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Another type of generalization is a schema (the cognitive framework that helps people organize and interpret information). Schemas can be revised by any new information and are useful because they allow people to take shortcuts in interpreting a vast amount of information.
Humans form schemas when they notice reoccurring patterns in things frequently observed or done. Schemas help learners interpret things they observe by priming them to expect certain elements that match the schema. For example, schemas demonstrate why an experienced pilot is able to listen to and read back a lengthy departure clearance issued by air traffic control (ATC). Beginning flight students often remember the controller’s use of the words “the” and “and” and fail to note more important words that describe assigned altitudes or radio frequencies. The experienced pilot is successful because he or she possesses a schema for this type of event and knows in advance that the clearance contains five key pieces of information. While listening to the clearance, the pilot anticipates and is primed to capture those five things.
Similarly, students create schemas for preflight inspection procedures and procedures required to operate advanced flight deck systems such as autopilots or multifunction displays. As with categories, humans continuously learn new schemas and revise old ones to accommodate new things as they continue to learn. While schemas help humans deal with information,
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new topic to those objectives. Second, instructors should introduce topics in a logical order and leave students with a need to learn the next topic. The development and use of a well-designed curriculum accomplish this goal.
Readiness to learn also involves what is called the “teachable moment” or a moment of educational opportunity when a person is particularly responsive to being taught something. One of the most important skills to develop as an instructor is the ability to recognize and capitalize on “teachable moments” in aviation training. An instructor can find or create teachable moments in flight training activity: pattern work, air work in the local practice area, cross-country, flight review, or instrument proficiency check.Teachable moments present opportunities to convey information in a way that is relevant, effective, and memorable to the student. They occur when a learner can clearly see how specific information or skills can be used in the real world.
For example, while on final approach several deer cross the runway. Bill capitalizes on this teachable moment to stress the importance of always being ready to perform a go-around. Effect
All learning involves the formation of connections and connections are strengthened or weakened according to the law of effect. Responses to a situation that are followed by satisfaction are strengthened; responses followed by discomfort are weakened, either strengthening or weakening the connection of learning. Thus, learning is strengthened when accompanied by a pleasant or satisfying feeling, and weakened when associated with an unpleasant feeling. Experiences that produce feelings of defeat, frustration, anger, confusion, or futility are unpleasant for the student. For example, if Bill teaches landings to Beverly during the first flight, she is likely to feel inferior and be frustrated, which weakens the learning connection.
The learner needs to have success in order to have more success in the future. It is important for the instructor to create situations designed to promote success. Positive training experiences are more apt to lead to success and motivate the learner, while negative training experiences might stimulate forgetfulness or avoidance. When presented correctly, SBT provides immediate positive experiences in terms of real world applications.
To keep learning pleasant and to maintain student motivation, an instructor should make positive comments about the student’s progress before discussing areas that need improving. Flight instructors have an opportunity to do this during the flight debriefing. For example, Bill praises Beverly on her aircraft control during all phases of flight, but offers constructive comments on how to better maintain the runway centerline during landings.Exercise
Connections are strengthened with practice and weakened when practice is discontinued, which reflects the adage “use it or lose it.” The learner needs to practice what has been learned in order to understand and remember the learning. Practice strengthens the learning connection; disuse weakens it. Exercise is most meaningful and effective when a skill is learned within the context of a real world application. Primacy
Primacy, the state of being first, often creates a strong, almost unshakable impression and underlies the reason an instructor must teach correctly the first time and the student must learn correctly the first time. For example, a maintenance student learns a faulty riveting technique. Now the instructor must correct the bad habit and reteach the correct technique. Relearning is more difficult than initial learning.
　
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