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• Understanding—to comprehend or grasp the nature or meaning of something. Once a student has received proper instruction on performing a steep descent, and has some experience controlling the balloon in straight and level flight, he can consolidate those old and new perceptions into an insight on how to make a steep approach. At this point, the student has developed an understanding of the procedure for the steep approach.
• Application—the act of putting something to use that has been learned and understood. When the student understands the procedure for entering and performing a steep approach to the ground, has had the maneuver demonstrated, and has practiced the approach until consistency has been achieved, the student has developed the skill to apply what has been learned. This is a major level of learning, and one at which the instructor is too often willing to stop.
• Correlation—associating what has been learned, understood, and applied with previous or subsequent learning. The correlation level of learning, which should be the objective of aviation instruction, is that level at which the student becomes able to associate an element which has been learned with other segments or blocks or learning.
Most training is conducted in such a manner that the student never progresses past the rote and understanding levels. This is an unacceptable procedure, as practical testing requires the student to perform at the application and correlation levels. Failing to bring the student to those levels is incomplete instruction, and does not provide a complete training experience.
Transfer of Learning
During a learning experience, the student may be aided by things learned previously. On the other hand, it is sometimes apparent that previous learning interferes with the current learning task. Consider the learning of two skills. If the
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Figure 10-6. The teaching process consists of four basic principles.times it is acquired only through long, patient study and diligent practice. The teaching process, on the other hand, can be divided into steps. Although there is disagreement about the number of steps, examination of the various lists of steps in the teaching process reveals that different authors are saying essentially the same thing: the teaching of new material can be reduced to preparation, presentation, application, and review and evaluation. [Figure 10-6]
When beginning the teaching process, it may be helpful if the instructor remembers that in order to provide a “holistic,” or complete, approach to aviation training, it is necessary to teach more than just the “how-to” of flying. Too many times, the entire focus of flight training is spent on the mechanical aspects of performing a maneuver; it may be a better approach to also include and discuss the “why” of an action, to assist the student in gaining a better understanding of the flight process.Preparation
For each lesson or instructional period, the instructor must prepare a lesson plan. Traditionally, this plan includes a
there, locked in the recesses of the mind. The difficulty is summoning it up to consciousness.Interference
The basis of the interference theory is that people forget something because a certain experience has overshadowed it, or that the learning of similar things has intervened. This theory might explain how the range of experiences after graduation from school causes a person to forget or to lose knowledge. In other words, new events displace many things that had been learned. From experiments, at least two conclusions about interference may be drawn. First, similar material seems to interfere with memory more than dissimilar material; and second, material not well learned suffers most from interference.
The Teaching Process
Effective teaching is based on principles of learning which have been previously discussed in this chapter. The learning process is not easily separated into a definite number of steps. Sometimes, learning occurs almost instantaneously, and other
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Figure 10-7. Performance-based objectives are made up of a description of the skill or behavior, conditions, and criteria.
Description of the
Skill or Behavior—desired outcome oftraining stated in concrete terms that can be measured.Conditions—the framework under which the skill or behavior will be demonstrated.Criteria—the standards which will be used to measure the accomplishment of the objective.
statement of lesson objectives, the procedures and facilities to be used during the lesson, the specific goals to be attained, and the means to be used for review and evaluation. The lesson plan should also include home study or other special preparation to be done by the student. The instructor should make certain that all necessary supplies, materials, and equipment needed for the lesson are readily available and that the equipment is operating properly. Preparation of the lesson plan may be accomplished after reference to the syllabus or practical test standards (PTS), or it may be in a preprinted form as prepared by a publisher of training materials. These documents list general objectives that are to be accomplished. Objectives are needed to bring the unit of instruction into focus. The instructor can organize the overall instructional plan by writing down the objectives and making certain that they flow in a logical sequence from beginning to end. The objectives allow the instructor to structure the training and permit the student to see clearly what is required along the way. Performance-Based Objectives
　
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