Fundementals of Instruction

8/10/2019 Fundementals of Instruction

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FUNDAMENTALS OFINSTRUCTION



FUNDEMENTALS OF

INSTRUCTION

To be an effective instructor you must be able to relate to all

personalities.

What one NRCM responds to may not get the same response

from every NRCM.

The following slides cover some of the fundamentals and

principles of being an effective instructor/evaluator.



DEFINITION OF

LEARNING

The ability to learn is one of humanity’s most outstanding

characteristics. Learning occurs continuously throughout a

person’s lifetime. To define learning, it is necessary toanalyze what happens to the individual. As a result of a

learning experience, an individual’s way of perceiving,

thinking, feeling, and doing may change.

Thus, learning can be def ined as a change in behavior

as a result of exper ience.





CHARACTERISTICS OF

LEARNING

• Learning is multifaceted

– While learning the subject at hand, the student may be learning

other things as well.

– A NRCM, while leaning to maintain airspace surveillance, may be

learning aircrew coordination principles at the same time.

• Learning is an active process

– For the students to learn, they must react and respond outwardly,

inwardly, emotionally, or intellectually. For it learning is a

process of changing behavior, clearly that process must be an

active one.



LAWS OF

LEARNING

• Law of readiness

– People learn best when they are ready to learn.

– If students have a strong purpose, a clear objective, and

a well defined reason for learning something, theymake more progress than if they lack motivation

• Law of exercise

– Students learn by applying what they have been told

and shown.

– Students do not learn to perform a flight maneuver

during one instructional flight. Those things most often

repeated are best remembered.



LAWS OF

LEARNING

• Law of effect

– Learning is strengthened when accompanied by a

pleasant or satisfying feeling, and weakened when

associated with an unpleasant feeling. – Whatever the learning situation, it should contain

elements that affect the student in a positive way.

• Law of primacy

– Primacy, the state of being first, often creates a strong,

almost unshakable, impression; therefore, what is

taught must be taught right the first time.

– The first learning experience should be positive and lay

the foundation for all that is to follow.



LAWS OF

LEARNING

• Law of intensity

– A vivid, dramatic, or exciting learning experience

teaches more than a routine or boring experience.

– In contrast to flight instruction, the classroomlimitations on the amount of realism that can be brought

into the training. The instructor should use imagination

and approach reality as closely as possible.

• Law of recency – Things most recently learned are best remembered.

– The instructor repeats, restates, or reemphasizes

important matters at the end of a lesson to make sure

the student remembers them.



PERCEPTIONS

Perceptions are how people learn. Perception begins with bits

of information reaching the brain by any one or a combination

of our senses.

We use our senses to learn in the following manner: 75% sight,

13% sound, 6% touch, 3% smell, and 3% taste.

The more senses we use, the more intense and complete

the learning experience will be.



FACTORS AFFECTING

PERCEPTIONS

“Mother Nature” provides us with built-in devices of

physical reaction such as blinking at an arcwelder, flinching at an electric shock, etc. We

also have psychological devices that affect our

interpretation of basic perceptions. This is seen

most often in the different viewpoints taken bytwo people observing the same thing.



FACTORS AFFECTING

PERCEPTIONS

• Physical organism

– This is the way you perceive the world.

– A person who distorts reality will find the bad in all and not

have a pleasant learning experience.

• Man’s basic needs

– The most pressing fundamental need is to preserve and perpetuate his organized self.

– The individual’s perceptual devices will be very receptive to

information which can affect their well-being.



FACTORS AFFECTING

PERCEPTIONS

• Goals and values

– People pursue those things which are highly valued; they do

not seek out those things considered unimportant.

– The instructor who knows the general makeup of thestudent’s outlook on life can predict how the student will

react to the instruction.

• Time and opportunity

– Learning some things must be based on earlier perceptions

and will require time to relate to the new.

– Instruction should be arranged so that the student can

achieve the most perceptions in the least possible time.



FACTORS AFFECTING

PERCEPTIONS

• Element of threat

– Fear adversely affects a student’s perception by narrowing the

perceptual field.

– Normal student reaction to a threat is to focus all perceptualfaculties on the thing generating the threat.

• Self concept

– The student pictures themselves as confident, fast learning, or

insecure. Experiences which support the self-concept will

make them more receptive to instruction.

– If experiences tend to destroy the self-image, they may reject

additional training. They may lack confidence in themselves.



