CEP – The Crux of it All!

There are three domains that all of us utilize to pass our daily lives in this world. From Cognitive (CI) to Emotional (EI) to Psychomotor intelligences (PI), we employ a certain percentage of this triad for playing our cards in this great game of life. Examples for improved comprehension, while going for our morning jog or walk, PI is prevalent. While reading or studying for exams, CI is in excess. Interestingly EI is the only one that is always in play even when PI or CI are dominant factor and most challenging to gain for certain individuals. We refer to this system as CEP (Cognitive-Emotional-Psychomotor) paradigm moreover it is an extremely comprehensive model but more on this later.

Concentration will be only on the ‘Cognitive’ side for this first of three-part article series. Comprehension, Judgment, Memory and Reasoning being major components as well as being complex, a number of concepts have been historically explored related to the limitations of human cognition. Knowledge and utility of these ideas help an aviator in improving judgment calls and pushing ahead his or her expertise to mastery levels.

Considering present time frame, we have a run into a dilemma of sorts. By ‘we’, relation to the aviation industry is made. We have seen the aviation business take leaps and bounds in domains of Hardware. Where we have been left wanting is the ‘Human’ element. It is certainly not that we haven’t tried to stay at par with the exponential evolution of technology but there is certainly room to improve. Evidence Based Training (EBT) and its related intricacies are buzzwords going around the community.

Initiatives like EBT Guidance material published first time in 2013 by ICAO to contracting states, ICAO Doc 9868 PANS-TRG, ICAO Doc 9995 Manual of Evidence Based Training, EBT Implementation Guide for operators, and EBT Data Report are welcome signs of advancement. Some relevant definitions as per ICAO from the above-mentioned documents for better comprehension of this article are reproduced below.

Competency

A dimension of human performance that is used to reliably predict successful performance on the job. It is manifested and observed through behaviors that mobilize the relevant Knowledge, Skills and Attitudes to carry out activities or tasks under specified conditions.

Knowledge

Specific information required enabling a learner to develop and apply skills and attitudes to recall facts, identify concepts, apply rules or principles, solve problems, and think creatively in the context of work.

Skill

Ability to perform an activity or action often divided into three types: Motor, Cognitive and Meta-cognitive skills.

Attitude

Persistent internal mental state or disposition that influences an individual’s choice of personal action toward some object, person or event and that can be learned. Attitudes have affective components, cognitive aspects and behavioral consequences. To demonstrate the ‘right’ attitude, a learner needs to ‘know how to be’ in a given context.

Facilitation Technique

An active training method, which uses effective questioning, listening and a non-judgmental approach and is particularly effective in developing skills and attitudes, assisting trainees to develop insight and their own solutions and resulting in better understanding, retention and commitment.

FM-K-CAASE 2014

Blooms Taxonomy was introduced by Academia in United States of America as a post World War II phenomenon with purpose to standardize learning as a whole in all major universities. This becomes core of cognitive facilitation paradigm FM-K-CAASE 2014 of learning for all new and old concepts of aviation alike. FM stands for Fast-Mode or Feedback Mode and K-CAASE are the six tiers of Blooms Taxonomy: Knowledge-Comprehension-Application-Analysis-Synthesis-Evaluation.

Components of FM-K-CAASE 2014

Intent behind this action is to generate an on-the-spot wholesome ‘Evidence-based’ learning for all participants irrespective of present cognitive levels to improve competency. Comprising of components…

• Blooms Taxonomy
• Andragogy Technique of Facilitation
• RRR–Methodology (Reaffirm-Rehearse-Reitterate)
• Flipped Classroom Learning
• P3B (Pose, Pause, Pounce & Bounce) Questioning Technique

Although, these techniques are individually being used in the developed world but there is little chance that they will be found anywhere in this specific mix of FM-K-CAASE 2104.

