Revision: Original6 August, 2014DTM

To sharpen the tools you have in your instructional toolkit, and add some useful new ones

“A change in behavior as a result of experience”

A variety of theories:

• Behaviorism

• Cognitive Theory

• Information Processing Theory

• Constructivism

Focus on behavior rather than cognition

Reward and punishment

Reward reinforces repetition

Punishment discourages repetition

Reward is MUCH more effective than punishment

Shaping (successive approximation)

Reward each behavior that more closely approximates end result

• Focus on thinking processes: awareness, perception, problem-solving, decision-making, etc.

• Learning has several layers of complexity

• Learning is progressive

• Repeat/mimic• Explain why• Do it on their own• Predict, find and correct flaws/errors• Critique, offer perspective• Invent improvements

Information from Pre-existingthe senses + information

= New mental image(Learned item)

HOTS: Higher Order Thinking Skills

HOTS = ADM

Because absence (lack of, or failure to use) of higher-order thinking is a common thread in aviation accidents!

-AND-

The flight instructor is the FIRST and LAST line of defense!

• Every student has a “why”

• “WHY” impacts student preparation, effort and outcome

• Solicit the “why” to choose effective teaching methods

Is interpreted individually

Creates meaning

Can be “thin” (ex. – rote memoriztion) or “rich” (involve feelings, thoughts, actions)

“Rich” experiences promote development of sound ADM

Experience includes making mistakes

Instructor must allow mistakes, but NOT allow student to hang herself!

Experience that leads to reward, strengthens antecedent behavior(s)

• Verbal• Motor• Conceptual• Emotional• Problem-solving

Student must react and respond

Let student DO

Give problems to solve, not just answers (Scenario-based instruction)

Correlation

(Analyze, Evaluate)

Application

(Demonstrate)

Understanding

(Explain)

ROTE

(Remember)

Correlation is instructor’s goal!

• Teaching is a two-way conversation

o Consciously or subconsciously, the student is telling you what’s going on with them

o Body language, choice of words, what is/isn’t said, etc.

• Listen actively

o Incorporate what student says into dialogue, to show that you’ve heard and acknowledged

o Effective listening requires HOTS!

The 3 Basic Elements of Communication:

• Source (Speaker, Encoder)

• Symbol (Words, Visuals)

• Receiver (Listener, Decoder)

• Lack of common experience

• Improper use of jargon

• Sloppy use of abstractions

• Confusing the symbol with the symbolized object

Connecting

Perception involves:

• Reception of stimuli (Taste , touch, sight, smell, hearing), and

• Assignment of meaning to stimuli

Failure to learn?

Persistence? Power of Hope? Just funny?

• Physical condition (hunger, fatigue, etc)

• Goals and values

• Self-image

• Time and Opportunity

• Threat and Fear

• Put student in touch with proper stimuli

• Determine whether stimuli have been received and given proper meaning

Ask open-ended questions

Allow student to teach material back to you

• Reward desired responses

Organizing the environment…

To promote the processes…

That create the experiences …Which bring about a change In cognition or behavior (learning).

• Problem-based Instruction

• Collaborative problem-solving

• Demonstration-Performance

• Drill and Practice/Repetition (Successive approximation/Shaping)

• Scenario-based Training

• Collaborative Problem-solving

• Case Studies

• Role-Playing

So how do we promote cooperation?

• People are emotional, not logical!

• Student learning and performance improves when emotional needs are met

• Security, Belonging, Self-esteem, Understanding, Aesthetics and Self-Actualization

Understanding factors that motivate individual student is key!

Praise success

Present new challenges

Relate material being presented to motivational goals

Use training style that matches student’s learning style

VISUAL:• “I see”, “That looks good to me” About 80%

AUDITORY:• “I hear you”, “That sounds good” About 5%

KINESTHESTIC• “That feels right”, “Let’s touch base” About

15%

Holistic (R. Brain) vs. Serial (L. Brain)

• Holistic (RB)likes ‘big picture’ concepts first, then details

• Progresses in sudden and unpredictable leaps

• Absorbs and recalls information almost randomly

• Serial (LB) prefers structured, step-by-step

format

• Progresses in more orderly, stepwise fashion

• Readiness• Effect• Exercise• Primacy• Intensity• Recency

It will happen when the learner has the desire, knowledge and skill

Consequences Count!

