lesson plan it.1 powerpoint
Post on 18-Jul-2015
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A variety of theories:
• Behaviorism
• Cognitive Theory
• Information Processing Theory
• Constructivism
Focus on behavior rather than cognition
Reward and punishment
Reward reinforces repetition
Punishment discourages repetition
Reward is MUCH more effective than punishment
Shaping (successive approximation)
Reward each behavior that more closely approximates end result
• Focus on thinking processes: awareness, perception, problem-solving, decision-making, etc.
• Learning has several layers of complexity
• Learning is progressive
• Repeat/mimic• Explain why• Do it on their own• Predict, find and correct flaws/errors• Critique, offer perspective• Invent improvements
Because absence (lack of, or failure to use) of higher-order thinking is a common thread in aviation accidents!
-AND-
The flight instructor is the FIRST and LAST line of defense!
• Every student has a “why”
• “WHY” impacts student preparation, effort and outcome
• Solicit the “why” to choose effective teaching methods
Is interpreted individually
Creates meaning
Can be “thin” (ex. – rote memoriztion) or “rich” (involve feelings, thoughts, actions)
“Rich” experiences promote development of sound ADM
Experience includes making mistakes
Instructor must allow mistakes, but NOT allow student to hang herself!
Experience that leads to reward, strengthens antecedent behavior(s)
Student must react and respond
Let student DO
Give problems to solve, not just answers (Scenario-based instruction)
Correlation
(Analyze, Evaluate)
Application
(Demonstrate)
Understanding
(Explain)
ROTE
(Remember)
Correlation is instructor’s goal!
• Teaching is a two-way conversation
o Consciously or subconsciously, the student is telling you what’s going on with them
o Body language, choice of words, what is/isn’t said, etc.
• Listen actively
o Incorporate what student says into dialogue, to show that you’ve heard and acknowledged
o Effective listening requires HOTS!
The 3 Basic Elements of Communication:
• Source (Speaker, Encoder)
• Symbol (Words, Visuals)
• Receiver (Listener, Decoder)
• Lack of common experience
• Improper use of jargon
• Sloppy use of abstractions
• Confusing the symbol with the symbolized object
Perception involves:
• Reception of stimuli (Taste , touch, sight, smell, hearing), and
• Assignment of meaning to stimuli
• Physical condition (hunger, fatigue, etc)
• Goals and values
• Self-image
• Time and Opportunity
• Threat and Fear
• Put student in touch with proper stimuli
• Determine whether stimuli have been received and given proper meaning
Ask open-ended questions
Allow student to teach material back to you
• Reward desired responses
Organizing the environment…
To promote the processes…
That create the experiences …Which bring about a change In cognition or behavior (learning).
• Problem-based Instruction
• Collaborative problem-solving
• Demonstration-Performance
• Drill and Practice/Repetition (Successive approximation/Shaping)
• People are emotional, not logical!
• Student learning and performance improves when emotional needs are met
• Security, Belonging, Self-esteem, Understanding, Aesthetics and Self-Actualization
Understanding factors that motivate individual student is key!
Praise success
Present new challenges
Relate material being presented to motivational goals
Use training style that matches student’s learning style
VISUAL:• “I see”, “That looks good to me” About 80%
AUDITORY:• “I hear you”, “That sounds good” About 5%
KINESTHESTIC• “That feels right”, “Let’s touch base” About
15%
Holistic (R. Brain) vs. Serial (L. Brain)
• Holistic (RB)likes ‘big picture’ concepts first, then details
• Progresses in sudden and unpredictable leaps
• Absorbs and recalls information almost randomly
• Serial (LB) prefers structured, step-by-step
format
• Progresses in more orderly, stepwise fashion
Consequences Count!
• Consequences that upset, frustrate and embarrass inhibit learning and likely decrease motivation
• Consequences that please, stimulate learning and motivation
• Repression (“I don’t want to remember!”)
• Denial (“It’s really not happening!”)
• Compensation (“I’m a lover, not a fighter”)
• Projection (“It’s all your fault!”)
• Rationalization (Justification)
• Reaction Formation (“I don’t care! Well, really, I do care a lot, but I don’t want you to know that”)
• Fantasy (Daydreaming instead of doing)
• Displacement (Kicking the dog because it’s safer than kicking you)
• Demonstrate consistent, trustworthy behavior
• Help restore motivation and self-confidence
o Praise for appropriate behavior
o Remind student of their “why”
o Guide student through self-critique
• Retrieval Failure – “tip of my tongue” phenomenon
• Fading – decay, lost it because you didn’t use it
• Interference – similar new material overshadows old material
• Suppression/Repression – “I don’t want to remember!”
• Praise, praise, praise!
• Associate (link information bits together)
• Motivate – tap into student’s “why”
• Incorporate all the senses (ex – teach coordination by visual cues and “seat of pants”)
• Mistakes are a normal and necessary part of learning
• Mistakes make good “teachable moments”
• Correct constructively – try to avoid fear and embarrassment
• NEVER allow a mistake to compromise safety!
• Prevention – set an excellent example
• Routines – preflight, cockpit procedures, etc.
• Aids – notes, heading bug, altimeter alert, etc.
• Checklists: T/O & landing, IMSAFE, etc.
• Raise awareness of problems, responses
Skill acquisition proceeds quickly, then levels off, then improves more gradually
Eventually, student reaches point of diminishing returns (saturation)
• Practice, and more practice
But only RIGHT practice!
• Unambiguous praise for correct responses
• Reviews and critiques
Reminders aid memory and recall
Self-critique is a powerful tool
Make haste slowly: work at a comfortable pace
Raise awareness when approaching problematic situations
Use organized lessons/ lesson plans
“A set of courses in an area of specialization”
Lessons are the basis of the courses
Think of them as a flight plan and all the little tasks/steps to get from “Point A” to “Point B”
What has student learned previously? Spiral Curriculum
If material is new, relate to non-av things student knows
• Most important when history is an important element in concept formation
• Useful when comparing and contrasting (ex., “ Old system ‘X’ had those challenges. New system ‘Y’ has these challenges “)
“When you hear hoofbeats, think of horses, not zebras”
Be practical – what is student most likely to need to know?
Be realistic – useable knowledge is motivating
Focused on key material, and exclude unimportant details.
Organized to present the material in a suitable sequence for efficient learning.
Provide an outline for the teaching procedure to be used.
Relate the lesson to the objectives of the course.
• Conserve time
• Arrange experiences to maximize potential for student success
• Promote uniformity of instruction, regardless of instructor or date lesson is given
• Give confidence to the inexperienced instructor
• Have a thorough understanding of material
• Take continuing education
• Treat self, colleagues and students with respect
• Set the good example
Do, as well as say!
Students tend to emulate
“Monkey See, Monkey Do”
Set high expectations
Expectations encourage learning
Be honest and sincere
• Groom like a leader
Prof. clothing, good hygiene inspire confidence
• Demonstrate consistent behavior
• Engage in continuing education
• Remember: Safety is THE top priority!
Flight instructor is first and last defense
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