It is widely accepted that learning proceeds from basic physical imitation and repetition (rote) to a more cognitive understanding and application as experience increases. We observe this in nature with chimps and as parents with children. This is an accepted framework in the Rote-Understanding-Correlation pyramid found in the Aviation Instructor’s Handbook.
There are two problems with this model as it is currently presented. First, the increasingly common command to “Teach at the correlation level” under-emphasizes the increasingly weak manual skills in most pilots that lead to Loss of Control accidents. We must continually remember to teach each learning level thoroughly and in order – just like the basic skill-building blocks before the complex maneuvers. Every learning experience must start with a rote-level exposure and repetition to the level of habit to establish implicit muscle memory. We cannot teach at the correlation level initially any more than we can build a house starting with the roof.
Secondarily, the word “correlation” does not capture what we really want to achieve at the highest level of pilot performance. Defined as “A basic level of learning where the learner can associate what has been learned, understood, and applied with previous or subsequent learning,” this merely restates the lower learning levels. We need a word that fully captures the final objective of pilot training (and if anyone knows where the term “correlation” originated, I would love to know).
For years, every CFI learned and repeated “correlation” as the holy grail of our educational efforts; it’s become a cultural artifact. The higher levels of learning are build through exposure and experience – as with all learning. As educators, we “help people learn,” by guiding perceptions and building insights. Reflective analysis (critical self-evaluation), creates this highest level and is initially guided and then personally generated. This habit leads to the humility and lifetime learning that creates master pilots. These learners are constantly vigilant and alert for new ideas and skills – and are constantly improving. Every pilot should be taught this skill.
The Aviation Instructor’s Handbook is experimenting with newer terms to replace “correlation” like “higher order thinking skills” (HOTs) derived from the higher levels of Bloom’s Taxonomy:”analysis, synthesis, evaluation.” However “correlation” still persists in our instructor training materials. Most experienced instructors I discuss this with suggest “metacognition” (thinking about thinking) or “global awareness” as what distinguishes the highest level of learning. Metacognition combines the familiar “situational awareness” with reflective self-awareness. This term totally captures the current situation while projecting consequences into the future. A complete description of metacognition and its value to the educator is found in “How We Learn,” a free book available online and highly recommended for every aviation educator (the *real* FOI). Fly safely out there (and often)!
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