CFI Oral Flashcards
Learn FOI info.
The laws of learning REEPIR
Readiness Effective Exercise Primacy Intensity Recency
Readiness
The student must be ready to learn, ie basic physiology requirements met and feel safe and secure. Needs must be met prior to learning.
Effect
The learning must be effective. There must be a positive or satisfying feeling to strengthen response.
Exercise
The material learned must be exercised to retain and learned. Connections are strengthened with practice.
Primacy
Material or methods learned first are strongest remembered.
Intensity
The more intense the lesson or material the more retained.
Recency
Most recent material learned is easiest remember. Things most recently learned are best remembered.
The Laws of Learning RUAC
Rote
Understanding
Application
Correlation
Rote
Being able to repeat material and information learned.
Understanding
Understanding material learned. What it means
Application
Applying material learned ie using rudder in a turn after learning about yawing.
Correlation
Material learned then applied to something else such as using rudder to keep aircraft coordinated now being used to get aircraft our of a spin.
Defense Mechanisms Dr Dr (F)orgot CPR
Denial Repression Displacement Rationalization Fantasy Compensation Projection Reaction formation
Denial
Refusing to accept reality because it is too threatening. Will not accept what has happened.
Repression
Places uncomfortable thoughts in an unacceptable area of the unconscious mind.
Displacement
An unconscious shift of emotion from the original object to another more acceptable less treating substitute.
Rationalization
Subconscious technique to justify actions that are unacceptable.
Fantasy
Engaging in daydreaming about how things should rather be than doing anything to change how things are.
Compensation
Psychologically counterbalancing perceived weakness by emphasizing strength in other areas.
Projection
Places unacceptable things on to someone else.
Reaction Formation
Faking a belief opposite to the true belief because the true belief causes anxiety.
Instructing training delivery methods
Lecture Discussion Demonstration Performance Drill and Practice Cooperative or group learning Electronic learning Problem Based
Organization of Material
Introduction Attention Motivation Overview Development Past to Present Simple to Complex Known to Unknown Most frequent to least Conclusion
Lecture
Knowledge delivered via a lecture to a silent listening student. Introduces new subjects and information.
Discussion
Uses a lecture and then discusses to integrate students.
Problem based learning (HOTS)
A carefully constructed problem with no single solution is introduced. Gives a deeper understanding.
HOTS or higher order thinking skills (ADM, risk management)
Electronic Learning
Uses an electronic component like the internet, network or computer, dvd, video conference, Youtube.
Cooperative or Group Learning
Students organized into small groups who work together to maximize learning.
Demonstration Performance
Learn by doing. Explanation Demonstration Student Performance Instructor supervision Evaluation
Drill and Practice
Based on the learning principle of exercise. Promotes learning through repetition.
Instructional Aids
Chalk or Marker board Supplemented printed material Projected Material Video Interactive CD/DVDs Computer Assisted Learning Models or Mockups
Maslow’s Hierarchy
Bottom to Top: Physiological needs Safety and Security Love and Belonging Self Esteem Self Actualization
Emotional Reactions
Anxiety
Learning theorys
Behaviorism
Cognitive Theory
Information Processing Theory
Constructivism
Behaviorism
Observable and measurable response to stimuli. Based on past rewards or punishments.
Cognitive theory
What is going on inside the mind. Knowing, perceiving, problem solving, decision making, awareness.
Information Processing theory
A computer model for the human brain. the brain processes incoming info, stores and retrieves it and generates response.
Constructivism
Learners don’t acquire knowledge passively but actively build or construct them based on experiences.
Learning Domains
Cognitive (thinking)
Affective (feeling)
Psychomotor (doing
Cognitive
Blooms Taxonomy
Six Major categories
1 Knowledge 2 Comprehension 3 Application 4 Analysis 5 Synthesis 6 Evaluation
The four practical learning levels RUAC Rote Understanding Application and Correlation
Affective
Learners emotions toward the learning experience. Feelings, values, enthusiasm, motivations and attitudes. FIVE educational levels bottom to top Receiving - paying attention Responding - reacts or complies Valuing - acceptance Organizing - rearrangement of value system Characterization - incorporates values Objective - state of mind
Psycho motor
Skill based including physical movement, coordination, and use of motor skill areas.
Characteristics of learning
Purposeful
Result of an Experience
Multifaceted
Active Process
Stages of Skill Acquisition
Cognitive stage - factual knowledge
Associative stage - practice to gain proficiency
Automatic response stage - as procedures become automatic through practice other things can be done simultaneously
Types of Practice
Deliberate - practice aimed at a particular goal
Blocked - drilling until movement becomes automatic
Random - better retention with mixed practice.
Errors
Slip - plans on thing but inadvertently does another
Mistake - plans to do something wrong and is successful. A result of gaps or misconceptions in understanding.
