O1: Explain what the different flight instruments in the cockpit of a Boeing 747 tell the pilot. According to Bloom’s Taxonomy (Booker, 2007; Snowman & McCown, 2013), the objective listed above is on the first level of the cognitive domain; knowledge, and does touch slightly on the second level of comprehension. Explaining different flight instruments in the cockpit would be rote memorization; the subject would need to memorize that specific information. Taking it a step further and asking for the objective to be what those instruments tell the pilot requires more that memorization. It would require the subject to understand and comprehend what those instruments do. The subject would likely need to put those answers in their own words in order to fully grasp the concept. O2: Explain the items in the Normal Procedures Checklist for preflight in a Boeing 747-400. Similarly, this …show more content…
A great instructional activity to further the subjects’ comprehension and solidify the information into long-term memory would be drawing a diagram of the cockpit. On this diagram, information bubbles regarding what each instrument tells the pilot could be drawn by the subject and compared in groups of subjects. Another instructional activity would be a computer program with all of the information already programed into it and the user would click on the cockpit instrument and there would be pop-ups explaining what each does. O2: Explain the items in the Normal Procedures Checklist for preflight in a Boeing 747-400. A great instructional activity for this objective would be procedure checklist Bingo. The procedures would all be listed on the card (in random orders), someone would act them out (instead of calling numbers), and once the subject has Bingo, they must give their list in order in which they are to occur in the preflight checklist. Instructional