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of piston rings on a reciprocating engine, setting timing on
an aircraft engine, and installing a tach generator.
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
2-23
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.
　
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