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The learner may use one style of learning or a combination
of styles depending on the learning task.
Visual learners rely on seeing to learn. They learn best if a
major component of the lesson is something they can see,
and work best with printed and graphic materials, and visual
displays including diagrams, illustrated text books, overhead
transparencies, videos, flip charts, and hand-outs. They store
information in their brains as pictures or images. They like
to take extensive notes. Statistically, most people are visual
learners.
Auditory learners transfer knowledge through listening
and speaking. These learners need an oral component to
the lesson such as verbal instructions. These learners have
excellent listening skills and remember what was discussed
over what was seen. They are better at verbally explaining
than at writing. Since auditory learners prefer to listen to
material, they are not good note takers.
Kinesthetic learners process and store information through
physical experience such as touching, manipulating, using,
or doing. They like to move around while trying to solve
a problem and learn best when the material being taught
involves hands-on practical experiences. Their concentration
2-20
Instructors who recognize either the learning style or learning
approach of students and problems associated with them are
more effective teachers than those who do not. Also, these
instructors are prepared to develop appropriate lesson plans
and provide guidance, counseling, or other advisory services,
as required.
Acquiring Skill Knowledge
An aviation instructor also helps a student acquire skill
knowledge, which is knowledge reflected in motor or manual
skills and in cognitive or mental skills, that manifests itself
in the doing of something. Thus, skill knowledge differs
from declarative knowledge because the student is not
usually aware of it consciously or able to articulate the skill.
Evidence of skill knowledge is gained through observations
of performance. This knowledge of how to do things is based
on extensive practice, which leads to the storage of skill
knowledge. An everyday example of skill knowledge is the
ability to ride a bicycle.
Skill knowledge is acquired slowly through related experience.
For example, a maintenance student who is learning to weld
typically burns or cracks the metal being welded while an
expert welder’s work is free of such imperfections. What
does the experienced welder “know” that the beginner does
not? The expert welder has had many hours of practice and
a knowing-is-in-the-doing ability the inexperienced welder
lacks. It isn’t always possible to reduce to mere words that
which one knows or knows how to do.
Stages of Skill Acquisition
Students make their way from beginner to expert via three
stages of skill knowledge acquisition, helping students
transition from beginner to expert. The development of
any skill acquisition (or the learning process) has three
characteristic stages: cognitive, associative, and automaticity.
An instructor must learn to recognize each stage in student
performance in order to assess student progress.
Cognitive Stage
Cognitive learning has a basis in factual knowledge. Since
the student has no prior knowledge of flying, the instructor
first introduces him or her to a basic skill. The student
then memorizes the steps required to perform the skill. As
the student carries out these memorized steps, he or she is
often unaware of progress, or may fixate on one aspect of
performance. Performing the skill at this stage typically
requires all the student’s attention; distractions introduced by
an instructor often cause performance to deteriorate or stop.
The best way to prepare the student to perform a task is to
provide a clear, step-by-step example. Having a model to
follow permits students to get a clear picture of each step
in the sequence so they understand what is required and
how to do it. In flight or maintenance training, the instructor
provides the demonstration, emphasizing the steps and
techniques. During classroom instruction, an outside expert
may be used, either in person or in a video presentation. In
any case, students need to have a clear impression of what
they are to do.
For example, Beverly enters a steep turn after increasing
power by a prescribed amount and adjusting the pitch trim.
She fixates on the attitude indicator as she attempts to achieve
the desired bank angle. The bank angle exceeds tolerances
as she struggles to correct it, making many abrupt control
　
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