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Instructor Rating > CAAP 5.14-2 > Flashcards

CAAP 5.14-2 Flashcards

1
Q

What is a trainer?

A

Train- To make proficient by instruction and practice

Flight instructors are trainers. You aim to give students good instruction and sufficient practice so they can fly an aircraft proficiently and safely.

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2
Q

What are the 7 learning factors?

A
  1. Readiness
    - Mentally, physically, and emotionally ready to learn
  2. Primacy
    - Present new knowledge and skills correctly the first time
  3. Relationship
    - Present lessons in a logical sequence of known to unknown,s simple to complex, easy to difficult, and concrete to abstract
  4. Excercise
    - Engaged in meaningful activity
  5. Intensity
    - Dramatic, realistic or unexpected things as they are remembered the longest
  6. Effect
    - Ensure students gain a feeling of satisfaction from taking part in the lesson
  7. Recency
    - Summarise and practice the important points at the end of each lesson as the last things learnt will be remembered the longest
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3
Q

Explain readiness….

A
  • A person must be ready to learn
  • Provide well-conceived motivation
  • Student needs a strong purpose, a clear objective, and a sound reason for leaning
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4
Q

Suggestions to arouse interest from students…

A
  • Start the lesson with an attention-grabbing opening
  • State specifically what is required during the lesson
  • State purpose of lesson and stress benefit (Try to give more than one example)
  • Describe where the lesson fits in the overall learning picture
  • Confirm that the required level of knowledge has been obtained before proceeding
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5
Q

After 2 days how much will students remember?

A

70%

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6
Q

After a month how much will students remember?

A

40%

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7
Q

Review time to maximize memory..

A 
Initial Training- 50 minutes 
1st Review (at 2 days)- 15 minutes 
2nd Review (at 7 days)- 10 minutes 
3rd Review (at 28 days)- 5 minutes
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8
Q

Explain Primacy…

A
  • First impressions last

- teach/ show correctly the first time to avoid having to unlearn behavior

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9
Q

Suggestions in relation to primacy…

A
  • Rehearse lessons and become thoroughly proficient
  • Attempt to give a perfect demonstration
  • Avoid talking during the demonstration to allow maximum concentration
  • Supervise student performing exercise and stop student as soon as an error is noticed
  • Never allow students to make a mistake in the initial stages of flight training
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10
Q

Explain relationship…

A
  • Present lesson in a logical sequence

- Understand the relationship between new and old facts or between ideas and skills

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11
Q

A suggestion in relation to Relationship…

A
  • Present lessons in a logical sequence:
  • Known to unknown
  • Easy to difficult
  • Concrete to abstract
  • Simple to complex
  • Familiar to unfamiliar
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12
Q

Explain Excercise…

A
  • Meaningful mental or physical activity
  • Correct practice and repetition
  • If students can answer how and why questions they usually have a good grasp of the topic
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13
Q

Suggestions in relation to Exercise…

A
  • Avoid ‘what’ questions and focus on ‘how’ and ‘why’
  • Avoid repeating yourself, have them relate facts back to you
  • Give students challenging problems and provide only enough assistance to keep them on track
  • Test knowledge and abilities frequently but make sure students have sound knowledge so they don’t become frustrated
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14
Q

Explain Intensity…

A
  • Students learn from dramatic or exciting experiences
  • Make learning realistic, relevant, and impactful
  • Use your imagination
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15
Q

Suggestions in relation to Intensity…

A
  • Show enthusiasm and sincerity
  • Use speech variations
  • Use gestures
  • Use a variety of training aids
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16
Q

Explain effect…

A
  • Learning is strengthened when accompanied by a pleasant or satisfying feeling
  • Students remember less when they experience feelings of defeat, frustration, and anger
  • Sandwich method; positive, negative, positive criticism
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17
Q

Suggestions in relation to effect…

A
  • Involve students in the lesson
  • Obtain feedback, ask students questions
  • Show students how to improve and praise when improvement has been made
  • Back up all statements with reasons
  • Ensure some degree of success in each lesson
  • If performance is deteriorating; quit lesson rather than pushing on
  • Avoid ridicule or sarcasm
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18
Q

Explain Recency…

A
  • The things learnt last will be remembered the longest

- Have constant reviews of material

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19
Q

Suggestions for recency…

A
  • Pre-flight briefing immediately before air exercise
  • Summarise important points at the end of each lesson
  • Conduct test as last part of the lesson
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20
Q

What is the purpose of oral questioning?

