Answer B is Incorrect, Try Again
Answer B is Incorrect, Try Again
Answer C is Incorrect, Try Again
| Thus, learning can be defined as a change in behavior as a result of experience. |
| The learning process may include verbal elements, conceptual elements, perceptual elements, emotional elements, and problem solving elements all taking place at once. |
| Insight involves the grouping of perceptions into meaningful wholes. |
| If students have a strong purpose, a clear objective, and a definite reason for learning something, they make more progress than if they lack motivation. Readiness implies a degree of single-mindedness and eagerness. |
| Motivation may be negative or positive, tangible or intangible, subtle and difficult to identify, or it may be obvious. |
| Positive motivation is provided by the promise or achievement of rewards. |
| Self-concept is a powerful determinant in learning. A student's self-image, described in such terms as confident and insecure, has great influence on the total perceptual process. |
| A person's basic need is to maintain and enhance the organized self. |
| ...perceptions are the basis of all learning. |
| The principle of intensity implies that a student will learn more from the real thing than from a substitute. |
| Pointing out the relationships as they occur, providing a secure and nonthreatening environment in which to learn, and helping the student acquire and maintain favorable self-concept are key steps in fostering the development of insight. |
| This mental relating and grouping of associated perceptions is called insight. |
| The principle of effect is based on the emotional reaction of the student. It states that learning is strengthened when accompanied by a pleasant or satisfying feeling, and that learning is weakened when associated with an unpleasant feeling. |
| Rote. The ability to repeat something back which was learned, but not understood. |
| The cognitive domain, described by Dr. Benjamin Bloom, is one of the best known educational domains. It contains additional levels of knowledge and understanding and is commonly referred to as Bloom's taxonomy of educational objectives. |
| Graphs of the progress of skill learning ...... usually follow the same pattern. There is rapid improvement in the early stages, then the curve levels off and may stay level for a significant period of time. |
| Logically, the point has been emphasized that the best way to prepare a student to perform a task is to provide a clear, step-by-step example. |
| What then is distinctive about the long-term memory? This is where information is stored for future use. |
| Responses which give a pleasurable return tend to be repeated. Absence of praise or recognition tends to discourage, and any form of negativism in the acceptance of a response tends to make its recall less likely. |
| ...some forgetting is repression due to submersion of ideas into the subconscious mind. |
| The sensory register receives input from the environment and quickly processes it according to the individual's preconceived concept of what is important. |
| During a learning experience, the student may be aided by things learned previously. ...sometimes... previous learning interferes with the current learning task. If the learning of skill A helps to learn skill B, positive transfer occurs. If learning A hinders learning B, negative transfer occurs. |
| Due to the high level of knowledge and skill required in aviation ...., training traditionally has followed a building block concept. This means new learning and habit patterns are based on a solid foundation of experience and/or old learning. |
| Self-fulfillment for a student should offer the greatest challenge to the instructor. |
| At the bottom of the pyramid is the broadest, most basic category, the physical needs. Each person is first concerned with a need for food, rest, and protection from the elements. Until these needs are satisfied, a person cannot concentrate fully on learning. |
| It students cannot accept the real reasons for their behavior, they may rationalize. This device permits them to substitute excuses for reasons. |
| Because of safety concerns or social strictures, student aggressiveness may be expressed in subtle ways. They may ask irrelevant questions, refuse to participate in activities of the class. |
| Because of safety concerns or social strictures, student aggressiveness may be expressed in subtle ways. They may ask irrelevant questions, refuse to participate in activities of the class. |
| When a threat is recognized or imagined, the brain alerts the body. Normal individuals begin to respond rapidly and exactly, within the limits of their experience and training. |
| Anxiety can be countered by reinforcing students' enjoyment of flying, and by teaching them to cope with their fears. An effective technique is to treat fears as a normal reaction, rather than ignoring them. |
| In addition to using the correct symbols to communicate effectively, the instructor must reveal a positive attitude while delivering a message. |
| Communication takes place when one person transmits ideas or feelings to another person or group of people. Its effectiveness is measured by the similarity between the idea transmitted and the idea received. |
| Abstract words, on the other hand, stand for ideas that cannot be directly experienced, things that do not call forth mental images in the minds of the students. |
| Lack of common experience between instructor and student is probably the greatest single barrier to effective communication. |
| Instruction has taken place when the instructor has explained a particular procedure and subsequently determined that the desired student response has occurred. |
| The demonstration-performance method is desirable for teaching a skill, such as a ground school lesson on the flight computer, or during instruction on most flight maneuvers. |
| Evaluation is an integral part of each classroom, shop, or flight lesson. |
| The evaluation of student performance and accomplishment during a lesson should be based on the objectives and goals that were established in the instructor's lesson plan. |
| The introduction sets the stage for everything to come. Efforts in this area pay great dividends in terms of quality of instruction. In brief, the introduction is made up of three elements - attention, motivation, and an overview of what is to be covered. |
| The instructor must logically organize the material to show the relationships of the main points in one of the following ways: from past to present, simple to complex, known to unknown, and most frequently used to least frequently used. |
| Development is the main part of the lesson. Here, the instructor develops the subject matter in a manner that helps the students achieve the desired learning outcomes. |
| The following four steps should be followed in the planning phase of preparation: Establishing the objective and desired outcomes; Researching the subject; Organizing the material; and Planning productive classroom activities. |
