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CFI > FOI > Flashcards

FOI Flashcards

1
Q

Maslow Hierarchy

A 
Physiological - biological needs
Security - feel safe
Belonging - not feel loneliness
Esteem - feel good bout self
Cognitive/Aesthetic - desire to
Self actualization - I am a pilot!
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2
Q

Effective question

A 
P - present a challenge
A - applied to subject
C - center on 1 idea
A - adapted to ability of student 
B - brief and concise
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3
Q

Intro to lesson

A

A - attention
M - motivation
O - overview

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4
Q

Instructional aids

A

C - clearly establish objective
O - organize material
G - gather necessary data
S - select idea to be supported

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5
Q

Barriers of Effective Communication

A

C - confusion - between symbol and object
O - overuse of abstraction - general terms
I - interference
L - lack of common experience

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6
Q

Characteristics of a good test

A 
D - discriminate 
R - reliable 
C - comprehensive 
O - objective 
V - valid
U - usable
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7
Q

Types of critique

A 
S - student lead
W - written
I - instructor/student
I - Individual student
S - self critique 
S - small group
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8
Q

Effective Assessment

A 
F - flexible
A - adaptable/acceptable
S - specific
T - thoughtful 
C - comprehensive 
O - objective 
C - constructive 
O - organized
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9
Q

Characteristics of a good lesson

A 
F - flexibility 
U - unity
C - content 
S - scope
P - practicality 
I - instructional steps
R - relates to training
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10
Q

Aviation Instructor Responsibility

A 
H - helping students learn
E - emphasize the positive 
M - minimize student frustration 
P - provide adequate instruction
S - standards of performance 
S - safety
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11
Q

Scenario based training

A

O - objectives
T - tailored to the needs of the student
C - capitalizes on the nuances of the local environment

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12
Q

A good scenario - instructor specific mindset

A 
W - will not have one right answer
I - Is not a test
D - does not offer obvious answer
S - should not promote errors
S - should promote situation awareness
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13
Q

Training delivery methods

A 
L - lecture
D - discussion 
G - guided discussion 
P - problem based
E - e-Learning 
G - group learning
D - demonstration-performance
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14
Q

Develop communication skills

A 
L - listening
I - instructional comm: instructor explain-student has desired response
Q - questioning 
I - instructional enhancing 
R - role playing
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15
Q

Minimizing learner frustration

A 
M - motivate the student
A - approach student as individuals 
C - critique constructively 
K - keep student informed
B - be consistent 
A - admit to errors
G - give credit where credit is due
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16
Q

Essential teaching skills

A

P - people skills
A - assessment skills
M - management skills
S - subject matter expertise

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17
Q

Flight Instructor Responsibilities

A 
P - pilot supervision 
E - evaluation of student ability
E - endorsements
P - practical test recommendations 
P - pilot proficiency 
A - addition training and endorsements
S - see and avoid
S - student pre-solo thought process
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18
Q

Characteristics of a good lesson

Contains

A

P - preparation
P - presentation
A - application
R - review and evaluation

19
Q

Type of question to avoid

A 
B - bewilderment
O - oversized 
P - puzzle 
I - irrelevant 
T - toss up
T - trick
20
Q

Instructor professionalism

A 
D - demeanor
A - acceptable of student 
P - professionalism
P - proper language 
S - sincerity
21
Q

Elements of communication

A

S - source: sender/speaker/writer/encoder
S - symbol: oral/visual
R - receiver: listener/reader/decoder

22
Q

Method of critique

A

S - small group: divide into small groups, each assigned specific area to analyze
W - written
I - instructor/learner: class offers criticism to group discussing
L - learner led: student leads assessment/critique
I - individual
S - self critique

23
Q

Affective domain- framework for teaching in 5 levels

A 
A - awareness
R - response
V - value
O - organizing
I - integration
24
Q

Learning theories

A

B - behaviorism
I - information processing theory
C - cognitive theory
C - constructivism

25
Q

Stages of skill acquisition

A

Cognitive stage - basis in factual knowledge
Associative stage - practicing creating proficiency to make correct steps
Automatic response stage - proficient enough to multitask

26
Q

Domain of learning

A

C - cognitive domain: RUAC
A - affective domain: ARVOI
P - psychomotor domain: OIPH

27
Q

Types of practice

A

D - deliberate practice - engage, do it.
R - random - mixes up skills
B - blocked - practicing same drill until automatic

28
Q

Factors affecting perception

A 
G - Goal and values
S - self concept
T - time and opportunity 
E - element of threat 
P - Physical organism
29
Q

Defense mechanisms

A

D - denial: refuse to accept reality
R - repression: burying uncomfortable thoughts
D - displacement: mad about something, but redirects
R - rationalization: justify actions that would be unacceptable
F - fantasy: engages in daydreaming
C - compensation: emphasizes strength rather than weakness
P - projection: blames others
R - reaction formation: fakes belief, but actually believes opposite

30
Q

Retention of learning

Instructor helps student make it easy to recall

A 
M - meaningful repetition 
R - recall by association
L - learning with all senses
A - attitude favorable: student wants to know
M - mnemonic: using acronym 
P - praise stimulates recall
31
Q

Acquiring knowledge

A

M - memorization
U - understanding
C - concept learning

32
Q

Lesson plan format

A
  1. Objective
  2. Elements
  3. Schedule
  4. Equipment
  5. Instructor actions
  6. Student actions
  7. Completion Standards
33
Q

Lecture types

A 
B - brief
I - illustrate talk
F - formal
I - informal
T - teaching lecture
34
Q

Psychomotor domain

A

H - habit
I - imitation
P - practice
O - observation

35
Q

Effective Assessment

A

P - provides feedback
A - allow student an instructor to see progress
C - contributes ADM
A - allows instructor to see where emphasis is needed

36
Q

Thorndike laws of learning

A 
R - readiness
E - effect
E - exercise
P - primacy
I - intensity
R - recency
37
Q

Why students forget

A

R - retrieval failure: tip of tongue phenomenon
I - interference: certain experience overshadow
F - fading: not used info for long time
S - suppression/repression: does not want to remember

38
Q

Cognitive domain

A

R - rote
U - understanding
A - application
C - correlation

39
Q

Characteristics of learning

A

P - purposeful
E - experience
A - active process
M - multifaceted

40
Q

Obstacles to learning

A 
W - worry
I - impatient 
P - physical discomfort 
A - anxiety
U - unfair treatment
A - apathy
41
Q

NOT normal reaction to stress

A 
P - painstaking self control 
R - rapid change of emotion 
E - extreme over cooperation 
S - severe anger
I - inappropriate laughter/singing
M - marked changes in mood
42
Q

Normal reaction to stress

A

T - thinks rationally
E - extremely sensitive to surrounding
A - acts rapidly

43
Q

To help reduce errors

A 
D - develop a routine
R - raise awareness 
C - check for errors
U - use reminders
L - learning and practice 
T - take your time

CFI (4 decks)

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