We have learnt through experiential research that this structure progressively but automatically results in…

• True Intellect building
• Accountability for both Learner & Facilitator
• Generate ‘Belief’ in ‘Subject Matter’

Putting FM-K-CAASE 2014 into practice at international training's in Iceland, Australia and Singapore has given increased evidence of efficacy of the methodology. Facilitators enable all participants in reaching ‘their own correct conclusions’ in cognitive matters. And what better way of inculcating long-lasting ‘Cultural’ change than cognitive learning, training and development then through FM-K-CAASE 2014.

This unique methodology has enabled many a men & women of varying backgrounds to achieve Synthesized level of learning. We can facilitate personnel with this most efficient & effective learning platform, probably in all lifetimes past, present & future.

Bloom's Taxonomy

Taxonomy of educational objectives is a framework for classifying statements of what we expect or intend students to learn as a result of facilitative instruction. The framework was conceived as a means of facilitating exchange of test items among faculty at various universities in order to create banks of items, each measuring the same educational objective. Benjamin S. Bloom, then associate director of the board of examinations of University of Chicago, initiated the idea, hoping that it would reduce labor of preparing annual comprehensive examinations. Final draft was published in 1956 under the title, Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I: Cognitive Domain (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956). Hereafter, this is referred to as the Original Taxonomy. Revision of this framework, was developed in much the same manner 45 years later (Anderson, Krathwohl, et al., 2001). Hereafter, this is referred to as the Revised Taxonomy.

Bloom saw the taxonomy as more than a measurement tool. He believed it could serve as a…

• Common language about learning goals to facilitate communication across persons, subject matter, & grade levels.
• Basis for determining for a particular course or curriculum the specific meaning of broad educational goals, such as those found in currently prevalent national, state, and local standards.
• Means for determining congruence of educational objectives, activities, and assessments in a unit, course, or curriculum.
• Panorama of range of educational possibilities against which limited breadth and depth of any particular educational course or curriculum could be contrasted.

Original Taxonomy provided carefully developed definitions for each of six major categories in cognitive domain. Tiers were Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. With exception of Application, each of these was broken into subcategories.

Although revision has been made to the taxonomy, as early as 2001, K-CAASE is maintained realizing that not too much has changed except replacing Nouns with Verbs and shuffling the top two tiers. Use of the Original Taxonomy is a two-prong reason: Easy-to-difficult and Known-to-unknown approach.

Using these to classify objectives, activities, and assessments provides a clear, concise, visual representation of a particular course or subject matter. Based on this examination, facilitators / instructors can decide where and how to improve planning of syllabus and delivery of instruction.

Andragogy Technique of ‘Facilitation’

In early 1970s, Malcolm Knowles introduced the term ‘Andragogy’ describing differences between children and adult learners (Knowles, Swanson, & Holton, 2005). Andragogy focuses on special needs of adult learners. Knowles identified six assumptions about adult learning: (1) need to know, (2) self-concept, (3) prior experience, (4) readiness to learn, (5) learning orientation, and (6) motivation to learn.

The Need to Know. Adults want to know why they need to learn something before undertaking learning (Knowles et al., 2005). Facilitators must help adults become aware of their ‘need to know’ and make a case for the value of learning.

The Learners' Self-Concept. Adults believe they are responsible for their lives (Knowles et al., 2005). They need to be seen & treated as capable & self-directed. Facilitators should create environments where adults develop their latent self-directed learning skills (Brookfield, 1986).

The Role of Learners' Experiences. Adults come into an educational activity with different experiences than do youth (Knowles et al., 2005; Merriam & Caffarella, 1999). There are individual differences in background, learning style, motivation, needs, interests, and goals, creating a greater need for individualization of teaching and learning strategies (Brookfield, 1986; Silberman & Auerbach, 1998). The richest resource for learning resides in adults themselves; therefore, tapping into their experiences through experiential techniques (discussions, simulations, problem-solving activities, or case methods) is beneficial (Brookfield, 1986; Knowles et al., 2005; McKeachie, 2002; Silberman & Auerbach, 1998).