A
  • Promote mental activity
  • Arouse and maintain student interest
  • Guide thought
  • Evaluate learning
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21
Q

How we promote mental activity in questioning…

A
  • State a fact and provide visual or verbal support to back it up
  • Students need to work it out themselves to really cement knowledge
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22
Q

How we arouse and maintain student interest…

A
  • Questioning makes students feel they are participating and contributing
  • Telling is not teaching
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23
Q

How we guide thought…

A
  • Lead students to a logical solution

- Directs student thinking

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24
Q

How we evaluate learning…

A
  • Ensure students are following along before you proceed

- Questions confirm students have obtained knowledge

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25
Q

What are the desired qualities of good oral questioning?

A
  • Easily understood
  • Composed of common words
  • Thought-provoking
  • About a major teaching point of the lesson
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26
Q

Procedure to ensure mental participation of all students…

A
  • Ask the question
  • Prepare questions before the lesson
  • Pause
  • 1-5 seconds
  • Name the student
  • Give the most difficult questions to the most advanced students
  • Listen to the answer
  • Confirm correct response
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27
Q

How to handle student answers…

A
  • Discourage group answers
  • Do not make a habit of repeating answers
  • Give credit for good answers
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28
Q

How to handle student questions…

A
  • Encourage questions
  • Pass questions to other students
  • Reject questions not related to the lesson
  • Do not bluff
  • Ensure that all the class hear the question
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29
Q

What are the 5 basic procedures for the demonstration-performance method?

A
  1. Explanation
  2. Demonstration
  3. Student performance
  4. Instructor supervision
  5. Evaluation
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30
Q

Rules for using the demonstration- performance method…

A
  • Give a perfect demonstration
  • Give step by step explanation
  • Have students imitate steps of the skill with close supervision
  • Provide student practice with assistance when necessary
  • Student practice time equals or exceeds demonstration, explanation, and student performance under close supervision
  • Never ask students to perform anything whilst explaining
  • Complete with the evaluation so students can prove what they can do
  • Stick with them until done corerctly
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31
Q

The reason you need a lesson plan…

A
  • Acts as a guide and keeps you on track

- Ensures important points are covered

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32
Q

What to include in the lesson plan…

A
  • Sufficient notes to jog memory on talking points
  • Specific questions and answers to confirm learning
  • Visual aid instructions
  • Well thought out opening and a closing statement
  • Time estimates for each major item
  • Visual aids plan
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33
Q

What to avoid in the lesson plan…

A
  • Writing in full detail
  • Using single space format
  • Writing in longhand
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34
Q

Reason for preparing classroom area before lesson…

A
  • Arranged for student learning
  • May miss point if they can’t see all aids
  • More professional not wasting time organizing
35
Q

Reason for checking training aids before lesson…

A
  • Avoids embarrassment
36
Q

Reason for preparing students for learning…

A
  • They must be physically, mentally, and emotionally ready to learn
37
Q

How to prepare students for learning…

A
  • Explain what is required from them during the lesson
  • Explain why they should take part and how new skill or knowledge will benefit them
  • Describe the overall picture of the lesson
  • Generally, require 10% of lesson time on preparing students to learn
38
Q

Reason for starting presentation at the level of student understanding…

A
  • If you being at a level that is too advanced there will be confusion and little learning will be accomplished
39
Q

How to determine the student’s level of understanding…

A
  • Determine at the beginning what your students know and don’t know
  • Have periodic reviews
  • Conduct a review of the previous lesson before you start each lesson
40
Q

Reason for proceeding at the rate of comprehension…

A

If you get ahead of students, you are in the position as if you started above their level

41
Q

How to ensure you are proceeding at the required rate…

A
  • Arrange material in stages
  • Stop and ask questions at the end of each stage
  • If students answer correctly continue if not, reteach
  • 8-12 minutes is a good stage length
  • Write out well thought out questions
  • Observe students facial expressions closely
  • Encourage students to ask questions
  • Provide lots of practice before moving on
42
Q

Reason for identifying and emphasizing major points for the students…

A

During every presentation, there is a mix of need to know material and nice to know the material

43
Q

How to identify and emphasize important points…

A
  • Visual aid for main points
  • 75% of learning comes from vision
  • 13% comes from hearing
  • Have students write main points or give students main points
  • Make verbal statement ‘ this point is very important’
  • Prepare handout that identifies major points
  • Raise the volume of voice and reduce the rate of delivery
  • Emphasize easily forgotten points also
  • Give examples, make comparisons and give a reason
  • Use summaries
  • Periodic reviews of need to know the material
  • Home assignment
  • Training aids that appeal to a variety of senses ( Touch, feel, etc.)
  • Don’t emphasize nice to know material
44
Q

Reasons for giving clear explanations and demonstrations…

A

If students don’t understand you will have to reteach

45
Q

Suggestions for ensuring explanations and demonstrations are clear…

A
  • Start by referring to something already known
  • Use common words and phrases
  • Reduce complex material to more simple ideas
  • Demonstrate correctly
  • Break demonstration into steps when simultaneously explaining
46
Q

