What is the definition of learning?
(FI.I.B.K1)
A change in behavior of the learner as the result of experience.
If a change in your learner’s behavior hasn’t occurred, then the learner probably hasn’t learned what you’ve taught.
(FAA-H-8083-9)
What is “Learning Theory”?
And explain the two concepts of how people learn.
(FI.I.B.K2)
Body of principals that explain how people acquire skills, knowledge, and attitudes.
BEHAVIORISM - “Carrot vs. Stick”, Idea that behaviors are driven from past rewards and
punishments, i.e. Pavlov’s dog
COGNITIVE THEORY - What’s going on inside the mind of the learner. Learning isn’t just a change in behavior, but in a way the learner thinks, understands, or feels over time.
(FAA-H-8083-9)
What is information processing theory?
(FI.I.B.K2b)
Brain works like a computer: encodes, stores, retrieves info from sensory input.
To avoid overload, routine tasks become unconscious, freeing conscious thought for new learning.
(FAA-H-8083-9)
What is Constructivism?
(FI.I.B.K2b)
Learners actively build knowledge from experience, combining new info with what they already know. It’s learner-centered, promotes problem-solving and critical thinking (HOTS - higher order
thinking skills), with instructors guiding the process.
Why are perceptions so important to learning?
And what are the factors that affect perceptions?
FI.I.B.K3
It’s the basis of all learning.
- Physical Organism - 5 Senses
- Goals and Values - experiences are colored by our beliefs.
- Time and Opportunity - Learning compounds over time
- Self-Concept - Confident and secure
- Element of Threat - Fear adversely affects perceptions
Define “Insight”.
(FI.I.B.K3)
Grouping perceptions into meaningful wholes.
Learners see how pieces relate, making learning deeper and longer-lasting. Instructors foster insight by showing relationships, guiding practice, and creating a safe learning environment.
How can an instructor ensure that a learner develops insight?
(FI.I.B.K3)
a. Help them understand how each piece relates to the total pattern of the task to be learned
b. Provide a secure and non-threatening environment
c. Help them acquire and maintain a favorable self-concept
Define “Knowledge” and review the 3 phases of acquiring it.
(FI.I.B.K4)
Knowledge = information that
we are consciously aware of and can articulate. (e.g. fuel capacity of a Cessna 172)
MEMORIZATION: Acquire and memorize facts
UNDERSTANDING: organize knowledge to formulate understanding
APPLICATION: Use the knowledge to solve problems and make decisions.
What are some ways of helping learners acquire knowledge?
(FI.I.B.K4)
a. Ask them to recite or practice something they just learned
b. Ask questions that probe their understanding, prompt them to think deeper about it.
c. Present opportunities for them to apply why they know (solve a problem)
d. Present problems or decisions that test the limits of their knowledge
What are the six principles (laws) of learning?
(FI.I.B.K5)
REEPIR
READINESS: Stronger their purpose, the better students will learn
EXERCISE: Memory and connections are strengthened with practice
EFFECT: Learning is strengthened when accompanied by feelings of satisfaction.
PRIMACY: State of being first, often creates a strong, almost unshakable impression and underlies the reason instructors must teach correctly the first time
INTENSITY: Exciting experience teach better than boring ones
RECENCY: Things most recently learned are best remembered.
What are the three domains of learning?
(FI.I.B.K6)
CAP
COGNITIVE: Thinking
AFFECTIVE: Feeling
PSYCHOMOTOR: Doing
What are the four levels of learning?
(FI.I.B.K7)
RUAC
ROTE: Memorized by maybe not understood
UNDERSTANDING: Comprehended
APPLICATION: Can be put to use.
CORRELATION: Associating new learning with things previously learned. This is the objective!
What are the six major levels of cognitive domain?
(FI.I.B.K6a)
KCAASE
KNOWLEDGE: Remembering information
COMPREHENSION: Understanding and explaining the meaning
APPLICATION: Using abstractions in concrete situations
ANALYSIS: Breaking down the whole into parts
SYNTHESIS: Putting the parts together to form a new concept.
EVALUATION: Making judgement about the merits of ideas.
What are the five major levels of the affective domain?
(FI.I.B.K6b)
RRVOC
RECEIVING: Willingness to pay attention
RESPONDING: Reacts voluntarily, complies
VALUING: Acceptance
ORGANIZATION: Rearrangement of values system
CHARACTERIZATION: Incorporates values into life
What are the seven educational objective levels of the psychomotor domain?
(FI.I.B.K6c)
PERCEPTION: Awareness of sensory stimuli
SET: Relates cues/knows
GUIDED RESPONSE: Performs as demonstrated
MECHANISM: Performs simple acts well.
COMPLEX OVERT RESPONSE: Skillful performance on complex acts.
ADAPTATION: Modifies for special problems.
ORIGINATION: New movement patterns, creativity.
What are the four practical instructional levels of the psychomotor domain?
OBSERVATION
IMITATION
PRACTICE
HABIT
What are the four basic characteristics of learning?
(FI.I.B.K7)
Learning is… PEMA
PURPOSEFUL: Learners have ideas of what they want to do and achieve.
EXPERIENCE: Knowledge can’t be poured into the learner’s head, must be experienced.
MULTIFACITED: May include verbal, conceptual, perceptual elements all at once.
ACTIVE PROCESS: Learners must react and respond.
What is the VAK learning style?
(FI.I.B.K7)
VISUAL: Seeing, reading (charts, graphs, videos)
AUDITORY: Hearing, speaking (learner verbalize questions)
KINESTHETIC: Touching, doing (Demonstrate skills)
What are the three stages of acquiring skill knowledge?
(FI.I.B.K9a)
CAA
Cognitive – Learner memorizes steps; performance requires full attention.
Associative – Practice links steps to outcomes; performance improves with fewer errors.
Automatic – Skill becomes smooth and requires little conscious thought.
Why is it important for an instructor to always make certain that a learner is aware of their progress?
(FI.I.B.K9b)
Learners need immediate feedback—reinforce correct actions and correct errors quickly. Practicing mistakes makes them harder to unlearn than learning the skill right the first time.
How does a learner develop and become proficient at a skill?
(FI.I.B.K9c)
Power Law of Practice – The more a task is repeated, the faster and better performance becomes. Practice improves performance.
What is a learning plateau? How can you help a student who has reached one?
(FI.I.B.K9d)
Learning Plateau – A temporary leveling-off in skill progress, often normal during learning.
Explain it’s normal, give the task a break, try a different approach, or improve the lesson’s explanation and relevance.
What are the three types of practice?
(FI.I.B.K10)
Deliberate – Focused on specific goals; learner practices areas needing improvement with immediate feedback.
Blocked – Repeating the same skill until automatic; boosts short-term performance but weak long-term retention.
Random – Mixing skills in practice; improves long-term retention and pattern recognition, though short-term scores may be lower.
How much practice is needed to attain proficiency?
(FI.I.B.K10)
Beginners need limited practice; too much causes errors and lowers motivation.
Experienced learners benefit from longer practice periods.
Maximize learning by practicing the same skill in different contexts (e.g., in the aircraft, in the classroom with a model, and via video review) to build deeper understanding and insight.
