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Then Bill asks Beverly to plan for the arrival at a specific nontowered airport. The planning should take into consideration the possible wind conditions, arrival paths, airport information and communication procedures, available runways, recommended traffic patterns, courses of action, and preparation for unexpected situations. Upon arrival at the airport, Beverly makes decisions (with guidance and feedback as necessary) to safely enter and fly the traffic pattern. This is followed by a discussion of what was done, why it was done, the consequences, and other possible courses of action and how it applies to other airports. At the end of this lesson the learner is capable of explaining the safe arrival at any nontowered airport in any wind condition. 

For aviation instructors, educational objectives for the first three levels (knowledge, comprehension, and application) are generally gained as the result of attending a ground school, reading about aircraft systems, listening to a preflight briefing, or taking part in computer-based training. The highest educational objective levels in this domain (analysis, synthesis, and evaluation) can be acquired through SBT training. For example, the learner pilot understands how to correctly evaluate a flight maneuver or the maintenance learner repairs an aircraft engine. Sample questions for each level of the cognitive domain are provided in Figure 3-9. 

## Affective Domain 

The affective domain addresses a learner’s emotions toward the educational experience. It includes feelings, values, enthusiasms, motivations, and attitudes. [Figure 3-11] For the aviation instructor, this may mean how the individual approaches learning. Is he or she motivated to learn? Does he or she exhibit confidence in learning? Does the learner display a positive attitude towards safety and risk mitigation? 

The affective domain provides a framework for teaching in five levels: awareness, response, value, organizing, and integration. In this taxonomy, the learner begins on the awareness level and is open to learning, willing to listen to the instructor. As the learner traverses the taxonomy, he or she responds by participating actively in the training, decides the value of the training, organizes the training into his or her personal belief system, and finally internalizes it. 

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The affective domain is more difficult to measure, but motivation and enthusiasm are important components of any learning. Therefore, the aviation instructor should be acquainted with this facet of learning. Motivation is discussed in depth later in the chapter. 