MOTIVATION

Motivation is a drive or force which causes sustained

activity. It consists of a desire, a goal, and an activity

stemming from the desire and directed toward the goal.

We have seen that the student’s activity is what causesthem to learn. Therefore, we must motivate the student

in order to maximize and sustain the student’s effort.

Thus, motivation is the most dominant force which affects

a student’s progress and ability to learn.



POSITIVE

MOTIVATION

• Advantages of positive motivation

– Obtained by appealing to a person’s intelligence.

– Promises reward - more desirable.

– Lasts longer



NEGATIVE

MOTIVATION

• Disadvantages of negative motivation

– Poses threat

– Obtained by coercion

– Causes a great deal of activity for a short time





LEVELS OF

LEARNING

• Application

– One must achieve the skill to apply what one has learned.

• Correlation

– The highest level of learning.

– It is the ability to correlate what one has learned with other

things previously learned or subsequently encountered.



LEARNING

PLATEAU

The expected learning pattern would be a continuous increase

in knowledge or skill with each period of instruction. In

most cases, however, it follows a somewhat different path.

Graphs of the progress of skill learning usually follow the

same pattern. There is rapid improvement in the early trials;

then, the curve levels off and may stay level for significant

periods of effort.

Further improvement may seem unlikely. Such a development

is a learning plateau and may signify any number of conditions.



LEARNING

PLATEAU

• Learning plateau -- typical causes

– Student may have reached capability levels.

– Student may be consolidating level of skill.

– Student’s interest may be waning.

– Student may need a more efficient method for increasing progress.

– Student may not be sufficiently challenged.



THEORIES OF FORGETTING AND

RETENTION

While the learning of a mechanical skill, such as taking a

fuel sample, is often considered mainly demonstration

and practice, memory plays an important role.

The smartest person forgets more than they remember and

about half of what they remember is inaccurate. Basically,

all things which we use to aid in remembering, when taken

away, will cause them to forget.

An understanding of why people forget may help them

remember. Several theories account for forgetting.



THEORIES OF

FORGETTING

• Disuse

– It has long been argued that a person forgets those things which

they do not use.

• Interference

– People forget a thing because a certain experience has

overshadowed it or that the learning of similar things have

interfered.

• Repression

– Material that is unpleasant or produces anxiety may be

unintentionally submerged into the unconscious mind.



PRINCIPLES OF

REMEMBERING

• Praise stimulates remembering

• Recall is promoted by association

• Favorable attitudes aid retention

• Learning with all senses is most effective

• Meaningful repetition aids recall



CONTROL OF HUMAN

BEHAVIOR

The relationship between the instructor and the student

has a profound impact on how much the studentlearns. The instructor’s control of the student’s

needs, goals, and defense mechanisms used, are

elements of human behavior and can be used to

control that behavior.



HUMAN NEEDS

• Physical needs

– Are at the broadest level of the pyramid of human needs.

– Food, clothing, and shelter.

• Safety needs

– Are protection against danger, threat, and deprivation.

– Student behavior is influenced by them.

• Social needs

– Have prime influence on their behavior only after physical

and safety needs are satisfied.



HUMAN NEEDS

• Egoistic needs

– Will usually have a direct influence on the student-instructor relationship.

– Those that relate to one’s self -esteem and those that relate

to one’s reputation are tow kinds.

• Self-fulfillment needs – Should offer the greatest challenge to the instructor.

– It is considered the apex of the hierarchy of human needs.





TEACHING PROCESS

The teaching process is broken down into four phases:

Preparation

Presentation

ApplicationReview and evaluation



TEACHING PROCESS

• Preparation

– Organizing material -- most important step.

– Development.

• Presentation

– Introduction.

– Subject area.

– Conclusion.

• Application – This is up to the student.

• Review and evaluation

– Used to determine effectiveness of instruction and plan for

subsequent instruction.



TEACHING METHODS

• Lecture method

– Uses primarily to introduce students to a new subject.

• Guided discussion method

– Relies on the student’s ideas, experiences, opinions, and

information.

• Demonstration-performance method

– Lets the students learn by doing.

• Programmed instruction method

– Lets students progress at own pace. This carries students step by

step to the objective they are to obtain.



METHODS OF

EVALUATION

• Oral quizzes

– The most practical means of evaluation

• Written tests and quizzes

– If a test is to be effective, it must have reliability, validity,

usability, comprehensiveness, and discrimination.

