Fundamentals of Instructing: Quick Reference
Learning theory Characteristics of Learning
Combined approaches of:
PEMA
1. Behaviorism
2. Cognitive approaches Purposeful
Experience
Multifaceted
Active Process
Laws/principles of Learning Four levels of learning
REEPIR RUAC
Readiness Rote
Exercise Understanding
Effect Application
Primacy Correlation
Intensity
Recency
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How people learn
PIM
Perception
Insight
Motivation
Perceptions – a result that occurs when a person gives meaning to sensations
Factors which affect perception:
1. Physical organism – perceptual apparatus for sensing world around you
2. Basic need – a person’s basic need is to maintain and enhance the organized self
3. Goals and values – all sensations colored by individual’s beliefs and value structures
4. Self-concept – a student with a favorable self-image tends to remain receptive to subsequent
experiences
5. Time and opportunity – both must be available to learn, and student must learn in the right
sequence
6. Element of threat – narrows the perceptual field and adversely affects perception
Insight – the grouping of perceptions into meaningful wholes
Creating insight is one of the instructor’s major responsibilities
Motivation – the dominant force which governs the student’s progress and ability to learn
1. Negative motivation – fear, perceived as threat
2. Positive Motivation – desire for personal gain
Learning physical skills Memory
“Learning phsyical skills involves SR-S-L
more than muscles.”
Sensory Register
“Progress follows a pattern.” Short term memory
(Learning plateau) Long term memory
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Transfer of Learning Control of Human Behavior
Positive transfer - Instructor must recognize student’s vast,
untapped potential
Negative Transfer
- Identify needs, drives, and desires of
students to control behavior
Hierarchy of human needs Defense mechanisms
PSSES FARR
Physical Flight
Safety Aggression
Social Rationalization
Egoistic Resignation
Self-fulfillment
More defense mechanisms from H-8083-13:
Compensation
Projection
Denial of reality
Reaction formation
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Flight instructor as a practical Basic elements of effective
psychologist communication
Anxiety – a state of mental Source
uneasiness arising from fear Symbols
Receiver
Normal reactions to stress:
- Normal individuals respond rapidly and
exactly, within the limits of their experience
and training Barriers to effective communication
- Thinks rationally, acts rapidly, and is
extremely sensitive to all aspects of the
surroundings COIL
Abnormal reactions to stress: - Confusion between symbol and
- May be random or illogical symbolized object
- Innapropriate reactions – extreme
overcooperation, painstaking self-control,
inappropriate laughter or singing, very - Overuse of abstractions
rapid changes in emotions (Generalizations – i.e. ‘aircraft’ instead of
- Severe anger ‘airplane’)
Seriously abnormal students: - Interference
(Psychological, environmental, physiological
- Flight instructor has responsibility to refrain interference)
from certifying such a student
- Have another instructor evaluate the
student for second opinion - Lack of common experience
- Contact FSDO prior to solo
- Contact AME
Developing communication skills Principles utilized in learning a skill
- Starts with role playing (training Perceptions change as the skill gets easier
Give step-by-step examples
to be an instructor, playing role of A desire to learn aids learning
instructor for training purposes) Coordination between visual and tactile
Students must know how well they’re doing
- Continues with actual instruction Progress plateaus
Keep duration of lessons proper length
Evaluate, don’t criticize
- Ongoing additional training Apply/practice the skill
How to assist students Forgetting
in remembering what has
been learned
RID
PAFAR Repression
Interference
Praise Disuse
Recall by Association
Favorable attitudes
Use All senses
Repetition
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The Teaching Process Organizing material for a lesson
PPAR IDC
Preparation Introduction
Presentation Development
Application Conclusion
Review/Evaluation
Introduction step contains:
Presentation methods:
Lecture – formal/informal
AMI
Cooperative or group learning – use Attention
heterogeneous groups Motivation
Demonstration-performance – we learn by
Insight
doing
Development step contains:
Guided discussion
Computer-based – test prep, PCATD, FTD,
Going from past to present
FAA Quizzes Simple to complex
Known to unknown
Most freq. to least freq. used
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3 most common teaching methods Guided discussion questions
LGD ORDRR
Lecture Overhead
(Directed to entire group)
(Introduce new ideas, summarize, re-emphasize
main points) Rhetorical
(Asked/answered by instructor)
Guided Discussion
(Relies on students to provide ideas, Direct
experiences, opinions) (To get response from specific person)
Demonstration/performance Reverse
(We learn by doing) (Redirect question back to student)
Relay
(Redirect student’s question to group)
5 essential phases of the Programmed instruction
demonstration/performance
method - Student actively responds to each
instructional step and receives
EDSIE immediate feedback on their
responses
Explanation
Demonstration
Student performance
Instructor supervision
Evaluation
Integrated flight instruction Professionalism
-Students taught to fly maneuvers Exists when service is performed
with both inside (instrument) and Requires training and preparation
outside (visual) references from the Based on study and research
first time the maneuver is Intellectual requirement:
introduced. logic/reason
Good decision-making
Code of ethics
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Domains of learning Lesson plan always contains:
CAP 1. Lesson objective
2. Elements
Cognitive domain 3. Schedule
(Knowledge) 4. Equipment
Affective domain 5. Instructor’s actions
(Attitudes, beliefs, values) 6. Student’s actions
Psychomotor domain 7. Completion standards
(Physical skills)
Basic steps in planning a course of learning:
1. Determine standards/objectives
2. Develop blocks of learning
3. Identification of blocks of learning
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