FOI Flashcards
Essential Parts of a Lesson Plan
Objective Elements Equipment Instructor Actions Student Actions Completion Standards
Characteristics of a Well-Planned Lesson
UCSPFRI
Unity-Unified segment of instruction, limited objectives
Content-New material to build on old (Organization of material, IDC)
Scope-Only necessary material
Practical-Lesson plans reflect training conditions
Flexible
Relates to Training
Instructional Steps (PPAR)
Organization of Material
IDC Intro (AMO) -Attention -Motivation -Overview Development (PSKM) -Past-Present -Simple-Complex -Known-Unknown -Most used-least Conc -Review Important Elements
Learning Theory
BICC
Behaviorism-Behavior is response to stimuli, actions are conditioned as response to our environment.
Cognitive-The process of thinking and learning. (Domain/RUAC)
->Information Processing Theory-Input from senses, stores, retrieves and generates response. In order to deal w/overloaded senses, unconscious habits are formed. (Rudder into a turn)
->Constructivism-encourages to form HOTs (ADM) through SBT, basis of several training delivery methods. To build to our training objectives we must identify blocks of learning to set a foundation on. (Build to Solo: Ground ops/comms/maneuvers, Stalls/TOL/Ground Reference, Emergencys/Pre-solo exam, SOLO)
Domains of Learning
Cognitive (RUAC)
–Rote
–Understanding
–Application
–Correlation: Can compare, plan, evaluate. Can apply to scenarios.
Affective (ARVOI)
–(Deals with students motivation)
–Awareness: Willingness to pay attention
–Response: Actively participating
–Value: Value of training
–Organizing: Into students belief system
–Integration: Internalizes it into life
Psychomotor (OIPH)
–Observation (Demonstration-performance (Instr.Explains, demonstrates, stdnt performs/instr.supervises, eval)
–Imitation
–Practice (Drill-Practice/law of excersize)
–Habit
Problem Based Learning
SBT: Promote SA and real world probs. Opportunities for ADM. Explore mentally and practically apply.
Collaborative Problem-Solving
Case-Study: NTSB good resource
Effective Assesment
FA(COCO)ST
Flexible: Eval w/in context of learner (Instc. Responsibilities: Accept Indiv)
Acceptable (COCO): Assessment must come from authority.
–Objective
–Comprehensive
–Organized
–Constructive
Specific: Turn wasn’t steep enough/it should be at 45 degrees
Thoughtful: Take students self-esteem into account
Forgetting/Retention
FRISR Fading Repression (unconscious) Interference: Learning of similar things, new displaces the old (word vs googledoc) Suppression (conscious) Retrieval Failure
MRLAMP
Meaningful repetition aids recall
Recall is promoted by association
Learning w/all senses is most effective
Attitudes aid retention: Remember/listen to what we want to (listen to basic understanding, tune out extra info)
Mnemonics
Praise: Actions w/pleasurable return are most often repeated
Questions to Avoid
POTBIT
Puzzle: Many different concepts
Oversize: Too general
Trick: Loss of stdnt-instcr relationship (find control firing area on the sectional)
Bewilderment: Multiple parts to same concept
Irrelevant
Tossup: Multiple answers
Effective Questions
ABCAP Apply to the subject Brief and concise, clear, definite Center on one idea, one correct answer Adaptive to ability Present a challenge
Effective Critique
Instructor-student Student self Student-Student Small group Written Critique
Flight Instructor Responsibilities
PEEPASS Pilot Supervision Eval Student Ability Endorsement Practical Pilot Proficiency Add endorsement See + Avoid Student pre-solo thought process
Instructor Responsibilities
HEMPS Help learning: Make enjoyable Emphasizing the positive Minimize frustrations (MECCICI) --Motivate Students --Admit Errors --Be Consistent --Constructive critisiscm --Inform learner (of progress) --Credit when due --Individual Provide Adequate Instruction: Instruct to the individual learner Standards of Performance
