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Fundamentals Of Instruction > All > Flashcards

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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
Q

Responding to Student Questions

A

Understand the Question; clarify Act interested in the question Assess if student is satisfied. If not, try again.

25
Q

Characteristics of effective Written Exams

A

VOR DUC Validity Discriminate Objectivity Usability Reliability Comprehensiveness

26
Q

FAA PTS Grading Scale

A

1 - Describe 2 - Explain 3 - Practice 4 - Perform 5 - Not Observed

27
Q

Authentic Assessment

A

Student asked to perform real world tasks to demonstrate meaningful application and correlation of knowledge. ** HOTS, ADM, SBT

28
Q

Aviation Instructor’s Responsibilities HEMPS

A

Help Students Learn Emphasize the Positive Minimize Student Frustration Provide Adequate Instruction Standards for Performance

29
Q

Aviation Instructor’s Code of Conduct SBEAR NAA

A

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
Q

Aviation Instructor Professionalism SALAD

A

Sincerity Acceptance Language & Etiquette Appearance & Hygiene Demeanor

31
Q

Aviation Instructor Skills MAPS

A

Management Skills Assessment Skills People Skills Subject Matter Expertise

32
Q

Minimizing Student Frustration MAG BACK

A

Motivate Students Approach Students as Individuals Give Credit where Credit is Due Be Consistent Admit Errors Criticize Constructively Keep Students Informed

33
Q

Developing Communication Skills

A

Ask Questions Listen Use Role Playing to Convey Scenarios

35
Q

Basic Elements of Communication (AIH 3-2)

A

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
Q

Organization of a Lesson

A

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
Q

The Teaching Process

A

P-PARE Preparation Presentation Application Review Evaluation

37
Q

Teaching Methods

A

Lecture - sage on the stage Guided Discussion - guide by the side Demonstration/Performance - skill Computer Assisted - own pace

38
Q

Student Stress Reactions

A

FANA Freeze Abnormal Stress Reaction Normal Stress Reaction Anxiety

39
Q

Characteristics of a Good Scenario

A

Clear Set of Objectives Tailored to the Student Uses Local Environment

40
Q

Kinds of Errors (AIH 2-28)

A

Slip - error of action Mistake - error of thought

41
Q

Controlling Human Behavior

A

Know their Motivation = Why? Know their Learning Process = How? Understand how best to Teach them ** A change in behavior results from learning

42
Q

Developing Student Potential

A

** Motivation furthers student potential and is the Aviation Instructor’s responsibility. Basic Needs Met Encourage & Emphasize the Positive Recognize Defense Mechanisms

44
Q

Basic Human Needs “Mazlow’s Heirarchy” (AIH 1-3)

A

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
Q

General Rules to Ensure Good Student Relations

A

Treat them as individuals Everyone has a learning style Must adapt instruction to the student

45
Q

Defense Mechanisms (AIH 1-6)

A

DR FRD CPR Denial of Reality Reaction Formation Fantasy Rationalization Displacement - related Compensation Projection - unrelated Repression

46
Q

Barriers/Obstacles to Learning BAAPLUI

A

Basic Needs Not Met Apathy from Inadequate Instruction Anxiety Narrows Perceptual Field Physical Discomfort Lack of Interest & Motivation Unfair Treatment Impatience

47
Q

Barriers to Effective Communication (AIH 3-4)

A

COIL Confusion between symbol & symbolized object Overuse of Abstractions Interference Lack of Common Experience

48
Q

Characteristics of a Lesson Plan CUSP IFR

A

Content Unity Scope Practicality Instructional Steps Flexibility Relation to Course of Training

49
Q

Proper Lesson Plan Use A GRAF

A

Appropriate Flight Lessons for Student Guide - Use as a Guide Revise Periodically Adapt Lesson Plan to the Student Familiarity - Be Familiar with Lesson

50
Q

Purpose of a Lesson Plan CRAP GAP

A

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
Q

Development of a Course of Training

A

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
Q

Overlearing (AIH 2-23)

A

Continuing beyond proficiency, frequently used knowledge takes on the characteristic of a skill.

53
Q

Maintaining Motivation (AIH 2-29)

A

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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