FIH

Question 1

What is the aim of CFITES?

Answer 1

To produce the right number of people, with the right qualifications, at the right time, and at minimum cost.

Question 2

What is the definition of proficiency level 1?

Answer 2

Student was not capable of completing the task. Student required verbal and/or physical assistance to avoid making major errors. Further instruction is required.

Question 3

What is the definition of proficiency level 2?

Answer 3

Student completed the task but required verbal and/or minor physical assistance to avoid making major errors. Further practice is required.

Question 4

What is the definition of proficiency level 3?

Answer 4

Student completed the task, making only minor errors. Student required minimal verbal cues to analyze and/or correct errors.

Question 5

What is the definition of proficiency level 4?

Answer 5

Student completed the task without assistance, making only minor errors. Student was able to self-analyze and correct errors.

Question 6

What is the definition of proficiency level 5?

Answer 6

LEVEL 5 - Student completed the task without assistance and without error.

Question 7

What does AMOL stand for?

Answer 7

Aim, Motivation, Outline, Link

Question 8

What does Aim stand for in AMOL?

Answer 8

Aim - The What! What is the objective of this task? What the student will be taught and what they will be expected to know by the end of the instruction.

Question 9

What does the ‘M’ stand for in AMOL?

Answer 9

Motivation - The Why! Why do they need to know this?

Question 10

What does the ‘O’ stand for in AMOL?

Answer 10

Outline - The How! How will this portion of the lesson evolve? The topics/stages to be covered.

Question 11

What does the ‘L’ stand for in AMOL?

Answer 11

Link - The Connection! The student is shown how the current lesson is linked to previously learned material. “This is what you know how to do already, manoeuvres X and Y, this new manoeuvre Z, is really just a combination of X and Y. All we have to do is put them together”. The lesson can also be linked to future tasks“. This manoeuvre will also be used later on when you start…”. This step allows the student to put the elements of what is being taught into context.

Question 12

What is the individual task brief (Board Brief)?

Answer 12

AMOL

Question 13

What is the format for delivery of instruction airborne?

Answer 13

EDIC: Explain, Demonstrate, Imitate, Critique

- a logical sequence to the teaching of individual tasks.

Question 14

What are the three fundamental principles of CFITES (3)?

Answer 14

1. Performance oriented
2. Promotes optimum efficiency
3. Employs a systems approach.

Question 15

What are the six phases of CFITES?

Answer 15

(ADDCEV)

1. Analysis. Determines what training is necessary for ‘on the job’ performance. (Output: Qualification Standard).
2. Design. A training design to meet needs identified in the analysis phase. (Output: Training Plan).
3. Development. Developing crse & associated courseware IAW design phase. (Output: Lesson Plans/courseware/training aids)
4. Conduct. Delivery of instruction and monitoring of learning. (Output: Qualified personnel).
5. Evaluation. Ensure effectiveness and efficiency of instruction. (Output: Evaluation report detailing improvements in design, development and conduct.)
6. Validation. Looks at all phases to ensure meeting actual job requirements. (Output: Validation report detailing deficiencies in all phases including analysis phase.)

Question 16

What are the roles of the instructor?

Answer 16

Leader, Tutor, Coach, Mentor, Assesor, Crse Mgmt, Quality Mgmt

Question 17

List and briefly define the six principles of instruction.

Answer 17

ICEPAC

Interest
Comprehension
Emphasis
Participation
Accomplishment
Confirmation

Question 18

List and briefly define the seven laws of learning.

Answer 18

PERRIER

1. The Law of Primacy
2. The Law of Effect
3. The Law of Readiness
4. The Law of Relationship
5. The Law of Intensity
6. The Law of Exercise
7. The Law of Recency

Question 19

Define “Major Error”

Answer 19

Errors that significantly detract from the ideal and/or jeopardize safety or the successful completion of the task.

Question 20

Define “Minor Error”

Answer 20

Errors that detract from the ideal but do not jeopardize the successful completion of the task.

Question 21

What four factors affect the transfer of learning?

Answer 21

MERC

1. Materials
2. Environment
3. Realism
4. Communication

Question 22

What are the five types of questions?

Answer 22

1. Lead-Off - Used to start a discussion or introduce a new topic. Should be designed to get students thinking about a topic. answer.
2. Follow-up - Keeps students thinking about the topic at hand.
3. Overhead - Question is addressed to the whole class without indicating who should answer.
4. Direct - Question is addressed to a specific person.
5. Redirect