Facilitating Guided Discussion and Student Centered Learning

Problem Based Learning

Androgogy vs Pedagogy!!– Psychological Age vs. Physical Age– Role of experience and personality– Readiness to learn is often based on

the students perceived need

Learning theory– Behaviorism– Cognitivism– Constructivism

Examples– Learning to walk!!– Learning a language!!– Learning to drive a car!!– Learning to fly!!

Personality Type and DiscussionThe I’s vs the E’s!!!!

Question previews!!Comebacks!!Quick writes!!Computer based decision aids!!3 by 5 Cards!!

Effective Questioning

OverheadSpecificPre-Identified– Homework– Issue Bin

Student constructed!!

Classroom Setup

Death by rows!!Circle the wagons!!Small groups!!Case study and debate!!Change to suit the objective

Technology!!!Curse or Blessing!!!!

Depends on how you use it!!!Shift the burden to the learner!!Build in accountability!!– Chat– Discussion– E-mail– CB Decision Aids

Student Preparation

Case StudiesAbstracts– Current events– Subject related

Quick in class reads!!Student presentations!!– Short– Focus– Knowledge based– Stage setters

Small Groups!!!

Multi day projectsSpecific outcomesPeer reviewLeader?? / follower??

Thanks for your participation!!

Facilitating Guided Discussion and Student Centered LearningTeaching is not always learning!!Students may be adult learners without reaching the legal drinking age!!Thoughtful participation in the learning process may help.What is the objective????

FITS and LCG

What is the purpose of grading?– Identify student performance– Reward the student

– Warn the next instructor!!!!!– Delay the check ride until the student gets a

clue!!!!

Adult Learners

Andragogy assumes that the point at which an individual achieves a self-concept of essential self-direction is the point at which he psychologically becomes adult.

A very critical thing happens when this occurs: the individual develops a deep psychological need to be perceived by others as being self-directing.

Learner-Centered Debriefing

Uncover/articulate their own mistakes

Recognize the limit of their own knowledge

Analyze a situation or event

Value their own observations

Learner-CenteredGrading

The object of scenario-based training is a change in the thought processes, habits, and behaviors of the students during the planning and execution of the scenario.

Grading Systems Compared

Traditional Grades– Outstanding– Good– Satisfactory– Unsatisfactory– Incomplete

Or………….– A– B– C– D– F

Grading Systems Compared

Since the training is student/learner centered the success of the training is measured in the following desired student outcomes:

Grading Systems Compared

FITS Maneuvers/Skills/

Tasks Grades– Perform– Practice– Explain– Describe– Not Observed

FITS SRM Grades– Manage Decide– Practice– Explain– Not Observed

Let us examinea maneuver

Describe a crosswind landing

Explain the factors that effect a crosswind landing

Practice a crosswind landing

Perform a crosswind landing

IFR Descent and Landing

The student begins the descent checklist late and remains behind the aircraft. He swerves and porpoises (barely within limits) down the glide slope and eventually stabilizes the aircraft at 800 feet….then performs a beautiful landing.

– How do you handle the critique?– What is the student’s grade?– What is an appropriate learner centered

grade?– What is the overall lesson grade?