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FOI Flashcards

1
Q

Maslows Hierarchy of Needs

A

Physiological- biological needs
Security- keeping oneself from harm
Belonging- overcoming feelings of lonliness. need to have friends
Esteem- feeling good about oneself
Self-Actualization- doing what you were born to do

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2
Q

Defense Mechanisms

A

DR FDR CPR

Denial- refusing to accept reality

Repression- uncomfortable thoughts are pushed away

Fantasy- daydreaming about how things should be

Displacement- complaining about a problem to someone other than the source

Reaction Formation- i dont care what ppl think about me attitude

Compensation- emphasizing a strength and pushing away a weakness

Projection- putting the blame on someone else

Rationalization- justifying actions or making excuses

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3
Q

What is Anxiety?

A

feeling of worry, nervousness, or unease about something that is going to happen typically with an uncertain outcome

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4
Q

Reactions to Stress

A

Normal- respond rapidly and exactly within limits of experience and training

Abnormal-random or illogical. laughter or singing, severe anger, or mood changes

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5
Q

What is Learning?

A
  • change in behavior of the learner as a result of experience
  • aquiring knowledge or skill
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6
Q

Learning Theorys

A

Behaviorism- carrot and stick

Cognitive Theory- focuses on whats going on in the brain

Constructivism- aquire knowledge by constructing based on experiences

Information Processing Theory- brain like a computer. processes, stores, and retrieves info

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7
Q

High Order Thinking Skills

A

aeronautical decision making

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8
Q

Scenario-Based Training

A

real world scenarios to address objectives in an operational environment

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9
Q

Perceptions

A

sight, hearing, touch, smell, and taste

person giving meaning to sensations

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10
Q

Factors That Affect Perception

A

G-STEP

Goals and Values- ppl see things different depending on their goals and values

Self-Concept- students with a postitive self-concept remain receptive

Time and Opportunity- need the right time and opportunity to percieve

Element of Threat- fear narrows perceptual field

Physical Organism- human body has senses/problems

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11
Q

What is Insight?

A

grouping of perceptions into meaningful wholes

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12
Q

How do you Aquire Knowledge?

A

MUC

Memorization- memorizing steps in a procedure

Understanding- ability to notice similarities and make associations between facts and steps learned

Concept Learning- humans group things that share major attributes

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13
Q

Thorndike Laws of Learning

A

REEPIR

Readiness- basic needs must be met first and student must want to learn

Effect- responses to a situation that are followed by satisfation are strengthened; discomfort are weakened

Exercise- use it or lose it

Primacy- teach it the right way first. unshakable impression

Intensity- learn better when situation is intense or exciting

Recency- recently learned is best remembered

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14
Q

Domains of Learning

A

CAP

Cognitive- thinking

Affective- feeling

Psychomotor- doing

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15
Q

Levels of Learning

A

RUAC

Rote- repeating back something that was learned but not understood

Understanding- grasp the nature or meaning of something

Application- putting something to use that has been learned and understood

Correlation- associating what has been learned with previous knowledge

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16
Q

Characteristics of Learning

A

PRAM

Learning is Purposeful- students see learning from a different viewpoint

Learning is a Result of Experience- can only learn from personal experiences

Learning is an Active Process- students do not soak up knowlege like a sponge. just because they were told once does not mean they will remember

Learning is Multifaceted- while learning the subject students may also be learning other things

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17
Q

Aquiring Skill Stages

A

Cognitive Stage- factual knowledge

Associative Stage- practice is necessary to learn coordination

Automatic Response Stage- performance is rapid and smooth and person is able to do other things at same time. shooting ILS and talking on the radios

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18
Q

Learning Plateau

A

leveling off where proficiency does not move then sharply increases again

normal and instructors should move to a different part of the curriculum to overcome and inform students of them

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19
Q

Types of Practice

A

Deliberate- practices specific areas for improvement and recieves specific feedback after practice

Blocked- practicing the same drill until the movement becomes automatic

Random- mixes up the skills to be acquired throughout the practice session. random order of maneuvers

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20
Q

Multitasking

A

Attention Switching- switching back and forth between two or more tasks

Simultaneous Performance- performing several tasks at once. turning and adding back pressure

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21
Q

Errors

A

Slip- person plans to do one thing but then inadvertently does something else

Mistake- person plans to do the wrong thing and is sucessful

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22
Q

What is Motivation?

