Figure 3-10.  Learning is progressive and occurs at several basic levels.  For example, Bill may explain the procedure for entering a level, left turn to Beverly. The procedure includes several steps: (1)  visually clear the area, (2) add a slight amount of power to maintain airspeed, (3) apply aileron control pressure to the left, (4) add  sufficient rudder pressure in the direction of the turn to avoid slipping and skidding, and (5) increase back pressure to maintain  altitude. When Beverly verbally repeats this instruction, she has learned the procedure by rote. This will not be very useful to her if  there is never an opportunity to make a turn in flight, or if she has no knowledge of the function of aircraft controls.  With proper instruction on the effect and use of the flight controls, and experience in controlling the aircraft during straight-and-level  flight, Beverly can consolidate old and new perceptions into an insight on how to make a turn. At this point, she has developed an  understanding of the procedure for turning the aircraft in flight. This understanding is basic to effective learning, but may not  necessarily enable her to make a correct turn on the first attempt.  When Beverly understands the procedure for entering a turn, has had turns demonstrated, and has practiced turn entries until  consistency has been achieved, she has developed the skill to apply what has been learned. This is a major level of learning, and one  at which the instructor is too often willing to stop. Discontinuing instruction on turn entries at this point and directing subsequent  instruction exclusively to other elements of piloting performance is characteristic of piecemeal instruction, which is usually  inefficient.  The correlation level of learning, which should be the objective of aviation instruction, is that level at which the individual becomes  able to associate an element which has been taught with other segments or blocks of learning. The other segments may be items or  skills previously learned or new tasks to be undertaken in the future. When Beverly has achieved this level of learning in turn entries,  for example, she has developed the ability to correlate the elements of turn entries with the performance in traffic patterns.  The three higher levels of the cognitive domain include analysis, synthesis and evaluation (the HOTS level previously mentioned in  the learning theory section). The analysis level involves breaking the information into its component parts, examining, and trying to  understand the information in order to develop conclusions, make inferences, and/or find evidence to support generalizations. This  level uses such verbs as points out, differentiate, distinguish, examine, discriminate, compare, outline, prioritize, recognize, or  subdivide.  Synthesis involves putting parts together to form a new and integrated whole. Typical verbs for this level include create, design, plan,  organize, generate, write, adapt, compare, formulate, devise, model, revise, or incorporate. The final level in the taxonomy is  evaluation and involves making judgments about the merits of ideas, materials, or phenomena. The following example demonstrates  the difference between learning on the first three levels versus learning critical thinking skills.  Bill provides a detailed explanation on how to control for wind drift. The explanation includes a thorough coverage of heading,  speed, angle of bank, altitude, terrain, and wind direction plus velocity. The explanation is followed by a demonstration and repeated  practice of a specific flight maneuver, such as turns around a point or S-turns across the road until the maneuver can be consistently  accomplished in a safe and effective manner within a specified limit of heading, altitude, and airspeed. At the end of this lesson,  Beverly is only capable of performing the maneuver.  3-15 