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While aviation instructors teach students of all ages, the average aviation student age is 30 years old. This means the aviation instructor needs to be versed in the needs of adult students. The field of adult education is relatively young, having been established in the late twentieth century by Dr. Malcolm Knowles. His research revealed certain traits that need to be recognized when teaching adult students as well as ways instructors can use these traits to teach older students.
Adults as learners possess the following characteristics:
• Adults who are motivated to seek out a learning experience do so primarily because they have a use for the knowledge or skill being sought. Learning is a means to an end, not an end in itself.
• Adults seek out learning experiences in order to cope with specific life-changing events—marriage, divorce, a new job. They are ready to learn when they assume new roles.
• Adults are autonomous and self-directed; they need to be independent and exercise control.
• Adults have accumulated a foundation of life experiences and knowledge and draw upon this reservoir of experience for learning.
• Adults are goal oriented.
• Adults are relevancy oriented. Their time perspective changes from one of postponed knowledge application to immediate application.
• Adults are practical, focusing on the aspects of a lesson most useful to them in their work.
• As do all learners, adults need to be shown respect.
• The need to increase or maintain a sense of self-esteem is a strong secondary motivator for adult learners.
• Adults want to solve problems and apply new knowledge immediately.
Instructors should:
• Provide a training syllabus (see Chapter 8, Planning Instructional Activity) that is organized with clearly defined course objectives to show the student how the training helps him or her attain specific goals.
• Help students integrate new ideas with what they already know to ensure they keep and use the new information.
• Assume responsibility only for his or her own expectations, not for those of students. It is important to clarify and articulate all student expectations early on.
2-1
Introduction
The First Flight
When Beverly (student) enthusiastically presents herself for her first day of flight instruction, Bill, her Certificated Flight Instructor (CFI), decides to spend some time in the classroom. Beverly knows a lot of facts about flying and shares her knowledge with Bill, but when he asks questions to test her understanding of the facts, she cannot answer them. During their first flight, Bill discovers Beverly has mastered a few basic skills, but her performance is awkward, as if she were working from a list of memorized steps.
In the early stages of flight training, Beverly focuses all her attention on performing each skill. If Bill asks her a question or to perform two tasks at once, she loses her place and must restart. As she flies, she makes errors. When she catches herself making an error, she becomes visibly frustrated. Then sometimes she does not notice an error and keeps moving ahead as if nothing were amiss. Since she is a beginner, Bill is patient.
The Check Ride
Months later, Bill is helping Beverly prepare for her practical test. Remembering her first days of instruction, Bill feels as if he were working with a different person. The breadth and depth of her classroom knowledge has grown. Beverly does not simply reiterate facts—she applies her knowledge to solve the problems Bill gives her. In addition to the required knowledge listed in the Practical Test Standards (PTS), she also knows about her local environment, such as the nuances of local weather patterns.
In the aircraft, once awkward and tentative actions are now performed with a steady hand and confidence. Skills she struggled to learn in the past have become second nature. When asked to do several things simultaneously, she performs well. When Bill interrupts her, she mentally bookmarks where she is, contends with the interruption, and then returns to the task at hand. She still makes errors, but they are small ones that she notices and corrects right away. She still gets frustrated when she makes an error, but she takes a deep breath, and continues on her way. She makes flying look easy, and Bill is confident that tomorrow’s meeting with the examiner will go well.
The Learning Process
Chapter 2
2-2
Purposefu
lResult of ExperienceMultifacetedActive ProcessCharacteristics of Learning
Figure 2-1. An effective instructor understands the characteristics of learning and assists students accordingly.
Discussion of First Flight and Check Ride
Between Beverly’s first day of training and the day before her practical test, she has undergone some remarkable changes:
1. She has developed a collection of memorized facts into an in-depth understanding of how to fly and learned to apply this knowledge to problem-solving and decision-making.
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Aviation Instructor’s Handbook上(16)
