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influence, revise, and maintain
accept responsibility, adhere,
defend, and formulate
appreciate, follow, join, justify, show
concern, or share
conform, greet, help, perform, recite,
or write
ask, choose, give, locate, select,
rely, or use
combine, compose, construct,
design, or originate
adapt, alter, change, rearrange,
reorganize, or revise
same as guided response except
more highly coordinated
same as guided response except
with greater proficiency
assemble, build, calibrate, fix, grind,
or mend
begin, move, react, respond, start,
or select
choose, detect, identify, isolate, or
compare
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Characterization
Organization
Valuing
Responding
Receiving
Origination
Adaptation
Complex Overt
Response
Mechanism
Guided Response
Set
Perception
Figure 2-13. A listing such as the one shown here is useful for
development of almost any training program.
Knowledge of the general characteristics of learning help
an aviation instructor use them in a learning situation. If
learning is a change in behavior as a result of experience, then
instruction must include a careful and systematic creation of
those experiences that promote learning. This process can be
quite complex because, among other things, an individual’s
background strongly influences the way that person learns. To
be effective, the learning situation also should be purposeful,
based on experience, multifaceted, and involve an active
process.
Learning Is Purposeful
Each student sees a learning situation from a different
viewpoint. Each student is a unique individual whose past
experiences affect readiness to learn and understanding of
the requirements involved. For example, an instructor may
give two aviation maintenance students the assignment of
learning certain inspection procedures. One student may
learn quickly and be able to competently present the assigned
material. The combination of an aviation background and
future goals may enable that student to realize the need and
value of learning the procedures. A second student’s goal
may only be to comply with the instructor’s assignment,
and may result in only minimum preparation. The responses
differ because each student acts in accordance with what he
or she sees in the situation.
Most people have fairly definite ideas about what they want
to do and achieve. Their goals sometimes are short term,
involving a matter of days or weeks. On the other hand, their
goals may be carefully planned for a career or a lifetime.
Each student has specific intentions and goals. Some may
be shared by other students. Students learn from any activity
that tends to further their goals. Their individual needs and
attitudes may determine what they learn as much as what
the instructor is trying to get them to learn. In the process of
learning, the student’s goals are of paramount significance.
To be effective, aviation instructors need to find ways to
relate new learning to the student’s goals.
Learning Is a Result of Experience
Since learning is an individual process, the instructor cannot
do it for the student. The student can learn only from personal
experiences; therefore, learning and knowledge cannot exist
apart from a person. A person’s knowledge is a result of
experience, and no two people have had identical experiences.
Even when observing the same event, two people react
differently; they learn different things from it, according to
the manner in which the situation affects their individual
needs. Previous experience conditions a person to respond
to some things and to ignore others.
All learning is by experience, but learning takes place in
different forms and in varying degrees of richness and
depth. For instance, some experiences involve the whole
person while others may be based only on hearing and
memory. Aviation instructors are faced with the problem of
providing learning experiences that are meaningful, varied,
and appropriate. As an example, students can learn to say a
list of words through repeated drill, or they can learn to recite
certain principles of flight by rote. However, they can make
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them meaningful only if they understand them well enough
to apply them correctly to real situations. If an experience
challenges the students, requires involvement with feelings,
thoughts, memory of past experiences, and physical activity,
　
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