• Consequences that upset, frustrate and embarrass inhibit learning and likely decrease motivation

• Consequences that please, stimulate learning and motivation

Practice promotes retention

Better get it right the first time!

Immediate, Exciting or Dramatic experiences are better remembered

We remember best what we learned last

Review the lesson

Use post-lesson critiques!

• Physiological

• Negative Emotion

• Poor instructor technique

• Defense mechanisms

• Hunger, thirst

• Fatigue

• Illness

• “Substances”

• Lack of planning

• Disorganization

• Negative attitude

• Setting a questionable example

• Repression (“I don’t want to remember!”)

• Denial (“It’s really not happening!”)

• Compensation (“I’m a lover, not a fighter”)

• Projection (“It’s all your fault!”)

• Rationalization (Justification)

• Reaction Formation (“I don’t care! Well, really, I do care a lot, but I don’t want you to know that”)

• Fantasy (Daydreaming instead of doing)

• Displacement (Kicking the dog because it’s safer than kicking you)

• Demonstrate consistent, trustworthy behavior

• Help restore motivation and self-confidence

o Praise for appropriate behavior

o Remind student of their “why”

o Guide student through self-critique

How can we help our students remember?

• Retrieval Failure – “tip of my tongue” phenomenon

• Fading – decay, lost it because you didn’t use it

• Interference – similar new material overshadows old material

• Suppression/Repression – “I don’t want to remember!”

• Praise, praise, praise!

• Associate (link information bits together)

• Motivate – tap into student’s “why”

• Incorporate all the senses (ex – teach coordination by visual cues and “seat of pants”)

Learning follows an irregular, sometimes unpredictable, pattern

• Mistakes are a normal and necessary part of learning

• Mistakes make good “teachable moments”

• Correct constructively – try to avoid fear and embarrassment

• NEVER allow a mistake to compromise safety!

• Prevention – set an excellent example

• Routines – preflight, cockpit procedures, etc.

• Aids – notes, heading bug, altimeter alert, etc.

• Checklists: T/O & landing, IMSAFE, etc.

• Raise awareness of problems, responses

Skill acquisition proceeds quickly, then levels off, then improves more gradually

Eventually, student reaches point of diminishing returns (saturation)

• Practice, and more practice

But only RIGHT practice!

• Unambiguous praise for correct responses

• Reviews and critiques

Reminders aid memory and recall

Self-critique is a powerful tool

Make haste slowly: work at a comfortable pace

Raise awareness when approaching problematic situations

Use organized lessons/ lesson plans

“A set of courses in an area of specialization”

Lessons are the basis of the courses

Think of them as a flight plan and all the little tasks/steps to get from “Point A” to “Point B”

• Overview/Brief

• Development

• Conclusion/Debrief

• KISS

• Known Unknown• Simple Complex• Past Present

• Most Least Often Used

What has student learned previously? Spiral Curriculum

If material is new, relate to non-av things student knows

• Most important when history is an important element in concept formation

• Useful when comparing and contrasting (ex., “ Old system ‘X’ had those challenges. New system ‘Y’ has these challenges “)

“When you hear hoofbeats, think of horses, not zebras”

Be practical – what is student most likely to need to know?

Be realistic – useable knowledge is motivating

Focused on key material, and exclude unimportant details.

Organized to present the material in a suitable sequence for efficient learning.

Provide an outline for the teaching procedure to be used.

Relate the lesson to the objectives of the course.

• Conserve time

• Arrange experiences to maximize potential for student success

• Promote uniformity of instruction, regardless of instructor or date lesson is given

• Give confidence to the inexperienced instructor

• Have a thorough understanding of material

• Take continuing education

• Treat self, colleagues and students with respect

• Set the good example

Consequences of the Bad Example…..

Do, as well as say!

Students tend to emulate

“Monkey See, Monkey Do”

Set high expectations

Expectations encourage learning

Be honest and sincere

• Groom like a leader

Prof. clothing, good hygiene inspire confidence

• Demonstrate consistent behavior

• Engage in continuing education

• Remember: Safety is THE top priority!

Flight instructor is first and last defense

You Made It!