CFI Blog Post #3

Formative assessment refers to measurements and conclusions that are made during the course of a learning program.  For example, if an instructor was teaching a lesson on aircraft systems, the instructor could pause during the lesson to assess what has been learned.  From this assessment they could then change around the rest of the course to help the learner better understand that subject.  Summative assessment refers to the measurements made at the end of a learning unit or program.  An example of this would be an oral quiz at the end of a ground briefing, or even the FAA knowledge tests taken at the end of a ground course.

Criterion-referenced assessments are used to determine whether or not a learner has achieved an objectively set level of competence.  An example of this are the FAA knowledge tests, where questions are selected from a set list and the test taker must get 80% of the questions correct to pass.   Norm-referenced assessments are used when a learner is studying material for which there is no agreement on what a person must know.  This kind of assessment can be used in a literature class where an assessment is based on how well a learner has mastered the materials compared to the norm for the class.  Self-referenced assessments are used when the learning goals are personal.  This is used when a learners success can only be measured by their own opinion.  An example of this would be a student who is involved in religious education for their own development.

Self-directed learning involves postformal thought which is defined as thinking across theoretical systems, integrating feelings with thoughts, accepting contradictions to what is known, and addressing problems for which there are no final solutions.  Self-directed learners prefer learning contracts where they can choose the learning and assessment activities.  They are offended by criterion-referenced assessments where they can't critically think.

CFI Blog Post #2

 I think it would be beneficial to use a role play before a students first solo.  I would probably have them sit in a chair like they were flying, while I read them clearances similar to what ATC will read them.  In this way I could prepare them for what they will probably hear.  The 4 categories of instructional methods are instructor-centered, interactive, individualized and experiential.  Instructor-centered methods involve lectures, questioning and demonstrations.  Interactive methods involve class discussions, discussion groups and group projects.  The individualized method includes computerized instruction and independent projects.  Experiential methods involve field or clinical methods, laboratory methods, role-playing and drills.  I would probably use a discussion group if I was teaching a larger group like a ground school.  I could bring up a concept like Aeronautical Decision Making or emergency procedures and have the groups talk about different scenarios.  The context is important in deciding the method of instruction because they have everything to do with each other.  For example, a group of college students won't respond well to an 8 a.m. class so it is probably best not to exclusively lecture.  Also, an evening class of people who just got out of work won't be effective unless the teacher changes the pace up.
The demographic characteristics are age, gender and language and background.  Age can affect people because as a person gets older they might learn slower, need more breaks or bigger print.  Gender affects people because men and women tend to learn differently.  Language and background can affect learning because someone who doesn't know the teaching language as well might struggle to understand concepts, or they might have different beliefs and values from the teacher.  In all of these cases it is important to avoid stereotyping based on a demographic.  Adults learn differently mostly because they are self-motivated.  Often they go back to school for enjoyment or to get a raise.  This means that they are more likely to learn better in a self-directed study course.  Adults also have more experience so they can relate concepts taught in class to their lives.  In teaching an adult I will probably be more likely to ask them to study more outside of ground school and spend less time on lengthy briefings.  I would also probably try to help them connect the flight training to previous experiences so they will be more motivated.

CFI Blog Post #1

Epistomology is the branch of philosophy that tries to define knowledge by explaining what it is to know something.  It also seeks to explain how students come to know something.  A positivist is someone who thinks of knowledge as a physical thing that needs to be passed on to a student.  The reading gave the example that the teacher is like a bank who deposits knowledge into the students and then gives exams as a kind of statement on how much knowledge was passed on.  A constructivist is someone who attempts to deepen a student's understanding by letting the students develop the knowledge themselves.  In this thinking a teacher doesn't posses knowledge, they are just the person who opens the students mind to knowledge.  My experience through school has mostly been shaped by positivist teachers.  They considered themselves the experts in the room and we were lucky to be exposed to their wealth of knowledge.  However, Westminster has exposed me to constructivist learning and I think that I prefer this method.  It does put a lot of the responsibility on the student, but it also allows the student to learn a lot more.

I believe that I learn best with the kinesthetic modality.  In the classroom I can understand a concept as it is explained visually or aloud, but I don't truly understand it until I try the concept out myself.  The most important point that I took out of the article was that the modality of the subject, not the student is the most important.  There will definitely be some parts of instructing where it is best taught in a classroom, and others where it is best taught in the airplane.  The second concept I took from this article is that I should not be too worried about the modality that the student learns best with.  It will probably make flying more interesting for the student if I teach it in a way that they enjoy, but as long as I get the meaning across it won't be that important.