A

the reason one acts or behaves in a certain way and lies at the heart of goals

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23
Q

How to Maintain Motivation

A

Reward Sucess and Present New Challenges

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24
Q

Memory Systems

A

Sensory Register- quick scan for importance and precoding

Short-Term- coding, rehearsal, and recoding

Long-Term- process, store, and recall (reconstruction)

25
Reasons For Forgetting
FIRR Fading- person forgets info that is not used for a period of time Interference- ppl forget something because a certain situation has overshadowed it Repression- memory pushed away because person does not want to remember it Retrieval Failure- inability to retrieve info. tip of the tongue
26
Retention of Learning
RAPS MF Repitition- more times a person hears something they gain a clearer more accurate perception Association- info that is associated with something to be learned will be remembered Praise- responses that get a pleasurable return are repeated Senses- learning with more that one sense is more effective Mnemonics- pattern of letters or ideas that assist in remembering info Favorable Attitudes- ppl learn what they want to learn
27
Basic Elements of Communication
Source- speaker Symbols- words Receiver- listener
28
Barriers to Effective Communication
COIL Confusion Between the Symbol and the Symbolized Object- word is confused with what it is meant to represent Overuse of Abstractions- too many general rather than specific words Interference- physiological (hearing loss), psychological (stress), environmental (outside noise) Lack of Common Experience- pilot talking to a non-pilot
29
Developing Communication Skills
Role Playing- learner performs a particular role Instructional Communication- procedure explained and desired student response has occured Listening- instructors should be good listeners Questioning- good questioning can tell instructor how much student understands what has been taught Instructional Enhancement- instructors never stop learning
30
What is Teaching?
to instruct or train someone
31
Essential Teaching Skills
MAPS Management Skills- ability to plan, organize, lead, and supervise Assessment Skills- testing student to see what has been learned and how well you are teaching People Skills- ability to interact, talk, understand, empathize, and connect with people Subject Matter Expertise- must possess a high level of knowledge or skill
32
Performance Based Objectives
Description of Skill or Behavior- desired outcome Conditions- rules under which skill is demonstrated Criteria- standards that must be met
33
Organization of Material
IDC Introduction- sets stage for whats to come AMO Attention- focus students Motivation- reasons why lesson is important Overview- tells what is to be covered during Development- develops subject matter to meed desired learning outcome Past to Present Simple to Complex Known to Unknown Most Frequently Used to Least Used Conclusion- retraces important elements and relates them to objective
34
Training Delivery Methods
Lecture Method- instructor delivers method to more or less silent participants Formal- people sit and listen Informal- includes active student participation Discussion Method- short lecture followed by instructor-student or student-student discussion Guided Discussion- instructor acts as facilitator with a lot of student participation. relies on previous knowledge
35
Problem Based Learning
constructed problem with no single solution
36
Methods to Learn
Electronic Learning- electronic component where user controls pace Group Learning- small groups who work together to maximize their own and each other's learning Demonstration Performance- students observe a skill then try and reproduce it Drill and Practice- promotes learning through repitition
37
Instructional Aids
devices that assist the instructor in the teaching-learning process chalk board, supp. print material, video, model plane, etc.
38
Characteristics of Effective Assesment
FAT COCOS Flexible- must evaluate student in context in which it was accomplished Acceptable- student must accept instructor to accept assessment Thoughtful- must be honest but respect students personal feelings Comprehensive- cover what the instructor feel he needs to cover Objective- should not reflect personal feelings of like or dislike of a student Constructive- wrongs should be explained with positive guidance for correction Organized- Specific- students should know exactly what recommendations are
