Scribd
Upload
22 views

Performance and Method of Instruction

The document discusses the relationships between learning, performance, and instruction. It states that while instruction aims to facilitate learning, it does not guarantee learning will occur. Performance demonstrates previous learning but may not indicate all learning. Learning is defined as a relatively permanent change in behavior from experience. Key components of learning include active participation, making meaning, receiving feedback and practicing. Effective instruction uses models to structure content and maintains student involvement through various teaching methods.

Uploaded by

Quentin Fuller
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
22 views

Performance and Method of Instruction

The document discusses the relationships between learning, performance, and instruction. It states that while instruction aims to facilitate learning, it does not guarantee learning will occur. Performance demonstrates previous learning but may not indicate all learning. Learning is defined as a relatively permanent change in behavior from experience. Key components of learning include active participation, making meaning, receiving feedback and practicing. Effective instruction uses models to structure content and maintains student involvement through various teaching methods.

Uploaded by

Quentin Fuller
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
You are on page 1/ 14

Performance and Method of

Instruction
LEARNING
• Clear relationship between instruction and
learning
• The instructor cannot make learning happen
• It is the instructors role to facilitate the
learning process
• Selecting the most appropriate lesson
content, instructional strategies and skills
PERFORMANCE

• Performance is the behavior of an individual


that is observed by another individual
• An individual’s performance may demonstrate
previous learning that has taken place, or it
may indicate only part of some learning that
has taken place.
• While performance can be less than learning,
it can never exceed learning.
INSTRUCTION
• Instruction refers to any situation in which one
individual intentionally influences the learning
of another individual by structuring the
environment of the learner to achieve some
desired objective.
• It is important to note that because instruction
has taken place it does not automatically mean
that learning has occurred. That is, the
objective desired by the instructor.
DEFINITION OF LEARNING
“A relatively permanent change in behaviour or
behavioural potential that results from experience”

The meaning of “knowing” has shifted over time from


being able to stack information and repeat it, to being
able to critically make use of it.
LEARNING COMPONENTS
• Active involvement and participation -
information is not delivered but rather the
students creates it
• Must “make meaning” out of learning
situations
• Learning is informal and can be acquired
anywhere, at any time
• Misconceptions - Direct experience in a
real context is required in order to change
preconceived notions
• If a learning situation is a compelling
situation, in that the situation involves real
consequences - then learning is more
challenging and interesting
• Feedback and practice - without the
opportunity for practice, even well-learned
abilities will go away
• Feedback should be frequent, interactive
and supportive
• Reflection - necessary to reach a point of
deeper learning - can take control of own
learning - enhance self-assessment skills
INSTRUCTIONAL MODEL
• A model is a plan or pattern used to guide
instruction
• Need to be aware of the level of knowledge,
skills and abilities of the students in the group
that may influence the instruction
• The model needs to be structured/sequenced
in order to make learning more efficient
• Select appropriate instructional methods
• Maintain student involvement
• Use multiple senses
• Evaluate instruction and learning
TITLE
• Outcome >
• Standards >
• Definitions >
• Considerations >
• Application (Air ex) >
• Summary >
• Evaluation >
STRUCTURE
• Encourage crew to evaluate their performance by
questioning techniques.
– What do you think went well?
– Why did it go well?
– What would you do differently next time?
– What happened up to this point?

• Feedback (assessors)
• Crews summarise key points.
• Action plan and time frames.

12
PRINCIPLES OF FACILITATION
TECHNIQUES
• Encourage crew members to discover their own answers.
• Allow crew members to think aloud and examine the event.
• Ask questions without intimidation.
• Investigate different perceptions of the event.
• Make sure all crew members are fully drawn into the discussion.
• Use active listening.
• Do not answer for the crew – keep focus on participants.
• Use silence as appropriate to gain thoughtful crew response.
• Assess correct level of facilitation and attempt to elicit higher level.
ELICITING INDEPTH ANALYSIS AND
EVALUATION
• Refrain from giving analysis before crew have
completed theirs.
• Push the crew to go beyond just describing what
happened.
• Ask follow-up questions that require in-depth
analysis.
• Get crew to discuss how they can apply what
they learned to flight operations.

You might also like