Reason for using visual aids…

A
  • 75% of learning is visual
47
Q

Sources of ideas for visual aids…

A
  • Graphic artists or production of visual aids
  • Other instructors
  • Commercial displays
  • Imagination
48
Q

Types of visual support…

A
  • Actual equipment
  • Charts, diagrams, pictures
  • Film
  • People
49
Q

Guidelines for visual aids…

A
  • Plan lesson then add visual aids
  • Use visual for all major points
  • Simple and clear
  • Can be seen by all students
  • Variety of colors
  • Remove when not in use
  • If it includes word check spelling
  • Stand away and use a pointer
  • Have labelled and unlabelled charts so student can get involved
50
Q

Reason for varying the rate, volume, and pitch of your voice…

A
  • Variety sparks interest

- Dull speaking creates boredom

51
Q

What to consider when varying rate, volume and pitch…

A
  • Speak at a fast rate with nice to know material
  • Speak at a slow rate for the need to know material
  • Adjust the volume so everyone can hear you
52
Q

Reason for obtaining feedback from students by looking at them…

A

Gives student feeling you are interested and allows you to determine if they understand what you are presenting

53
Q

What to consider when obtaining feedback through eye contact…

A
  • Look directly at students but don’t stare

- Don’t favour individuals

54
Q

Reason for requiring maximum student activity in the lesson…

A

Students learn easier if they are actively engaged

55
Q

Things to consider in relation to requiring maximum student activity in lessons…

A
  • Practice is usually in the form of answering questions
  • Use the sound questioning technique
  • Distribute questions evenly among students
  • Make questions thought-provoking
  • Avoid YES/ NO questions unless following up with why/ how the question
  • Avoid general or ambiguous questions
  • Involve students in hands-on practice
  • Supervise very closely
  • Introduce competition ( Speed or ability) but only when almost mastered skill
56
Q

The rate of learning is affected by such things as…

A
  • Diversions
  • Lagging motivation
  • Emotional disturbances
  • Upset training schedule
  • Weather
  • Equipment breakdown
  • Unavoidable absences
57
Q

How to accelerate improvement and prevent plateau?

A

Careful fault analysis and concentrating instruction on that one phase of operation concerned

58
Q

What are differences in the rate of learning caused by?

A
  • Intelligence
  • Background
  • Experience
  • Interest
  • Desire to learn
  • Physiological
  • Emotional
  • Physical factors
59
Q

3 categories of emotions…

A
  • Mild emotion
  • Strong emotion
  • Disruptive emotion
60
Q

What is mild emotion?

A
  • Everyday type of emotion such as the small amount of satisfaction or dissatisfaction with jobs, personal life and with other people
  • Effect motivation
61
Q

What is strong emotion?

A
  • Not felt in everyday life
  • Causes most emotional problems in flight training
  • Cause large amounts of tension
  • No one can work properly with prolonged tension
  • Strong emotion can however be coped with
62
Q

What is disruptive emotion?

A
  • Severe, deep-rooted emotional tensions
  • Disrupt logical action and clear thinking
    Usually, require the assistance of a psychiatrist
63
Q

Effect of strong emotional tension…

A
  • Cannot tolerate strong emotional tension over any length of time
  • Causes extreme nervousness, irritability and inability to relax
  • Interferes with eating and sleeping and makes people miserable
64
Q

Types of escape mechanisms…

A
  • Projection
  • Rationalisation
  • resignation
  • Flight
  • Aggression
65
Q

Nervous or Underconfident student…

A
  • May or may not disappear
  • Instruction may be too rapid and not absorbed
  • Repeat fundamentals to alleviate the condition
  • Ensure student receives praise and patience
  • Avoid extreme manouvres
  • Build students up
66
Q

Overconfident or conceited students…

A
  • Set more difficult tasks for students
  • More criticism required
  • If the student has little ability counselling may be required
  • Signs of familiarity must be discouraged
67
Q

Forgetful of instruction student…

A
  • At the beginning students may forget previous instruction
  • Require a great deal of patience and need more review than the average student
  • Extra time briefing and debriefing
68
Q

Inconsistent student…

A
  • Find the reason for the inconsistency

- Most people have good and bad days but large fluctuations indicate a change in approach may be necessary

69
Q

Slow starter student…

A
  • Struggle to do more than one thing at a time
  • Patience mandatory
  • Encouragement helps
70
Q

Fast starter student…

A
  • Usually people with previous exposure to flying and quickly grasp initial exercises
  • Watch for signs of weakness when new work is introduced
  • Usually slows down shortly after going solo
71
Q

Immature student…

A
  • Must not be too harsh
  • Within a short time students will gain a greater degree of maturity
  • Encourage and help whenever possible
72
Q

How to help students with airsickness?