39
Characteristics of Good Written Assessment
CROUD V Comprehensive- test measures all objectives Reliable- test results are consistent Objective- doesnt matter who grades the test it will be same grade Usable- should be easy to take Discriminatory- should distinguish differences in students Valid- measures what is supposed to measure
40
Critiques
``` Instructor/Student Student-Led Small Group Individual Student Critique by Another Student Self-Critique Written Critique ```
41
Effective Questions
- apply to subject matter - brief and concise - adapted to ability of student - center on one idea (who, what, when, etc. not combination - present a challenge
42
Questions to Avoid
``` Puzzle Oversize Toss-Up Bewilderment Trick Questions Irrelevant Questions ```
43
What is a Lesson Plan
organized outline for a single instructional period
44
Characteristics of a Well-Planned Lesson
PURFICS Practicality- planned in terms of the conditions which the training is conducted Unity- lessons should have same characteristics Relation to Course of Training- should be clear to student Flexibility- subject to change depending on circumstances Instructional Steps- 4 steps. prepartation, presentation, application, review and evaluation Content- should contain new material that relate to previous material Scope- neither too much or too little material should be presented
45
Responsibilities of Instructors
PHEED Provide Adequate Instruction- no two students are the same Help Students Learn- make it an enjoyable experience Emphasize the Positive- give a positive image of aviation Ensure Safety Demand Adequate Standards- responsible for ultimately meeting the PTS
46
Minimize Student Frustrations
GAME ICC Give credit when credit is due- notice good behavior Approach Students as Individuals- nobody is the same Motivate Students- make students want to learn Errors by the instructor should be admitted Inform Students of their Progress- tell them what is expected and what to expect Criticize Constructively- explain mistakes and failures Consistentcy is Key- if it is acceptable one day it should be accepted every day
47
Professionalism
SPALD Sincerity- straightforward and honest Personal Appearance and Habits- neat, clean, and appropriately dressed Acceptance of the Student- accept students as they are including all faults and problems Language- do not use profanity and obscene language Demeanor- good attitude and behavior
48
Obstacles To Learning
PAAW IF Physical discomfort, illness, fatigue, and dehydration Anxiety Apathy due to inadequate instruction Worry or lack on interest Impatience to proceed to more interesting operations Feeling of unfair treatment
49
Demonstration-Performance Training Phases
Explanation Phase- discussion of objectives and completion standards Demonstration Phase- instructor shows actions necessary to perform skill Student Performance Phase- student does and instructor supervises Evaluation Phase-advises the student of the progress made toward objectives
50
Telling and Doing Technique
Instructor Tells - Instructor Does Student Tells - Instructor Does Student Tells - Student Does
51
Integrated Flight Instruction
students are taught to do maneuvers both by outside visual reference and reference to the flight instruments
52
Aeronautical Decision Making
systematic approach to the mental process to consistently determine the best course of action in response to a given set of circumstances
53
Hazardous Attitudes
Anti-Authority- follow the rules Invulnerability- in could happen to me Impulsivity- not so fast think first Macho- taking chances is foolish Resignation- im not helpless. i can make a difference
54
Types of Resources
Internal- found in the flight deck External- atc, flight service, dispatch
55
IM SAFE Checklist
``` Illness Medication Stress Alcohol Fatigue Eating ```
56
PAVE Checklist for Mitigating Risk
PIC- am i ready for this trip? Aircraft- am i familiar and current? aircraft capable of trip? EnVironment- weather and airport environment External Pressures- things pushing you to fly
57
Three-P Model for Pilots
Percieve- the given set of circumstances Process- impact of those circumstances on safety Perform- implement best course of action
58
5P Check
Plan- mission or task Plane- familiar with and current mx Pilot- IMSAFE Passengers- may not understand level of risk involved with a flight Programming- advanced avionics

CFI (3 decks)

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