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The correlation level of learning, which should be the objective of aviation instruction, is that level at which the student becomes able to associate an element which has been learned with other segments or blocks of learning. The other segments may be items or skills previously learned, or new learning tasks to be undertaken in the future. When Beverly has achieved this level of learning in turn entries, for example,
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Basic Le
vels of LearningRoteiUnderstandingppApplicationiCorrelationAssociating what hasbeen learned, understood, and applied with previous or subsequent learningThe act of putting something to use that has been learned and understoodTo comprehend or grasp the nature or meaning of somethingThe ability to repeat something back which was learned, but not understood
Figure 2-10. Learning is progressive and occurs at several basic levels.
Competence
Skills Demonstrated ExampleIKnowledge: remembering informationDefine, identify, label, state, list, match, select1. State the standard temperature at sea level.2. Define a logbook entry.IIComprehension: explaining the meaning of informationDescribe, generalize, paraphrase, summarize, estimate, discuss1. In one sentence explain why aviation uses a standard temperature.2. Describe why a log entry is required by the FAA.IIIApplication: using abstractions in concrete situationDetermine, chart, implement, prepare, solve, use, develop, explain, apply, relate, instruct, show, teaches1. Using a standard lapse rate, determine what the temperature would be at a pressure altitude of 4000'.2. Determine when a logbook entry is required.IVAnalysis: breaking down a whole into component partsPoints out, differentiate distinguish, examine discriminate, compare, outline, prioritize, recognize, subdivide1. Compare what the different temperatures would be at certain pressure altitudes based on the standard lapse rate.2. Determine information required for logbook entry.VSynthesis: putting parts together to form a new and integrated wholeCreate, design, plan, organize, generate, write, adapt, compare,formulate, devise, model, revise, incorporate1. Generate a chart depicting temperatures for altitudes up to 12,000'.2. Write a logbook entry for an oil change.VIEvaluation: making judgments about the merits of ideas, materials, or phenomenaAppraise, critique, judge, weigh, evaluate, select, compare and contrast, defend, interpret, support1. Evaluate the importance of this information for a pilot.2. Evaluate the necessity of keeping logbook entries.
Figure 2-9. The six major levels of Bloom’s Taxonomy of the Cognitive Domain with types of behavior and examples of objectives.
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Cha
racterizationRearrangement ofValue SystemIncorporatesValue into LifeAcceptanceReacts Voluntarilyor CompliesWillingness toPay AttentionEDUCATIONALOBJECTIVE LEVELSTATE OF MINDOrganizationValuingRespondingReceivingAffective Domain
Figure 2-11. The affective domain (attitudes, beliefs, and values) contains five educational objective levels.
she has developed the ability to correlate the elements of turn entries with the performance in traffic patterns.
The three higher thinking skills instructional levels include analysis, synthesis and evaluation (or HOTS level previously mentioned in the learning theory section). The analysis level involves breaking the information into its component parts, examining, and trying to understand the information in order to develop conclusions, make inferences, and/or find evidence to support generalizations. This level uses such verbs as points out, differentiate distinguish, examine, discriminate, compare, outline, prioritize, recognize, or subdivide.
Synthesis involves putting parts together to form a new and integrated whole. Typical verbs for this level include create, design, plan, organize, generate, write, adapt, compare, formulate, devise, model, revise, or incorporate. The final level in the taxonomy is evaluation and involves making judgments about the merits of ideas, materials, or phenomena. The following example demonstrates the difference between learning on the first three levels versus learning critical thinking skills.
Bill provides a detailed explanation on how to control for wind drift. The explanation includes a thorough coverage of heading, speed, angle of bank, altitude, terrain, and wind direction plus velocity. The explanation is followed by a demonstration and repeated practice of a specific flight maneuver, such as turns around a point or S-turns across the road until the maneuver can be consistently accomplished in a safe and effective manner within a specified limit of heading, altitude, and airspeed. At the end of this lesson, Beverly is only capable of performing the maneuver.
Then Bill asks Beverly to plan for the arrival at a specific nontowered airport. The planning should take into consideration the possible wind conditions, arrival paths, airport information and communication procedures, available runways, recommended traffic patterns, courses of action, and preparation for unexpected situations. Upon arrival at the airport, Beverly makes decisions (with guidance and feedback as necessary) to safely enter and fly the traffic pattern. This is followed by a discussion of what was done, why it was done, the consequences, and other possible courses of action and how it applies to other airports. At the end of this lesson the student is capable of explaining the safe arrival at any nontowered airport in any wind condition.
　
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