengthen the connections and makes learning more meaningful.
| Does not improve knowledge retention (short space practice does)
67
Define Random Practice.
## Footnote
FI.I.B.K10
Performing a series of separate skills in a random order
68
What are the advantages of Random Practice?
## Footnote
FI.I.B.K10
* Leads to better retention
* Learner starts to recognize the similarities/differences of each skill making it more meaningful
* Stimulate recall from long term memory
69
Why is it important to assess a learner's performance throughout training?
## Footnote
FI.I.B.K11
* Assess teaching method effectiveness
* Help locate problem areas and misunderstanding in the learner
* To assess what level of understanding the learner has
70
Define Critique.
## Footnote
FI.I.B.K11
Instructor monitors learner practice and provides feedback
71
How should a critique be delivered?
## Footnote
FI.I.B.K11
1. Postive feedback (Praise)
2. Constructive criticism
3. Postive feedback
72
Why should postive feedback always be included into a critique?
## Footnote
FI.I.B.K11
* Stimulates learning retention
* Helps maintains positive self-confidence and motivation
73
What is the most effective critique and why?
| Always start the critique with postive feedback
## Footnote
FI.I.B.K11
**Self-critique**
* The learner reflects on their performance, analyze what went wrong or correct, and choose a solution that works
* It allows the instructor to assess the level of the learners understanding and to correct any misunderstandings
* Stimulates learning retention
* Helps develop higher learning thinking skills
| Only effective after the learner gains some knowledge in the skill
74
Define Overlearning of Knowledge.
## Footnote
FI.I.B.K11
The continued study of a skill after initial proficiency is established
75
What are some advantages and limitations of overlearning of knowledge?
## Footnote
FI.I.B.K11
* Application of knowledge is more streamlined and efficient
* Reduces critical thinking (HOTs/ADM)
* Impedes further learning
* Leads to forgetting general knowledge
| Can develop streamlined automatic procedures, but degrades understanding
76
What two conditions need to be presented for the leaner to be able to apply a skill effectively?
## Footnote
FI.I.B.K11
* Learner needs to understand the skill so well it becomes easy/habitual
* Learner needs to be able to recognize the situations where the skill is appropriate to use
| "Can the learner use the information received?”
77
Define Distraction.
## Footnote
FI.I.B.K12
Unexpected event that causes the learner’s attention to be momentarily diverted
78
Why is it important to have distractions while training?
## Footnote
FI.I.B.K12
Learners need to decide whether a distraction warrants further attention/action
79
Define Interruption.
## Footnote
FI.I.B.K12
Unexpected event where the learner voluntarily suspends one task to complete a different one
80
Why do learners need to develop procedures for dealing with interruptions?
## Footnote
FI.I.B.K12
Significant source of errors
81
Define Fixation.
## Footnote
FI.I.B.K12
Occurs when the learner becomes absorbed in one task to the exclusion of other tasks
82
What is the most common reason a learner has difficulties with fixation?
## Footnote
FI.I.B.K12
The task has not been mastered well enough to be performed with other tasks
83
Define Inattention.
## Footnote
FI.I.B.K12
Occurs when a learner fails to pay attention to a task that is important
| Can be a natural byproduct of fixation
84
How would an instructor identify a learner having fixation or inattention problems?
## Footnote
FI.I.B.K12
* Watch a learner’s eyes/head position to determine where they are looking.
* Extended time on one instrument could be fixation
* Extended time neglecting engine instruments could be inattention
85
What are the two types of errors?
## Footnote
FI.I.B.K13
* Slip (Errors of Action)
* Mistake (Errors of Thought)
86
What are slips, and what are examples of slips?
## Footnote
FI.I.B.K13
* A person plans to do one thing but inadvertently does something else
* Neglect to do something
* Confuse two similar things
* Asked to perform a routine in a slightly different way
* Time pressure
87
What are mistakes, and what are examples of mistakes?
## Footnote
FI.I.B.K13
* A person plans to do the wrong thing and succeeds
* Incorrect understanding
* Incorrectly categorizing a specific situation
* More likely due to misunderstanding
88
How does one reduces errors from happening?
## Footnote
FI.I.B.K13
* Learning and practicing
* Taking Time
* Checking for Errors
* Using Reminders
* Developing Routines
* Raising Awareness
89
How can learners be prepared for some of the more common errors that they could make?
