Elements of the demonstration/performance method:

• Explanation 

• Demonstration

• Student performance

• Instructor Supervision 

• Evaluation

Types of tests: 

Discrimination : 

Identifies small differences in learning

Reliability:

Test is consistent with repeated measurement 

Selection Type :

is able to be graded objectively 

Supply Type :

not objective grading, response isn’t predictable 

advantage : requires the learner to organize knowledge, cannot be graded uniformly 

Criterion-Referenced test :

a test based on completion criterias, example pre-solo test.

A test to measure the knowledge and skills before starting a course 

-part of a performance based test 

-performance based objectives are one characteristic of these tests 

faulty performance due to overconfidence should be corrected by increasing the standard of performance for each lesson 

Authentic Assessment : tests for real world skills by using higher order thinking, it tests for in depth knowledge 

presolo : 

student should be able to demonstrate all fundamental maneuvers, traffic pattern congestion, change in active runway, unexpected crosswinds 

Integrated (method) flight instruction : teach something by looking outside of the plane and then the same by looking inside of the plane 

Block of learning : master segments of learning then combine them toward a greater goal 

Test standard should not be introduced until the 3h preparation time for the practical test, the ACS standards are not a teaching tool, they’re a testing tool 

How to ask questions: 

Apply to the subject of instruction

Be brief and concise, clear and definite

Be adapted to the learner

Center on only one idea : who, what, when, where, how, why

present a challenge to the learner 

group learning promotes participation of the student

Chronic fatigue : repeated episodes of acute fatigue without time for recovery : soliution, suggest the student to seek a solution and find the underlying problem 

Lessons:

lesson plan : single instructional period 

Each lesson should contain new material that is related to the lesson previously presented 

give detailed critique for each lesson 

Definitions 

ADM : A systematic approach to the mental process used by pilots to consistently determine the best course of action in response to a given set of circumstances 

-Interference : when new events displace things that had previously been learned 

-Perceptions: person giving meaning to sensations being evaluated 

-Insights : relating and grouping associated perceptions 

-A lecture is helpful showing relationships btw theory and practice 

-Acute fatigue : neglecting secondary tasks, inattention, distractibility, errors in timing, loss of accuracy and control, lack of awareness or error accumulation, irritability 

-Performance based objectives : 

-Description of skill

-Conditions 

-Criteria

Abnormal reaction to stress : Inadequate, illogical, random or absent response to the situation

Normal reaction to stress: Rational thinking, rapid action, extreme sensitivity to surroundings

4 Stages of teaching process :

Preparation, Presentation, Application, Assessment 

Primacy : whatever is learned first usually sticks with the student. teaching correctly the first time is important 

Self concept : negative will prevent the learner from “perceiving or learning” , positive self concept : will help the learner learn and progress

Overhead question : a question directed to a group used to stimulate thought and response 

Levels of knowledge : 

Understanding

Domains of learning: 

• Cognitive domain : remembering specific facts and concepts 

• Affective domain:(emotional response of a learner) Awareness, response, value, organizing, integration =>most complex outcome is Characterization 

• Psychomotor domain: Observation, imitation, practice, habit. learning to do more complex things while flying, like programming a GPS 

-Bloom’s Cognitive domain : (6 level of intellectual behavior and progresses) = helps assist in correlation and application. 

• Knowledge

• Comprehension

• Application : understands, demonstrates and is consistent with a procedure  (this is when an instructors usually mistakingly stops teaching)

• Analysis

• Synthesis

• Evaluation

eg: determining information required for a logbook entry 

-Overlearning : 

knowledge used frequently takes on the properties of a skill

Learning plateau: normal part of the learning process, usually temporary, can skip to another unrelated subject before going back to it.  

Stages of learning / skill acquisition : 

• Cognitive : 

• Associative Stage : Students fine-tune themselves 

• Automatic response : Being able to do something without thinking about it (fly an approach while talking on the radio )

Sensory memory => precoding(removes extra info) => STM Short Term Memory => LTM Long Term Memory

Laws of learning 

Readiness : student should want to learn a certain procedure

Effect : behaviors that lead to satisfying outcomes are likely to be repeated, whereas behaviors that lead to undesired outcomes are less likely to recur (make sure the student is at the level of which to learn a task )

Exercice :practice what has been taught

Recency

Types of Practice : 

Deliberate : 

distractions should be avoided to achieve better results

Defense Mechanisms:

• Repression : pushing away bad experiences away from the mind 

• Fantasy: learner no longer tries to achieve goals 

• Compensation: hides bad performance by emphasizing a more positive one 

• Projection: Blame shortcomings on others Blaming an instructor for being too unfair 

• Denial : Refuse to acknowledge disagreeable realities 

• Rationalization: using excuses for poor performance

• Reaction Formation: Developing conscious attitudes to cover up just the opposite Not caring how people think about them when they really do

Training Delivery : 

Drill and practice Method: connections are strengthened with practice, human mind doesn’t retain, evaluate or applies new concepts after just one exposure 

Tell and Doing : same as demonstration/performance 

Explanation, demonstration, student performance, instructor supervision, evaluation 

Guided discussion : learning by asking questions to the student, ask the student open ended questions to engage in a discussion 

Short term memory can be improved by rehearsal and repetition

Long term memory is a reconstruction, not just recall of information

Four fundamental risk elements

situational awareness : awareness of all factors in flight : spatial orientation, terrain, traffic, weather, airspace