Rowena V.

Rafil
BeEd-IV

Instrument Approach

In aviation, an instrument approach, or instrument approach

procedure (IAP), is a series of predetermined maneuvers for the
orderly transfer of an aircraft under instrument flight conditions
from the beginning of the initial approach to a landing or to a
point from which a landing may be made visually.

These approaches are approved in the United States by the FAA

or the United States Department of Defense for the military. The
ICAO defines an instrument approach as a series of predetermined
maneuvers by reference to flight instruments with specific
protection from obstacles from the initial approach fix, or where
applicable, from the beginning of a defined arrival route to a point
from which a landing can be completed and thereafter, if landing is
not completed, to a position at which holding or enroute obstacle
clearance criteria apply.
 Reflection
Instrument approach procedure charts provide a wealth of
information to enable pilots to fly approaches safely in instrument
conditions, but sometimes the charts can be confusing. The FAA,
general aviation associations, and the charting industry have been
working to update the charts to make it easier for pilots to look at
the chart and know immediately what kind of navigation is
required for the entire approach and any segment of the approach.

Beginning in August 2017, the FAA will be adding a box near the
top of the approach chart, above the briefing area, that lists the
type of navigation equipment necessary to enter the procedure and
to fly any portion of the procedure. The addition of the box will be
phased in as new procedures are added and existing procedures
amended. The title of the approach chart will continue to list the
equipment required to fly the final approach segment, such as ILS
or LOC.
The area, called the equipment requirements box for conventional
procedures and the Performance Based Navigation (PBN)
requirements box for RNAV procedures, will be the only area on
the chart that lists the additional equipment or performance
requirement needed for the approach. Currently, equipment and
performance requirements can be found in the briefing strip and
the planview area, and the two don’t always list the same types of
navigation equipment as being required, which can create
confusion.
 Rowena V. Rafil
BeEd-IV

Facilitated learning

Facilitated learning is where the students are encouraged to take

more control of their learning process. The trainer's role becomes
that of a facilitator and organizer providing resources and support
to learners. In turn the participants learn with and from each other
as they identify and implement solutions to challenges, problems
or other developmental issues. They might also set their own
objectives and be responsible for learning assessment.

The technique is used most frequently in university education and

more formal study. It is probably not a methodology that trainers
in the archive field will be able to use exclusively, but it offers
some techniques and approaches that can be incorporated into
training courses that run over several days. For example having
participants work independently to develop an action plan, related
to the course content but tailored to their needs.
 Reflection
As already noted, the teacher’s role in facilitated learning is to
create and manage collaborative learning experiences, or group
learning in which exchanges between instructors and learners and
among learners occur over a period of time.Facilitated courses and
learning experiences usually take place over a series of weeks and
may include:
a. On-demand tutorials, presentations, and keynote addresses
b. Online or face-to-face group discussions and exchanges
c. Handouts, readings, and links to relevant Websites
d. File and link sharing
e. Surveys and polls
f. Virtual real-time or physical classroom sessions, lectures,
seminars
g. Brainstorming sessions (virtual or face-to-face)
h. Group activities such as role play and games
i. Field trips
j. Projects and case studies
Facilitated learning in its purist form is likely to occur in a well-
resourced environment with participants who are highly motivated
and pro-active. Most training environments are unlikely to be able
to offer the necessary conditions. However, elements of facilitated
learning can be combined effectively with other styles of training
to provide many of the benefits inherent in the methodology.
 Domingo B. Aquilam Jr.
BeEd-IV

Case Method
The case method is a teaching approach that uses decision-
forcing cases to put students in the role of people who were
faced with difficult decisions at some point in the past. In sharp
contrast to many other teaching methods, the case method
requires that instructors refrain from providing their own
opinions about the decisions in question. Rather, the chief task
of instructors who use the case method is asking students to
devise and defend solutions to the problems at the heart of each
case.
Cases are narratives, situations, select data samplings, or
statements that present unresolved and provocative issues,
situations, or questions (Indiana University Teaching Handbook,
2005). The case method is a participatory, discussion-based way
of learning where students gain skills in critical thinking,
communication, and group dynamics. It is a type of problem-
based learning. Often seen in the professional schools of
medicine, law, and business, the case method is now used
successfully in disciplines such as engineering, chemistry,
education, and journalism. Students can work through a case
during class as a whole or in small groups.
cases are a valuable way for learning to occur. It takes a fair
amount of preparation by both the teacher and the students, but
don't forget these benefits (Bruner, 2002):
 The teacher is learning as well as the students. Because of
the interactive nature of this method, the teacher constantly
“encounters fresh perspective on old problems or tests
classic solutions to new problems.”
 The students are having fun, are motivated and engaged. If
done well, the students are working collaboratively to
support each other.
 Is a partnership between students and teacher as well as
among students.
 Promotes more effective contextual learning and long-term
retention.
 Involves trust that students will find the answers.
 Answers questions not only of “how” but “why.”
 Provides students the opportunity to “walk around the
problem” and to see varied perspectives.
In social learning theory, Albert Bandura (1977) agrees with the
behaviorist learning theories of classical
conditioning and operant conditioning. However, he adds two
important ideas:
1. Mediating processes occur between stimuli & responses.
2. Behavior is learned from the environment through the
process of observational learning.
Children observe the people around them behaving in
various ways. This is illustrated during the famous Bobo
doll experiment (Bandura, 1961).
Individuals that are observed are called models. In society,
children are surrounded by many influential models, such
as parents within the family, characters on children’s TV,
friends within their peer group and teachers at school.
These models provide examples of behavior to observe and
imitate, e.g., masculine and feminine, pro and anti-social,
etc.
Children pay attention to some of these people (models) and encode
their behavior. At a later time they may imitate (i.e., copy) the behavior
they have observed. They may do this regardless of whether the
behavior is ‘gender appropriate’ or not, but there are a number of
processes that make it more likely that a child will reproduce the
behavior that its society deems appropriate for its gender.

First, the child is more likely to attend to and imitate those people it
perceives as similar to itself. Consequently, it is more likely to imitate
behavior modeled by people of the same gender

Second, the people around the child will respond to the behavior it
imitates with either reinforcement or punishment. If a child imitates a
model’s behavior and the consequences are rewarding, the child is likely
to continue performing the behavior. If a parent sees a little girl
consoling her teddy bear and says “what a kind girl you are,” this is
rewarding for the child and makes it more likely that she will repeat the
behavior. Her behavior has been reinforced (i.e., strengthened).

Reinforcement can be external or internal and can be positive or

negative. If a child wants approval from parents or peers, this approval
is an external reinforcement, but feeling happy about being approved of
is an internal reinforcement. A child will behave in a way which it
believes will earn approval because it desires approval. Positive (or
negative) reinforcement will have little impact if the reinforcement
offered externally does not match with an individual's needs.
Reinforcement can be positive or negative, but the important factor
is that it will usually lead to a change in a person's behavior.

Third, the child will also take into account of what happens to
other people when deciding whether or not to copy someone’s
actions. A person learns by observing the consequences of another
person’s (i.e., models) behavior, e.g., a younger sister observing an
older sister being rewarded for a particular behavior is more likely
to repeat that behavior herself. This is known as vicarious
reinforcement.