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1
Q

Definition of Human Behavior

A

Why people do what they do. Seeking to meet certain basic human needs.

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2
Q

Definition of Learning (AIH 2-2)

A

The change on behavior as a result of experience.

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3
Q

Definition of Perception (AIH 2-7)

A

All learning is based on perceptions. Perceptions result when a person gives meaning to external stimuli or sensations through the senses.

**Influenced by experience, goals, values, & beliefs.

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4
Q

Definition of Insight (AIH 2-8)

A

The grouping of perceptions into meaningful wholes. **A primary focus as an instructor

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5
Q

Characteristics of Learning (AIH 2-15)

A

RAMP

Result of Experience

Active Process

Multi-Faceted

Purposeful

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6
Q

Laws of Learning (AIH 2-10)

A

REEPIR

Readiness

Exercise

Effect

Primacy

Intensity

Recency

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7
Q

Factors affecting Learning & Perceptions (AIH 2-7)

A

PG-SET

Physical Organism & Basic Needs Met

Goals & Values

Self Concept

Element of Threat

Time & Opportunity

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8
Q

Levels of Learning (AIH 2-13)

A

RUAC

Rote - memorize FOIs

Understanding - explain FOIs

Application - describe FOIs in scenario

Correlation - ability to assess student behavior and relate it to the FOIs

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9
Q

Principles of Skill Acquisition

A

Stages of Skill Acquisition (AIH 2-20) CAA

Cognitive

Associative

Automatic Response

Practice Required

Inform Students of Progress

Learning Plateaus (AIH 2-21) - normal and expected Performing Skill to a Standard

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10
Q

Domains of Learning (AIH 2-12)

A

CAP

Cognitive - thinking and knowledge

-Recall, Understanding, Application, Analysis, Synthesis

Affective - feelings and attitudes

-Awareness, Respond, Valuing, Organization, Integration

Psych-motor - doing and skills

-Observation, Imitation, Practice

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11
Q

Components of Memory (AIH 2-32)

A

Sensory Registry - filter & decipher

Short Term - working memory.

-Work Bench: limited space, unpack/repack before after use.

Long Term - permanent storage. Recoded from working.

-Storage shelf, sometimes get packed incorrectly, or a piece gets lost during packing.

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12
Q

Forgetting (AIH 2-34)

A

DIRR

Disuse/Fading

Interference

Repression

Recall Failure

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13
Q

Retention of Learning / Factors Aiding Memory

(AIH 2-35)

A

MAMAPS

Meaningful Repetition

Association

Mnemonics

Attitudes: Favorable

Praise

Senses: Using more/all

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14
Q

Transfer of Learning (AIH 2-36)

A

PNNF

Positive - quick stop -> flare

Negative - auto -> hover auto

Near - similar contexts R22 -> R44

Far - contexts appear remote / alien to another, but are conceptually similar. Apply knowledge in a new way

Settling With Power Recovery -> Enter Auto (vortices)

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14
Q

Principles of Risk Management

A

A-AIM

Accept no unnecessary risk

Accept risk only when benefit > risk

Incorporate RM into all levels of Flight Training

Make risk decisions appropriate to student level

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15
Q

Habit Formation (AIH 2-37)

A

** Correctly learned Habit Patterns are essential for furthering learning and correct performance

Primacy - teach good habits from start, bad habits are hard to break

Progressive Buidling Blocks - habits built on each other

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16
Q

Ways to Mitigate Risk

A

IMSAFE

3 Ps

Perceive PAVE - Pilot, Aircraft, enVironment, External Pressures

Process CARE - Consequences, Alternatives, Reality, External Factors

Perform TEAM - Tranfer, Eliminate, Accept, Mitigate

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17
Q

What is a Syllabus?

A
  • A lesson by lesson outline.
  • Organized blocks of learning in an efficient order to achieve a final goal.
  • Used primarily as a guide.
  • Can be flexible.
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18
Q

Scenario Based Training

A

Challenges students with real world scenarios to develop and improve ADM skills and correlate knowledge.

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19
Q

Critique vs Evaluation

A

Critique- how they did. Constructive, good and bad, can learn from it.

Evaluation - check ride. Performance against a standard, graded.

