Train-the-Trainer by DataHomeLab
Concept

Bloom's taxonomy

Bloom's taxonomy is a hierarchy of cognitive objectives. Use the revised form (Anderson and Krathwohl, 2001): Remember, Understand, Apply, Analyse, Evaluate, Create. Knowledge objectives are written against the lower four levels, because those cover the operational range of pilot training tasks. The hierarchy exists so objectives, teaching methods, and assessment all target the same depth of cognition.

Why it matters on the flight deck

An objective that says "the pilot will understand the autopilot" is not usable. "Understand" is not observable and not in the performance-verb glossary. An objective that says "the pilot will explain the engagement logic of the autopilot" is usable: Comprehension level, anchored in observable performance, testable in brief or oral check.

Depth must match operational need:

  • Memory items, fault interpretations, and time-critical system knowledge sit at KNOW (mastery and ready recall).
  • Checklist-scaffolded systems knowledge sits at BE FAMILIAR WITH (enough to apply with Quick Reference Handbook (QRH) / Electronic Centralised Aircraft Monitor (ECAM) support).
  • Cognitive operations on the job (identify, calculate, interpret, distinguish) sit at BE ABLE TO.

A fifth operational target, BE PROFICIENT, appears in Operations Manual Part D (OM-D) proficiency language and debrief targets; it completes the progression from recognition to unaided performance under representative conditions even though it is not one of the four Knowledge Objective Terminology labels.

Cognitive levels and performance verbs

The performance-verb glossary groups verbs by cognitive level. Write every knowledge objective with a verb from the glossary at the chosen level.

Level Cognitive demand Example verbs (glossary)
Knowledge (Remember) Recall previously learned material Define, describe, identify, list, name, recall, state
Comprehension (Understand) Grasp meaning: translate, interpret, predict Distinguish, estimate, explain, generalise, give examples
Application (Apply) Use learned material in new concrete situations Apply, calculate, demonstrate, implement, perform, solve
Analysis (Analyse) Break material into parts: see structure and relationships Analyse, diagnose, differentiate, examine, infer, relate

Higher levels (Evaluate, Create) appear in instructor and design work more than in line-pilot knowledge objectives, but the same discipline applies: name the verb that can be observed.

Knowledge-objective levels (operational terminology)

Term Depth When to use
KNOW Master and recall on demand Mis-recall creates flight-safety risk (memory items, critical indications)
BE FAMILIAR WITH Practical background: details available from resources Line procedures already scaffold the detail
BE ABLE TO Perform a defined cognitive operation Identify, calculate, interpret, distinguish under operational cues

These levels are the unit of Systematic Approach to Training (SAT) outputs: needs analysis produces objectives; objectives drive lesson plans, assessment methods, and evaluation fairness. Written objectives make evaluation less subjective across instructors.

Instructor use

  1. When writing or reviewing a lesson plan, reject non-glossary verbs ("understand," "appreciate," "know about").
  2. Match assessment form to level: recall questions for KNOW; resource-supported application for BE FAMILIAR WITH; performance of the cognitive act for BE ABLE TO.
  3. In oral checks and debriefs, ask at the level you claim to have taught. Lecturing at Apply level and examining at Remember level produces false confidence.
  4. Use the hierarchy to escalate questioning: fact → meaning → application → diagnosis of a fault chain.
  5. For design work, let training needs analysis (TNA) set depth; do not default every item to KNOW.

Connections

Sources