• Performance tests

– Desirable for evaluating training that involves an operation,a procedure, or a process.

– Based on established standards.

– Suited to the student’s experience and stage of

development.



CRITIQUES

A critique is used to improve the student’s performance

and provide them with something constructive with

which to work. It is a review of the

training/evaluation session.



CHARACTERISTICS OF

EFFECTIVE CRITIQUES

• Objectivity

– Focused on the student and their performance.

– Should not reflect the personal opinions, likes, dislikes, and

biases of the instructor.• Flexibility

– An effective critique is one that is flexible enough to satisfy

the requirements of the moment.

• Acceptability – Before the student accepts the instructor’s criticism, they

must accept the instructor.

– The student must have confidence in the instructor’s

qualifications, teaching ability, competence, and authority.



CHARACTERISTICS OF

EFFECTIVE CRITIQUES

• Comprehension

– To dwell on the excellence of a performance, to the neglect

of that portion that should be improved, is a disservice to

the student.

• Constructiveness

– A critique is pointless unless the student profits from it.

• Organization – A critique should follow some pattern of organization

otherwise valid comments may lose their impact.



CHARACTERISTICS OF

EFFECTIVE CRITIQUES

• Thoughtful

– The critique should never minimize the dignity and

importance of the student.

– Ridicule, anger, or fun at the expense of the student have

no place in a critique.

• Specific

– Be specific, not so general that the student can find nothingto hold on to.

– At the conclusion of the critique, students should have no

doubt what they did well and what they did poorly and,

most important, specifically how they can improve.



GROUND RULES

FOR CRITIQUES

Except in rare and unusual circumstances, do not extend

the critique beyond its scheduled time.

Avoid trying to cover too much.

Do not try to stretch a critique just to fill a class period.

Allow time for a summary of the critique itself.

Avoid dogmatic or absolute statements. Remember that most

rules have exceptions.



CHARACTERISTICS THAT AFFECT

A FLIGHT INSTRUCTOR’S IMAGE

As a Flight Instructor in the Army you will be looked on

as a professional. Your students will expect from you

an extremely high standard of performance. To meet

this requirement you must be fully qualified as anFI/SI and must have a thorough knowledge of

teaching principles.

In addition, you must continually analyze your overall performance to see that it is professional in every respect.

The following items should be considered.





• Sincerity – The flight instructor must be what they seem to be.

– The effectiveness of instructor emphasis on precision and

accuracy in flight maneuvers is completely lost if the

instructor appears to disregard them during their own flightoperations.

• Acceptance of the student

– The flight instructor must accept the student with all faults,

problems, and personality conflicts.

• Appearance and habits

– A rude, thoughtless, inattentive, and sloppy instructor

cannot hold the respect of the student.





• Demeanor

– Behavior toward others has an important effect on the

professional image. – The professional image requires development of a calm,

thoughtful, and disciplined, but not somber, demeanor.

• Safety

– The flight instructor’s description and advocacy of safety practices become meaningless when they are observed

violating them.





• Proper language

– The use of profanity leads to distrust and lack ofconfidence by the student.

• Self-improvement

– The flight instructor must never become complacent or

satisfied with his qualifications and ability. – You should always be alert for ways to improve.



INSTRUCTOR’S ROLE IN

HUMAN RELATIONS

It is the instructor’s responsibility to achieve good

human relations in the classroom, shop, or during

flight training.




HUMAN RELATIONS

• Keep the student motivated

– Students gain more from wanting to learn than by being

forced.

• Keep the student informed

– Students feel insecure when they do not know what is

expected of them or what is going to happen to them.

• Approach students as individuals – Each individual within the group has a personality and

should be considered as an individual and not as a group.




HUMAN RELATIONS

• Give credit when due

– Praise or credit from the instructor provides an incentive todo even better.

– Praise given too freely, however, becomes valueless.

• Criticize constructively

– It is important to give praise and credit when deserved; it isequally important to identify mistakes and failures.




HUMAN RELATIONS

• Be consistent

– If the same thing is acceptable one day and not acceptablethe next, the student becomes confused.

• Admit errors

– No one is perfect

– If the instructor tries to cover up or bluff, the student will be quick to sense it and it will destroy the student’s

confidence in the instructor.



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Fundementals of Instruction