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20
Q

Types of Critiques

A

ISSSS

Instructor Led

Student Led

Small Group

Student - Student

Self Critique

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21
Q

Characteristics of an effective Critique

A

FAST COCO

Flexible

Acceptable

Specific

Thoughtful

Comprehensive

Organized

Constructive

Objective

22
Q

Characteristics of GOOD Questions

A

BAC PAC Brief & Concise Poses Challenge Applied to Subject Adapted to PT Clear & Definite Centered 1 Idea

23
Q

Characteristics of BAD Questions

A

POT BITY Puzzle. Bewilderment Over General Irrelevant Toss up Trick Yes/No

24
Responding to Student Questions
Understand the Question; clarify Act interested in the question Assess if student is satisfied. If not, try again.
25
Characteristics of effective Written Exams
VOR DUC Validity Discriminate Objectivity Usability Reliability Comprehensiveness
26
FAA PTS Grading Scale
1 - Describe 2 - Explain 3 - Practice 4 - Perform 5 - Not Observed
27
Authentic Assessment
Student asked to perform real world tasks to demonstrate meaningful application and correlation of knowledge. \*\* HOTS, ADM, SBT
28
Aviation Instructor's Responsibilities HEMPS
Help Students Learn Emphasize the Positive Minimize Student Frustration Provide Adequate Instruction Standards for Performance
29
Aviation Instructor's Code of Conduct SBEAR NAA
Safety is #1 Be Accountable for Actions Exercise good Judgement Act Professionally Recognize & Manage Risks Never Lie Adhere to personal & school limits Adhere to laws & regulations
30
Aviation Instructor Professionalism SALAD
Sincerity Acceptance Language & Etiquette Appearance & Hygiene Demeanor
31
Aviation Instructor Skills MAPS
Management Skills Assessment Skills People Skills Subject Matter Expertise
32
Minimizing Student Frustration MAG BACK
Motivate Students Approach Students as Individuals Give Credit where Credit is Due Be Consistent Admit Errors Criticize Constructively Keep Students Informed
33
Developing Communication Skills
Ask Questions Listen Use Role Playing to Convey Scenarios
35
Basic Elements of Communication (AIH 3-2)
Person transmitting ideas / feelings to another. Source - sender of the message Symbols - language, words, facial expressions, motions to convey message Receiver - for whom the message was intended. decodes
35
Organization of a Lesson
Introduction - AMO Attention Motivation Overview Body - logical flow Known -\> Unknown Simple -\> Complex Conclusion - review & quiz No New Material Revisit Key Points Oral Quizzing to Determine Effective
36
The Teaching Process
P-PARE Preparation Presentation Application Review Evaluation
37
Teaching Methods
Lecture - sage on the stage Guided Discussion - guide by the side Demonstration/Performance - skill Computer Assisted - own pace
38
Student Stress Reactions
FANA Freeze Abnormal Stress Reaction Normal Stress Reaction Anxiety
39
Characteristics of a Good Scenario
Clear Set of Objectives Tailored to the Student Uses Local Environment
40
Kinds of Errors (AIH 2-28)
Slip - error of action Mistake - error of thought
41
Controlling Human Behavior
Know their Motivation = Why? Know their Learning Process = How? Understand how best to Teach them \*\* A change in behavior results from learning
42
Developing Student Potential
\*\* Motivation furthers student potential and is the Aviation Instructor's responsibility. Basic Needs Met Encourage & Emphasize the Positive Recognize Defense Mechanisms
44
Basic Human Needs "Mazlow's Heirarchy" (AIH 1-3)
PS-BECAS Physiological - food, water, sleep, air Security - need to feel safe Belonging - need love & acceptance Esteem - need favorable self concept Cognitive - need for knowledge Aesthetic - need for beauty & nature Self-Actualization - be the best you can be, do what you're meant to do
44
General Rules to Ensure Good Student Relations
Treat them as individuals Everyone has a learning style Must adapt instruction to the student
45
Defense Mechanisms (AIH 1-6)
DR FRD CPR Denial of Reality Reaction Formation Fantasy Rationalization Displacement - related Compensation Projection - unrelated Repression
46
Barriers/Obstacles to Learning BAAPLUI
Basic Needs Not Met Apathy from Inadequate Instruction Anxiety Narrows Perceptual Field Physical Discomfort Lack of Interest & Motivation Unfair Treatment Impatience
47
Barriers to Effective Communication (AIH 3-4)
COIL Confusion between symbol & symbolized object Overuse of Abstractions Interference Lack of Common Experience
48
Characteristics of a Lesson Plan CUSP IFR
Content Unity Scope Practicality Instructional Steps Flexibility Relation to Course of Training
49
Proper Lesson Plan Use A GRAF
Appropriate Flight Lessons for Student Guide - Use as a Guide Revise Periodically Adapt Lesson Plan to the Student Familiarity - Be Familiar with Lesson
50
Purpose of a Lesson Plan CRAP GAP
Considerations given to all parts Relates to lessons objectives Assures wise material selection Provides an outline Gives instructor confidence Aids in sequencing of learning Promotes uniformity
51
Development of a Course of Training
Design a series of blocks of learning, organized to achieve a specific goal. All the parts lead to a final goal, i.e. Private Pilot Certification
52
Overlearing (AIH 2-23)
Continuing beyond proficiency, frequently used knowledge takes on the characteristic of a skill.
53
Maintaining Motivation (AIH 2-29)
Motivation is the why for someone's actions, and lies at the heart of their goals. -Reward Success -Present Challenges

Fundamentals Of Instruction (1 decks)

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