Readiness to Learn. Adults become ready to learn things they need to know and do in order to cope effectively with real-life situations (Knowles et al., 2005). Adults want to learn what they can apply in the present, making training focused on the future or that does not relate to their current situations, less effective.

Orientation to Learning. Adults are life-centered (task-centered, problem-centered) in their orientation to learning (Knowles et al., 2005). They want to learn what will help them perform tasks or deal with problems they confront in everyday situations and those presented in the context of application to real-life (Knowles et al., 2005; Merriam & Caffarella, 1999).

Motivation. Adults are responsive to some external motivators (e.g., better job, higher salaries), but most potent motivators are internal (e.g., desire for increased job satisfaction, self-esteem). Their motivation can be blocked by training & education that ignores adult learning principles (Knowles et al., 2005).

Andragogy urges facilitators to base curricula on learner's experiences & interests. Every group contains a configuration of idiosyncratic personalities, differing past experiences, current orientations, levels of readiness for learning, and individual learning styles. Thus facilitators should be wary of prescribing any standardized approach to facilitating learning (Brookfield, 1986). Understanding the six assumptions in Andragogy prepares FM-K-CAASE 2014 facilitators to create successful training/learning.

RRR–Methodology (Reaafirm- Rehearse-Reiterate)

Utility of this modus operandi is not a mere cliché but is a time-tested methodology to convert relatively vague concepts into core beliefs. And it is the surest way to alter attitude, to change behavior and last but not the least vary culture for the better (or for the worse!) that change beliefs of the people who are being affected by the program once attending a facilitated session of learning.

Using three words Reaffirm-Rehearse-Reiterate generates required emphasis for the learner to implicate importance to point at hand. By attacking the same idea from different directions, utilizing the FM-K-CAASE 2014 technique, ensures this incongruity is done away with at the very onset. 

Flipped Classroom Learning

‘Flipping the Classroom’ has become something of a buzzword in the last several years, driven in part by high profile publications in The New York Times (Fitzpatrick, 2012); The Chronicle of Higher Education (Berrett, 2012); and Science (Mazur, 2009). In essence, it implicates that students gain first exposure to new material outside of class, usually via ICT (Information, Communication, Technology such as Cell phones, Tablets, IPads etc) reading or lecture videos, and then use class time to do the more challenging task of assimilating that knowledge, perhaps through problem-solving, discussion, or debates.

In FM-K-CAASE 2014 terms, this means that students are doing lower levels of cognitive work or LOTS (Low Orders Thinking Skills like gaining knowledge, comprehension, application) outside of class, and focusing on higher forms of cognitive work or HOTS (Higher Order Thinking Skills such as analysis, synthesis, and/or evaluation) in class, having mutual support of their peers and facilitator. This model contrasts from traditional learning model in which ‘first exposure’ occurs via lecture in class, with students assimilating knowledge through homework; thus the term ‘Flipped Classroom.’

Yes! It requires a bit of pre-hand preparation of booklets, short video lectures etc to be provided to all participants of any course or workshop a day before official start of course. But results are incredible with personnel being ready for first day and thus facilitation starts at the very onset. No surprises nor horror stories. And everyone is ready & rearing for more in days to come till culmination of another successful program.

P3B (Pose, Pause, Pounce & Bounce) Questioning Technique

It is a simple, yet sophisticated, AfL (Assessment for Learning) questioning technique to help teachers move from good-to-outstanding. It also helps address differentiation in the classroom, generated interest of learner & encourages teachers to take risks.

For many reasons it useful. Primarily, because that the strategy encourages teachers to take risks & tease out the learning in class. It also develops focus on differentiating objectives & learning experiences by varying questioning techniques. Not to mention generates accountability and transparency for all. Listed here is the four-part approach with additional information that explains the method.

Pose. Give context of your approach to participants. Insist on hands down before the question is delivered.