| The instructor can achieve active student participation in the informal lecture through the use of questions. |
| Perhaps the most significant characteristic of group learning is that it continually requires active participation of the student in the learning process. |
| The overhead question is directed to the entire group to stimulate the thought and response from each group member. |
| Plan at least one lead-off question for each desired learning outcome. In preparing questions, the instructor should remember that the purpose is to stimulate discussion, not merely to get answers. The instructor should avoid questions that require only short categorical answers, such as yes or no. Lead-off questions usually begin with how or why. |
| When it appears the students have discussed the ideas that support this particular part of the lesson, the instructor should summarize what the students have accomplished. |
| Because these two phases, which involve separate actions, are performed concurrently, they are discussed here under a single heading. The first of these phases is the student's performance of the physical or mental skills that have been explained and demonstrated. The second activity is the instructor's supervision |
| The demonstration-performance method of teaching has five essential phases: Explanation; Demonstration; Student Performance; Instructor Supervision; and Evaluation. |
| One of the major advantages of CBT is that students can progress at a rate which is comfortable for them. |
| Before students willingly accept their instructor's criticism, they must first accept the instructor. Students must have confidence in the instructor's qualifications, teaching ability, sincerity, competence, and authority. |
| A critique may be oral, written, or both. It should come immediately after a student's performance, while the details of the performance are easy to recall. |
| Comprehensiveness is the degree to which a test measures the overall objectives....the instructor has to make certain that the evaluation includes a representative and comprehensive sampling of the objectives of the course. |
| The main disadvantage of supply-type tests is that they cannot be graded with uniformity. |
| Validity is the extent to which a test measures what it is supposed to measure. |
| Finally, the distracters must be written in such a way that they will be attractive to those students who do not possess the knowledge or understanding necessary to recognize the keyed response. |
| Matching reduces the probability of guessing correct responses, especially if alternatives may be used more than once. |
| Criterion-referenced testing evaluates each student's performance against a carefully written, measurable, standard or criterion... The FAA knowledge and practical tests for pilots and aircraft maintenance technicians are all criterion referenced. |
| The objective of the PTS is to ensure the certification of pilots at a high level of performance and proficiency, consistent with safety. |
| An effective question should be brief and concise, but also clear and definite. |
| To be effective, questions must be adapted to the ability, experience, and stage of training of the students. |
| Instructional aids should be designed to cover the key points and concepts. |
| It illustrates the positive approach in which the student is not overwhelmed with the critical possibilities of aviation before having an opportunity to see its potential and pleasurable features. The introduction of emergency procedures after a student has developed an acquaintance with normal operations is not so likely to be discouraging and frightening, or to inhibit learning by the imposition of fear. |
| Students who are fast learners can also create problems for the instructor. Because they make few mistakes, they may assume that correction of errors is unimportant. Such overconfidence may soon result in faulty performance. For such students, the instructor should constantly raise the standard of performance for each lesson, demanding greater effort. |
| Learning should be an enjoyable experience. By making each lesson a pleasurable experience for the student, the instructor can maintain a high level of student motivation. |
| Before endorsing a student for solo flight, the instructor should require the student to demonstrate consistent ability to perform all of the fundamental maneuvers. The student should also be capable of handling ordinary problems that might occur, such as traffic pattern congestion, change in active runways, or unexpected crosswinds. |
| In evaluating student demonstrations of piloting ability, it is important for the flight instructor to keep the student informed of progress. |
| Evaluation of demonstrated ability during flight instruction must be based upon established standards of performance, suitably modified to apply to the student's experience and stage of development as a pilot. |
| True performance as a professional is based on study and research. |
| Professionals must be true to themselves and to those they service. Anything less than a sincere performance is quickly detected, and immediately destroys their effectiveness. |
| If a student has made an earnest effort but is told that the work is unsatisfactory, with no other explanation, frustration occurs. |
| If the instructor tries to cover up or bluff, the students will be quick to sense it. Such behavior tends to destroy student confidence. |
| The instructor must be sure that the students develop, from the start of their training, the habit of looking for other traffic at all times. |
| The continuing observance and reliance upon flight instruments is essential for efficient, safe operations. The habit of monitoring instruments is difficult to develop after one has become accustomed to relying almost exclusively on outside references. |
| The instructor can correct student impatience by presenting the necessary preliminary training one step at a time, with clearly stated goals for each step. |
| Students quickly become apathetic when they recognize that the instructor has made inadequate preparations for the instruction being given, or when the instruction appears to be deficient, contradictory, or insincere. |
| Anxiety may place additional burdens on the instructor. This frequently limits the student's perceptive ability and retards the development of insights. |
| Before any important instruction can begin, determination of objectives and standards is necessary. |
| Extraneous blocks of instruction are expensive frills, especially in flight instruction, and detract from, rather than assist in, the completion of the final objective. |
| The lesson should include three key parts - the objective, the content, and the completion standards. |
| Lesson plans help instructors keep a constant check on their own activity, as well as that of their students. |
| Every lesson, when adequately developed, falls logically into the four steps of the teaching process - preparation, presentation, application, and review and evaluation. |
|
|
|
| A lesson plan is an organized outline for a single instructional period. |