A
  • Let students fly straight and level
  • Stopping instruction
  • Inducing relaxation
  • Conversation about something else
73
Q

The student-instructor relationship must

A
  • Discipline and respect for you
  • Obey your directions, especially in aircraft
  • Follow your example and strive to carry out your instructions and suggestions for improvement
74
Q

Qualities of good flight instructor…

A
  • Inspire students to set goals
  • Be decisive and act with conviction
  • Be interested in students
  • Respect their rights when correcting mistakes, do so in a straight forward manner never using sarcasm
  • Acknowledge your own mistakes
  • If you don’t know the answer to a question find out and tell the student later
  • Be enthusiastic
  • Encourage student initiative, self-reliance, ideas, and suggestions
  • Stress boundaries
  • Be impartial and fair
  • Never bluff
  • Use humour
  • Arrange independent check if you doubt progress or motivation of the student
  • Be aware of cockpit communication
  • Teach students to have mastery over aeroplane
  • Give students thorough pre-flight and post-flight briefing
  • Be present for briefs
  • Maintain a professional image
75
Q

A valid critique contains 3 essential elements…

A
  1. Strengths
  2. Weaknesses
  3. Specific suggestions for improvement
76
Q

Fault analysis in the air:

A
  • Identify major strengths
  • Pinpoint major weaknesses
  • Suggest remedy to correct major weakness
77
Q

Fault analysis on the ground:

A
  • Identify major strengths
  • Identify a max of 3 weaknesses
  • Suggest remedies to correct the major weaknesses
78
Q

When to give a long brief?

A

Ideally no more than 24 hours before a related training flight

79
Q

3 Important aspects to include in the pre-flight briefing…

A
  1. What are we going to do?
  2. How are we going to do it?
  3. Safety considerations
80
Q

Things to include in pre-flight:

A
  • Meteorological conditions
  • Aerodrome conditions
  • Aeroplane to be used and any relevant information
  • Where exercises will be conducted
  • Take-off time, duration of the flight, and time when the aeroplane is due to land
  • Sequence of exercises to be conducted
  • What will the student see, feel and do
  • Go/ no go criteria
  • Review of relevant airmanship points
81
Q

Things to include in the post-flight brief:

A
  • Students own assessment
  • Your assessment
  • Answering questions
  • Assigning study subjects
82
Q

Practice flight safety by:

A
  • Being alert to unsafe practices and taking the appropriate action
  • Following up when you see unsafe practice by informing people involved
  • Promoting principles of effective flight safety to students
83
Q

27 steps to good flight instruction….

A
  1. Explain specifically what is required of them during lesson
  2. Identify main teaching points by:
    * Visual support
    * Verbally refeering to visual aids
  3. Explain purpose of lesson ans stress advantages of new knowledge or skill
  4. Explain where lesson fits into overall picture
  5. Relate the lesson to past and future experiences
  6. Confirm that students are at required level before having them learn new material
  7. Present new material in stages
  8. Introduce each stage of the lesson and provide a link between stages
  9. Obtain student feedback throughout lesson by:
    * Asking question
    * Observing student performance of a skill
    * Looking at students/ facial expressions
    * Taking student questions
  10. Respond to feedback by:
    * Answering questions
    * Stopping students from doing a step of a skill incorrectly
    * Reviewing material or steps
    * Asking questions
    * Correcting the student if an error has been made
    * Explaining why the student’s perfromance is incorrect
    * Using verbal support
    * Re-teaching
    * Praising students for good work
  11. Appear enthusiastic about the subject beign taught
  12. Use speech variation in rate, volume and pitch
  13. Have students answer questions related to objectives for the lesson during the presentation of new material
  14. Use correct questioning techniques
  15. Use a variety of training aids to appeal to as many senses as possible whenever these aids help to achieve the objective of the lesson
  16. Provide sufficient meaningful practice of the main points of the lesson so that students confidently achieve the objective
  17. Allot time relative to the importance of the taching point
  18. Identify and correct errors or mistakes made by the students at the time they occur, or as soon as practical
  19. Use clearly worded explanations
  20. Deliver the lesson in a logical sequence
  21. Conduct periodic reviews of critical areas of the lesson
  22. Summarise the main points of each stage
  23. Evaluate level of student learning at the end of each stage
  24. Test students on the main points of the entire lesson towards the end of the lesson
  25. Provide a summary that links all stages to the objectives of the lesson
  26. Re-motive students by telling them how the new knowledge or skill will benefit them
  27. Ensure they are well prepared for the programmed lesson prior to meeting with the student

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