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Unlike the acquisition of knowledge, skill learning does not benefit from the instructor introducing the student to new ideas or prompting the student to think about old ones in different ways. On the other hand, instructors should not confuse distractions during skill learning with the legitimate use of distractions to help a student learn how to manage his or her attention while coordinating several tasks that have been mastered to some degree. Blocked Practice
Blocked practice is practicing the same drill until the movement becomes automatic. Doing the same task over and over leads to better short-term performance, but poorer long-term learning. It tends to fool not only the student but the instructor into thinking the skills have been well learned. While blocked practice enhances current performance, it does not improve either concept learning or retrieval from long-term memory. [Figure 2-19]Random Practice
Random practice mixes up the skills to be acquired throughout the practice session. This type of practice leads to better retention because by performing a series of separate skills in a random order, the student starts to recognize the similarities and differences of each skill which makes it more meaningful. The learner also is able to store the skill more effectively in the long-term memory. Students are then required to retrieve
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Figure 2-19. Pilot practices cross-wind landings repeatedly to improve performance.
steps and parameters from long-term memory which helps students recognize patterns between tasks.
Blocked practice performance scores well during the actual practice when compared to random practice performance. But on a test given the next day, random practice does better than blocked practice. For long-term retention of aviation knowledge, the instructor who uses well-written SBT which encourages random practice and leads to better retention of information.
How much practice is needed to attain proficiency? In planning for student skill acquisition, a primary consideration is the length of time devoted to practice. A beginning student reaches a point where additional practice is not only unproductive, but may even be harmful. When this point is reached, errors increase, and motivation declines. As a student gains experience, longer periods of practice are profitable.
Another consideration is the problem of whether to divide the practice period. Perhaps even the related instruction should be broken down into segments, or it may be advantageous to plan one continuous, integrated sequence. The answer depends on the nature of the skill. Some skills are composed of closely related steps, each dependent on the preceding one. Learning to pack a parachute is a good example. Other skills are composed of related subgroups of skills. Learning to overhaul an aircraft engine is a good example.
One way to structure practice to get the most from learning is to expose the student to the same knowledge and skill in different contexts. For example, after practicing the short field landing in the aircraft, return to the classroom and rehearse the procedure using the toy airplane. Then, watch a video that shows a variety of back-to-back landings and have the student describe what went right and what went wrong. Each of these learning methods gives the student the chance practice the maneuver while adding new perceptions and insights to his or her skill base.Evaluation Versus Critique
In the initial stages of skill acquisition, practical suggestions are more valuable to the student than a grade. Early evaluation is usually teacher oriented. It provides a check on teaching effectiveness, can be used to predict eventual student learning proficiency, and can help the teacher locate special problem areas. The observations on which the evaluations are based also can identify the student’s strengths and weaknesses, a prerequisite for making constructive criticism. For additional information, refer to Chapter 5, Assessment.
As a student practices a skill, it is important he or she perform the skill correctly and that the skill being practiced is one that needs to be developed to maturity. An instructor ensures a skill is practiced correctly by monitoring the practice and providing feedback about the skill development. The student profits by having someone watch the performance and provide constructive criticism to help eliminate errors. Providing compliments on aspects of the skill that were performed correctly help keep the evaluation positive. Allowing the student to critique his or her performance enhances student-centered training.
Instructors should note students can develop deviations from the intended method of performance at any stage of skill acquisition. Overlearning of Knowledge
Overlearning is the continued study of a skill after initial proficiency has been achieved. Practice proceeds beyond the point at which the act can be performed with the required degree of excellence. The phenomenon of overlearning sometimes occurs when knowledge used frequently begins to take on the properties of a skill. For example, a student’s everyday knowledge about weight-and-balance concepts tends to center on the routine use of familiar charts found in the aircraft. Eventually, the student’s performance is characterized less by an understanding of weight-and-balance concepts, and more by an automatic process in which rows and columns of familiar charts give desired numbers.
　
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