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helicopter > CFI > Flashcards

CFI Flashcards

1
Q

Characteristics of learning 2-15

A
  1. Result of experience- student can learn only from experience
  2. Active process- students need to react and respond
  3. Multifaceted- may include verbal elements, conceptual elements, perceptual elements (Senses)
  4. Purposeful-
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2
Q

Laws of learning 2-10

A
  1. Readiness- learners must want to learn
  2. Exercise-connections are strengthened with practice
  3. Effect-Learning is strengthened when accompanied by a pleasant feeling
  4. Primacy-What is learned first is learned best
  5. Intensity-learned best when attached to real world
  6. Recency-things most recently learned are best remembered
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3
Q

Domains of learning 2-12

A
  1. Cognitive-thinking
  2. Affective-feeling
  3. Psychomotor-doing
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4
Q

Levels of Learning 2-13

A
  1. Rote-ability to repeat
  2. Understanding- to comprehend
  3. Application- putting what you learned to use
  4. Correlation- connecting what was learned to previous knowledge
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5
Q

Maslow’s Hierarchy of needs 1-3

A
  1. Physical
  2. EGO
  3. Safety
  4. Social
  5. Self-fulfillment
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6
Q

Defense Mechanism 1-6

A

Protect the ego

  1. Compensation
  2. Projection
  3. Repression
  4. Denial
  5. Rationalization
  6. Fantasy
  7. Aggression (Displacement)
  8. Reaction Formation
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7
Q

What is learning 2-2

A

A change in the behavior of the learner as a result of experience

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8
Q

How People Learn

A
  1. Perception-Meaning to sensory stimuli
  2. Insight-grouping the perception into meaningful wholes
  3. Motivation- Reason to want to be there
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9
Q

Factors that affect Perception

A
  1. Basic Human needs
  2. Element of threat
  3. Time+opportunity
  4. Goals + Values
  5. Physical
  6. Self-concept
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10
Q

Principles to Learning a sill

A
  1. Desire to learn
  2. Application of skill
  3. Duration of lesson
  4. Knowledge of progress
  5. Eval Vs. Critique
  6. Physical Skill
  7. Progress follows a pattern
  8. Plan to follow
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11
Q

Forgetting

A
  1. Repression
  2. Interference
  3. Disuse
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12
Q

Retention

A
  1. Senses
  2. Attitude
  3. Praise
  4. Association-similiar
  5. Repetition
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13
Q

Student Emotions

A
  1. Normal Reaction to stress-respond rapidly and exactly
  2. Abnormal reaction to stress-random or illogical, Inappropriate reaction (singing, laughter, rapid changes in emotion, over cooperation
  3. Anxiety-fear of the unknown, flying potential threatening experience, freezing up
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14
Q

the teaching process

A

Preparation
Presentation
Application
Review and Eval

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15
Q

Organization of a lesson

A

Introduction-Attention/motivation, overview
Development-Past to Present, Simple to complex
Conclusion-Retraces key points

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16
Q

Lesson types

A

Lecture method-illustrated talk, briefing, formal, teaching
Guided discussion- Lead off Q, Follow up Q, overhead Q, Rhetorical Q, Direct Q, Reverse Q, relay Q
Group Learning
Demonstration/performance
Computer based (interactive/passive)

17
Q

Characteristics of Effective Critique

A 
Flexible
Acceptable
Specific
Thoughtful
Comprehensive
Organized
Constructive
Objective
18
Q

Critique ground rules

A 
Make sure written/oral
Allow time for critique
Don't cover to much
Don't be maneuvered to defend you criticism
Avoid controversy
Absolute statements
Don't go over multiple times
19
Q

Effective questions

A 
Brief/Concise
One topic
Challenge
Apply to subject
adapt to student
20
Q

Questions to avoid

A 
Trick
Irrelevant
Bewildering
Toss-Up
Oversized
Puzzle
21
Q

Characteristics of a good test

A 
Validity
Comprehensive
Reliability
Discrimination
Usability-functionality(easily printable and gradable)
Objective-not open to interpretation
22
Q

CFI characteristics + Responsibility

A 
RESPONSIBILITY
Help student learn
Emphasize the positive
Adequate instruction
Demand adequate results
Safety
23
Q

CFI Characteristics + Professionalism

A 
PROFESSIONALISM
Sincerity
Safety
Acceptance of the student
Language
Appearance
Demeanor
Self-Improvement
24
Q

Minimizing student frustration

A 
Be consistent
Admit errors
Give credit when due
Motivate
Approach student as individual
Criticize constructively
Keep student informed

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