## Footnote
FI.I.B.K13
It is a worthwhile exercise to practice recovering from commonly made errors, or those that pose more serious consequences.
90
How can errors be a valuable learning resource?
## Footnote
FI.I.B.K13
When a learner makes an error, it is useful to ask the learner to consider why the error happened and what could be done differently to prevent the error from happening again in the future.
| Have the learner complete a self-critique
91
How can an instructor help learners to learn from errors they’ve made and be prepared for errors in the future?
## Footnote
FI.I.B.K13
* Explain that pilots at all levels of skill and experience make occasional errors.
* Explain that the magnitude and frequency of errors tend to decrease as skill and experience increases.
* Explain the difference between slips and mistakes and provide examples of each.
* Explain ways in which the learner can help minimize errors.
* Allow the learner to practice recovering from common errors.
* Point out errors when they occur and ask the learner to explain why they occurred.
92
Define Memory.
## Footnote
FI.I.B.K14
Memory is the ability of people to encode, store, and retrieve information
93
What are the three different types of memory?
## Footnote
FI.I.B.K14
* Sensory
* Short-Term
* Long-Term Memory
94
Define Senory Memory.
## Footnote
FI.I.B.K14a
* Information is only stored for a couple of seconds
* Recognizes certain stimuli and immediately transmits them to short-term memory for action
* If it is dramatic or impacts more than one sense it is more likely to make an impression
| The five senses
95
Define Short-Term Memory.
## Footnote
FI.I.B.K14b
* Information is stored for roughly 30 seconds
* Depending on the individual’s priorities, the information may rapidly fade or be consolidated into long-term memory
96
Define Long-Term Memory.
## Footnote
FI.I.B.K14b
* Relatively permanent storage of unlimited information
* What is stored in long-term memory affects a person’s perceptions of the world and what information in the environment is noticed
97
What are the two primary factors related to the ability to retrieve knowledge or skills?
## Footnote
FI.I.B.K14c
* Frequency
* Recency
98
What are the five ways people forget information?
| FIRRS
## Footnote
FI.I.B.K14d
* Fading
* Interference
* Retrieval Failure
* Repression
* Suppression
99
Define Fading.
## Footnote
FI.I.B.K14d
Information that is not used is forgotten
100
Define Interference.
## Footnote
FI.I.B.K14d
We forget things because an experience has overshadowed it, or the learning of similar
things has intervened
* Similar material seems to interfere with memory more than dissimilar material
* Material not well learned suffers most from interference
101
Define Retrieval Failure.
## Footnote
FI.I.B.K14d
Inability to retrieve the information
| The tip of the tongue feeling
102
Define Repression and Suppression.
## Footnote
FI.I.B.K14d
* A memory is pushed out because of the feelings associated with it
* Repression is a unconscious form
* Suppression is a conscious form
103
What are the six principles that aids the retention of learning?
## Footnote
FI.I.B.K15
* Praise Stimulates Remembering (Praise provides recognition of a past experience and reinforces the memory)
* Recall is Promoted by Association (Understanding how a process is connected within an overall context)
* Favorable Attitudes Aid Retention (lack of learner motivation)
* Learning with all our Senses is most Effective (A memory with more channels is more likely to be remembered because it creates multiple associations in the brain)
* Meaningful Spaced Repetition Aids Recall (Helps strength connections between knowledge in long term memory)
* Mnemonics (Chunking)
104
Define Transfer of Learning.
## Footnote
FI.I.B.K16
Transfer of learning is the ability to apply knowledge or procedures learned in one context to new contexts.
105
Define Postive Transfer of Learning.
## Footnote
FI.I.B.K16
Learning skill A helps to learn skill B
106
Define Negative Transfer of Learning.
## Footnote
FI.I.B.K16
Learning skill A hinders learning of skill B
107
Why does use of the building block technique of instruction ensure proper habits and correct techniques are learned during training?
## Footnote
FI.I.B.K16
* New learning and habit patterns are based on a solid foundation of experience and/or old learning
108
Define cencepts.
Abstract ideas or principles that are central to a subject or topic.
109
Define Contexts.
The circumstances or settings in which learning occurs or knowledge is applied.
