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to make a turn in flight, or if she has no knowledge of the
function of aircraft controls.
With proper instruction on the effect and use of the flight
controls, and experience in controlling the aircraft during
straight-and-level flight, Beverly can consolidate old and new
perceptions into an insight on how to make a turn. At this
point, she has developed an understanding of the procedure
for turning the aircraft in flight. This understanding is basic
to effective learning, but may not necessarily enable her to
make a correct turn on the first attempt.
When Beverly understands the procedure for entering a turn,
has had turns demonstrated, and has practiced turn entries
until consistency has been achieved, she has developed the
skill to apply what has been learned. This is a major level
of learning, and one at which the instructor is too often
willing to stop. Discontinuing instruction on turn entries at
this point and directing subsequent instruction exclusively
to other elements of piloting performance is characteristic of
piecemeal instruction, which is usually inefficient.
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,
2-13
Basic Levels of Learning
Rote
i Understanding
pp Application
i Correlation
Associating what has
been learned, understood,
and applied with previous
or subsequent learning
The act of putting
something to use that
has been learned
and understood
To comprehend or
grasp the nature
or meaning of
something
The 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 Example
I
Knowledge: remembering
information
Define, identify, label, state, list,
match, select
1. State the standard temperature at sea level.
2. Define a logbook entry.
II
Comprehension: explaining the
meaning of
information
Describe, generalize, paraphrase,
summarize, estimate, discuss
1. In one sentence explain why aviation uses a
standard temperature.
2. Describe why a log entry is required by the FAA.
III
Application: using abstractions in
concrete situation
Determine, chart, implement,
prepare, solve, use, develop,
explain, apply, relate, instruct,
show, teaches
1. 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.
IV
Analysis: breaking down a whole
into component parts
Points out, differentiate distinguish,
examine discriminate, compare,
outline, prioritize, recognize,
subdivide
1. Compare what the different temperatures would
be at certain pressure altitudes based on the
standard lapse rate.
2. Determine information required for logbook entry.
V
Synthesis: putting parts together
to form a new and
integrated whole
Create, design, plan, organize,
generate, write, adapt, compare,
formulate, devise, model, revise,
incorporate
1. Generate a chart depicting temperatures for
altitudes up to 12,000'.
2. Write a logbook entry for an oil change.
VI
Evaluation: making judgments
about the merits of
ideas, materials, or
phenomena
Appraise, critique, judge, weigh,
evaluate, select, compare and
contrast, defend, interpret, support
1. 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.
2-14
Characterization
Rearrangement of
Value System
Incorporates
Value into Life
Acceptance
Reacts Voluntarily
or Complies
Willingness to
Pay Attention
EDUCATIONAL
OBJECTIVE LEVEL
STATE OF MIND
Organization
Valuing
Responding
Receiving
Affective Domain
Figure 2-11. The affective domain (attitudes, beliefs, and values)
contains five educational objective levels.
　
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