Memory
Sensory - receives initial stimuli
Short - stored for 30 seconds and then rapidly fades or consolidated to long term.
Long - relatively permanent with unlimited information storage (lifetime).
Forgetting
Retrieval failure - inability to retrieve info
Fading - forget whats not used
Interference - forgets because an experience overshadowed it
Repression - memory is pushed out due to not wanting to remember
Elements to communication
Source - sender, speaker, writer…
Symbols - words or signs
Receiver - listener or student
Barriers to effective communication COIL
Confusion - word confused with what it represents
Overuse of abstractions - non specific words
Interference - physiological(hearing loss, injury), environmental
Lack of common experience - can only be effective to the extent the experiences of people concerned are similar
Effective instructor four skills
People skills
Subject matter expert
Management skills
Assessment skills
Instructor code of conduct
1 Safety priority one 2 exercise good judgement 3 recognize and manage risk 4 accountable 5 responsible and courteous 6 adhere to operating practices 7 adhere to laws and regulations
CFI code
1 Seek proficiency in control of aircraft
2 Use flight tech in safe way
3 be confident in flight situations
4 be respectful of the privilege of flight.
Training objectives
Performance based - defines what needs to be done
Decision based -dynamic, scenario type training
Presentation and organization of lesson material
Introduction Attention Motivation Overview Development Simple to Complex Known to Unknown Most frequent used to least used Conclusion
Aviation instructors responsibilities
1 Helping students learn
2 Providing adequate instruction
3 Demanding adequate standards and performance
4 Emphasizing positive (minimize frustrations of student)
5 Ensuring safety
Flight instructor responsibilities
1 Evaluation of student pilot ability 2 pilot supervision 3 practical test recommendation 4 flight instructor endorsements 5 additional trng and endorsements 6 pilot proficiency 7 see and avoid responsibility 8 student pre solo thought process
Traditional teaching process PPAR
Preparation
Presentation
Application
Review and evaluation
Demonstration Performance process
Explanation
Demonstration
Student performance supervision
Evaluation
Telling and doing process
Preparation 1 Instructor tells - instructor does 2 Student tells - instructor does 3 Student tells - student does 4 Student does - instructor evaluates
ADM aeronautical decision making
systematic approach to the mental process used by pilots to determine best course of action in response to a given set of circumstances.
Decision making process
Define the problem
Choose a course of action
Implement the decision and evaluate the outcome
Use of resources
Internal - found in flight deck during flight
External - ATC, AFSS
Risk
probability or possibile severity of an accident or loss from hazards.
Total risk
Sum of identified and unidentified risks
Types of risk
Identified - determined risk through analysis
Unidentified - risk not yet identified
Unacceptable - risk that cannot be tolerated
Acceptable - allow to persist, necessary responsibility
Residual - left over risk after safety efforts are employed
Risk management process
1 Identify the hazard 2 Assess the risk 3 Analyze risk control measures 4 Make control decisions 5 Implement risk controls 6 Supervise and review
IMSAFE
Inness Medication Stress Alcohol Fatigue Eating
PAVE
Pilot - competency in aircraft, currency, flight experience
Aircraft - performance limitations, equipment, airworthiness
Environment - weather, airport conditions
External pressures - purpose of flight
Three P model
Perceives - a given set of circumstances
Process - evaluating the impact on safety
Perform - implements best course of action
5 Ps
The Plan - mission or task
The Plane - mechanical or cosmetic issues with a/c
The Pilot - IMSAFE
The Passengers - passenger interactions with pilot
The programming - familiar with a/c avionics, equip, personal capabilities
Instrument proficiency check
AC 61-98
Flight Review
AC 61-56
Knowledge tests
AC 61-65
Instructor records
Record of endorsements Retained for 3 years
- Type of endorsement
- Name or person endorsed
- date of endorsement
Aircraft checkout and transitions
AC 61-98
Student pilot endorsements
Pre solo aeronautical knowledge 14 CFR 61.87b
Pre solo flight training at night 61.87m
Solo flight (each additional 90 day period) 61-87n
Initial solo cross country flight 61.93c1
Solo cross country flight 61.93c2
Solo flight in Class B airspace 61.95a
Solo flight to from or at airport located in Class B airspace
Aeronautical knowledge test endorsement
61.35a1 and 61.105
Flight proficiency/practical test
61.103f, 61-107b and 61.109
Completion of a flight review
61.56 a and c
Completion of instrument proficiency check
61.57d
Pilot certificate type
Student Sport Recreational Private Commercial Airline Transport Pilot
Ratings
Aircraft category and class - ap single engine land, multi engine land, single engine sea
Type rating - B737, G650
Operating privilege - Instrument airplane
DECIDE model
Detect - the problem Estimate - the need to react Choose - a course of action Identify - solutions Do - the necessary actions Evaluate - the effect of action
