The learning process

What this lesson is for: to change something about how you teach, on purpose, because of something you now understand about how people learn.

Read:

• FAA-H-8083-9B, chapter 3, The Learning Process.
• FAA-S-ACS-25, Area of Operation I, Task B.
• Your own lesson 1 Session Transcript. All of it, before this lesson.

Deliverable: Your lesson 1 teaching block, rewritten. Bring both versions. In two or three sentences, say what you changed and which principle from chapter 3 made you change it. If you read your transcript and concluded nothing needed changing, bring that argument instead and be ready to defend it.

Reading your own transcript is uncomfortable the first time. Everyone sounds worse on paper than they remember sounding. That reaction is the reason the transcript exists.

1. What learning is, and the two theories underneath the teaching you will do.
2. Perceptions and insight, and how knowledge is acquired.
3. The laws of learning.
4. The three domains of learning: cognitive, affective, psychomotor.
5. The characteristics of learning.
6. Scenario-based training.
7. How skill is acquired: the stages, knowledge of results, and learning plateaus.
8. Types of practice.
9. Evaluation versus critique. These are different things and confusing them will cost you.
10. Distractions, interruptions, fixation, and inattention.
11. Errors, and what a student error actually tells you.
12. Memory: sensory, short-term, and long-term.
13. You re-teach.

• Re-teach your lesson 1 block, changed on purpose.
• Meet a student who is not getting better. Your instructor will play one. More explanation will not work, and you will need to find out what does.
• Sort three parts of a maneuver you already know into the three learning domains.
• Critique yourself before being critiqued.

1. You re-teach your lesson 1 block with at least one identifiable change, and name the principle from this lesson that drove it.
2. You recognize the learning plateau during the block and change approach rather than repeating the same explanation louder or slower.
3. You state the difference between evaluation and critique and give one example of each from your own training.
4. You classify three elements of a maneuver you know into the cognitive, affective, and psychomotor domains, and say what teaching each domain requires.
5. You deliver a self-critique before hearing your instructor's.

• Reciting the laws of learning perfectly, and teaching exactly as you did last week. This is the failure this lesson is designed to catch. Your instructor will play your two recordings back to back, which settles the question quickly.
• Meeting a plateau with more repetition. It is the natural response and it is usually wrong. A plateau is information, not a signal to try harder.
• Assuming everything is cognitive. Where does the flare live? Not in the cognitive domain.
• Explaining faster when someone does not understand. You are adding input to a channel that is already full.
• Reading a student error as carelessness. Most errors are diagnostic. They tell you what the student actually believes.
• Grading during a critique. Different activity, different purpose. You will learn why in element 9 and use it for the rest of the program.

Not applicable. Ground lesson.

This lesson has no Video Slots.