Pause. This is the hard part. Ask the class to hold the thought; ... think; ... think again! If students are captivated and engaged, try holding the silence for a little while longer and push the boundaries. Keep the reflection for as long as possible. Provide a question or a series of questions, ensuring that you ask the students to remain reflective.

Pounce. Insist the answer to the query comes from participant A and possibly B, directly and fast! Of course plan in your mind who you are going to ask, before speaking to the participants. Name student A to respond and don't move. Possibly don't speak and nip any comments, grunts or noises in the bud! It’s magic when you can hear, see & feel a captivated learning audience. Wait for an answer... pause... decipher support needed if no response is evidently on its way. (Of course, at this stage, you can instigate various strategies for peers to support the questionable participant A). If ‘A’ does manage to answer, the fun part starts here!

Bounce! Ask another participant B (immediately) after the POUNCE response, their opinion of student A's answer. This can be developed by asking student B & C their opinions to student A's response, irrespective if the answer is correct or not. An additional strategy is to bounce the question to a group A & subsequently, a sub-group B if group A do not deliver a suitable way forward. This ensures, facilitator is engaging a significant number of students with question at hand, whilst using this strategy, it also ensures the entire class can be called upon at any given time.

Teasing Out! Thinking Skills & Understanding of participants is far more important than moving onto the next page in the lesson. That's what Learning (education) is all about!

True Intellect Building

'Intellect' is a term used in studies of the human mind, and refers to the ability of the mind to reach to correct conclusions about what is true or real, and about how to solve problems.

Above-mentioned being a generally accepted definition of Intellect, it has been established with credibility that whomsoever has been exposed to the FM-K-CAASE 2014 is more enlightened on the specific topic. The part of reaching to one’s own correct conclusion ensures that he or she will be able to generate consensus within his own self to the mastery degree with reflection on previously available information.

The earlier dubious concept of intellect, ‘remembering things by heart’ has been shot down through this modus operandi. Participants are enabled to reflect on all tiers of FM-K-CAASE 2014, thus generating a synthesized personalized perception on any topic under discussion.

Accountability for Both Learner & Facilitator

Ongoing P3B-based Q&A sessions, under the FM-K-CAASE 2014, forces the Learner to be Accountable to the Facilitator and vice versa. Both parties are forced to work in parallel to achieve best possible results for duration of the meet.

Facilitator is in control of pace of learning of all. Weak members stuck at lower tiers of Cognition are respectfully pin-pointed and are posed more queries in generated discussion for the purpose of 'enabled' climbing of the FM-K-CAASE 2014 ladder. By end of each tutorial discussion, the Learner is personally satisfied and if he is not, can always hold the Facilitator accountable. This brings both the Learner & Facilitator in control of mutual process of learning with decreased friction.

Generate ‘Belief’ in Subject Matter

This is the fun part! Ability to alter people’s belief for the better and that too for the rest of their lives. Influence is so enigmatic and profound that degree of effect that this system carries is astonishing.

Conclusion

‘Triple RRR’ing the concept by attacking the same idea from all six stages of FM-K-CAASE 2014 has developed & altered Beliefs of many a course participants. This is first & foremost step in generating a required 21st Century Cultural-shift in EBT for the aviation training, learning and development industry. Most permanent of change is always the one which takes root in the Belief System of every individual. Collectively these Beliefs become the capstones of Cultures. To ensure the long term permanence of this controlled cultural-drift, the thought is incepted in the minds of all individuals for use at all later times to come as a second habit.

Saif, Andaz-e-Bayan, Baat Badal Deta Hai, Warnaa Dunya Mayn Koi Baat Nai Baat Nahin!

Translation: It matters not 'WHAT' you Communicate, but 'HOW' you Communicate!

For the coming two-of-three articles, Psychomotor and then Effective domains will be delved into with aviation EBT, learning, training and development in forefront. And obviously the FREE LIVE Webinar will culminate the whole program. Till next time... Adios Mis Amigos!