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it is more effective than a learning experience in which all the
students have to do is commit something to memory.
It seems clear enough that the learning of a physical skill
requires actual experience in performing that skill. Student
pilots learn to fly aircraft only if their experiences include
flying them; student AMTs learn to overhaul power plants
only by actually performing that task. Mental habits are
also learned through practice. If students are to use sound
judgment and develop decision-making skills, they need
learning experiences that involve knowledge of general
principles and require the use of judgment in solving realistic
problems.
Learning Is Multifaceted
If instructors see their objective as being only to train their
students’ memory and muscles, they are underestimating
the potential of the teaching situation. Students learn much
more than expected if they fully exercise their minds and
feelings. The fact that these items were not included in the
instructor’s plan does not prevent them from influencing the
learning situation.
Psychologists sometimes classify learning by types, such as
verbal, conceptual, perceptual, motor, problem-solving, and
emotional. Other classifications refer to intellectual skills,
cognitive strategies, and attitudinal changes, along with
descriptive terms like surface or deep learning. However
useful these divisions may be, they are somewhat artificial.
For example, a class learning to apply the scientific method
of problem-solving may learn the method by trying to solve
real problems. But in doing so, the class also engages in
verbal learning and sensory perception at the same time.
Each student approaches the task with preconceived ideas
and feelings, and for many students, these ideas change as
a result of experience. Therefore, the learning process may
include verbal elements, conceptual elements, perceptual
elements, emotional elements, and problem-solving elements
all taking place at once. This aspect of learning will become
more evident later in this handbook when lesson planning
is discussed.
Learning is multifaceted in still another way. While learning
the subject at hand, students may be learning other things as
well. They may be developing attitudes about aviation—good
or bad—depending on what they experience. Under a skillful
instructor, they may learn self-reliance. The list is seemingly
endless. This type of learning is sometimes referred to
as incidental, but it may have a great impact on the total
development of the student.
Learning Is an Active Process
Students do not soak up knowledge like a sponge absorbs
water. The instructor cannot assume that students remember
something just because they were in the classroom, shop, or
aircraft when the instructor presented the material. Neither
can the instructor assume the students can apply what they
know because they can quote the correct answer verbatim.
For students to learn, they need to react and respond,
perhaps outwardly, perhaps only inwardly, emotionally, or
intellectually.
Learning Styles
Learning styles are simply different approaches or ways
of learning based on the fact that people absorb and
process information in different ways. Learning style is
an individual’s preference for understanding experiences
and changing them into knowledge. It denotes the typical
strategy a learner adopts in a learning situation. For example,
information may be learned in a variety of ways: by seeing
or hearing, by reflecting or acting, analyzing or visualizing,
or it may be learned piecemeal or steadily. Just as people
learn differently, they also have different teaching methods.
Some instructors rely on lectures, others demonstrate, and
others may prefer computer simulation training. Everyone
has a mixture of strengths and preferences, not a single style
or preference to the complete exclusion of any other. Please
bear this in mind when using these ideas.
As mentioned in chapter 1 and the discussion of personality
types and learning, underpinning the idea of learning style is
the theory that everyone has an individual style of learning.
According to this approach to learning, if the student and
instructor work with that style, rather than against it, both
benefit. Currently, 71 different theories of learning styles
have been identified. These theories run from simple to
complex, usually reflecting scientific research about how the
brain processes information. While the scientific community
　
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