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to perform two tasks at once, she loses her place and must restart. As she flies, she makes errors. When she catches herself
making an error, she becomes visibly frustrated. Then sometimes she does not notice an error and keeps moving ahead as
if nothing were amiss. Since she is a beginner, Bill is patient.
The Check Ride
Months later, Bill is helping Beverly prepare for her practical test. Remembering her first days of instruction, Bill feels as
if he were working with a different person. The breadth and depth of her classroom knowledge has grown. Beverly does
not simply reiterate facts—she applies her knowledge to solve the problems Bill gives her. In addition to the required
knowledge listed in the Practical Test Standards (PTS), she also knows about her local environment, such as the nuances
of local weather patterns.
In the aircraft, once awkward and tentative actions are now performed with a steady hand and confidence. Skills she struggled
to learn in the past have become second nature. When asked to do several things simultaneously, she performs well. When
Bill interrupts her, she mentally bookmarks where she is, contends with the interruption, and then returns to the task at hand.
She still makes errors, but they are small ones that she notices and corrects right away. She still gets frustrated when she
makes an error, but she takes a deep breath, and continues on her way. She makes flying look easy, and Bill is confident
that tomorrow’s meeting with the examiner will go well.
The Learning
Process
Chapter 2
2-2
Purposeful
Result of Experience
Multifaceted
Active Process
Characteristics of Learning
Figure 2-1. An effective instructor understands the characteristics
of learning and assists students accordingly.
Discussion of First Flight and Check Ride
Between Beverly’s first day of training and the day before her
practical test, she has undergone some remarkable changes:
1. She has developed a collection of memorized facts
into an in-depth understanding of how to fly and
learned to apply this knowledge to problem-solving
and decision-making.
2. Skills once performed awkwardly and deliberately are
now performed smoothly and efficiently.
3. She comfortably performs several tasks at once, deals
with distractions and interruptions, and maintains her
focus in demanding situations. Knowledge and skills
are now orchestrated.
4. She still makes errors, but they are less frequent,
smaller in magnitude, and she quickly identifies and
corrects them.
5. Her motivation and enthusiasm remain as high as they
were on the first day of training.
6. She displays proficiency in all areas now: those
at which she naturally excels as well as those she
struggled to master in the past.
7. She deals with psychological obstacles, such as
frustration, that initially got in the way of her
learning.
8. She recognizes the importance of regular study and
practice.
This scenario illustrates the goal of an aviation instructor: to
teach each student in such a way that he or she will become a
competent pilot or aviation maintenance technician (AMT).
In order to take a pilot or AMT from memorized facts to
higher levels of knowledge and skill that include the ability
to exercise judgment and solve problems, an instructor
needs to know how people learn. Designed as a basic guide
in applied educational psychology, this chapter addresses
how people learn.
What Is Learning?
Learning can be defined in many ways:
• A change in the behavior of the learner as a result of
experience. The behavior can be physical and overt,
or it can be intellectual or attitudinal.
• The process by which experience brings about a
relatively permanent change in behavior.
• The change in behavior that results from experience
and practice.
• Gaining knowledge or skills, or developing a behavior,
through study, instruction, or experience.
• The process of acquiring knowledge or skill through
study, experience, or teaching. It depends on
experience and leads to long-term changes in behavior
potential. Behavior potential describes the possible
behavior of an individual (not actual behavior) in a
given situation in order to achieve a goal.
• A relatively permanent change in cognition, resulting
from experience and directly influencing behavior.
The effective instructor understands the subject being taught,
the student, the learning process, and the interrelationships
that exist. An effective instructor also realizes learning is a
　
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