Foi Flashcards
definition of human behavior
to satisfy human needs
Human needs ( Maslow’s hierarchy)
- physiological: food, air, water
defense mechanisms
- repression: places thought deep and unreachable
- denial: refusal to accept reality
- compensation: a counterbalancing weakness with emphasizing strength
- projection: places blame on someone else
- rationalization: justifying actions
- reaction formation: fakes a belief opposite of truth
- fantasy: daydreaming how it should be
student emotional reactions
- anxiety: feeling worry or unease
- stress normal reaction
- stress abnormal reaction: sweating, laughing, anger
basic elements of communication
source: CFI, book, video
symbol: information
receiver: student
barriers to effective communication
- lack of common experience
- confusion between symbol and symbolized object: words are confused with their meaning
- overusing abstractions: words mean different things to different people
- interference: interruptions
developing communication skills as Cfi
- role playing
- instructional communication
- listening
- questioning
- instructional enhancements (knowledge)
learning theory
change in behavior as a result of experience
factors affecting perceptions
- physical organism
- element of threat
- self-concept
- goals and values
- time and opportunity
what is insight
grouping perceptions together as a meaningful whole
acquiring knowledge
- memorization
- understanding
- concept learning
Thorndike’s laws of learning
- readiness
- exercise
- effect
- primacy
- intensity
domains of learning
cognitive (thinking)
affective (feeling)
psychomotor (doing)
levels of learning (RUAC)
rote
understanding
application
correlation
cognitive (thinking) domain levels
knowledge- remembering
comprehension-understanding
application-using
analysis-breaking down into parts
synthesis- putting together new
evaluation- making judgments
affective (feeling) domains levels
receiving- attention
responding-reaction
valuing- acceptance
organization-reareangment
Characterization- give value to
psychomotor (doing) domain skills
observation-observing someone with more skill
imitation- attempts to copy
practice- tries specific activities over and over
habit- can perform the skill in twice the amount of time it takes the instructor
characteristics of learning (PEMA)
purposeful-student is unique
experience-individual process
multifaceted-verbal
active process-react and respond
stages of Acquiring skill
cognitive-factual knowledge
associative- continual practice
automatic- simultaneously
types of practice
deliberate- practiced aimed at a goal
blocked-practice same drill repeatedly
random
scenario based training
clear objectives
tailored to student’s needs
local environment
not a test (more than one answer)
allowed for decision making
errors
slip- accident
mistake-diliberate
memory
sensory register
short term memory (30 secs)
long term memory
retention of learning
positive feedback & praise
meaningful repetition
recall is promoted by association
good attitude promote retention
mnemonics
types of transfer of learning
positive
negative
teaching skills
people skills
subject matter expertise
management skills
assessment skill
creating a lesson plan
lesson objective
content
schedule
equipment
instructor actions
student actions
completion standards
presentation of a lesson plan
intro
development
conclusion
training delivery methods
lecture
guided discussion
demonstration performance
drill and practice
e-learning
guided discussion method
overhead
rhetorical
direct reverse
relay
demonstration/performance
explanation
demonstration
student performance
instructor supervision
evaluations
drill and practice
learning through repetition
characteristics of effective assessment
Objective- performance-based
Flexible
Acceptable-student must accept CFI
Comprehensive- strengths and weaknesses
Constructive- positive reinforcement
Organized
thoughtful
specific
methods of critiques
Instructor/student
student lead
small group
student to student
self-critique
written critique
oral assessment
types of questions to avoid
puzzle
oversize
toss up- too many answers
bewilderment- unclear
trick questions
Irrelevant
effective questions
apply to the subject of instruction
brief and concise
adapted to ability, experience, and training stage
centered a round one idea
presents a challenge to student
instructors responsibilities
physiological obstacles for student
safety and accident prevention
student pilot supervision and restraint
minimize student frustration
keep motivated
keep informed
approach as individuals
give credit when due
criticize constructively
admit errors
when evaluating student ability
establish standards
consider the student skill level
keep informed
allow student to make mistakes
profesional development
continuing education
source of material
obstacles of learning
the feeling of unfair treatment
impatience
worry or lack of interest
physical discomfort
apathy from inadequate instruction
anxiety
demonsration/performance method
explanation
demonstration
student performance & instructor supervision
instructor evaluation
aeronautical decision making (ADM)
The mental process to choose the best course of action
1. define problem
2. choose a course of action
3. implement discision
4. evaluate outcome
