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FOI > Foi > Flashcards

Foi Flashcards

1
Q

definition of human behavior

A

to satisfy human needs

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2
Q

Human needs ( Maslow’s hierarchy)

A
  1. physiological: food, air, water
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3
Q

defense mechanisms

A
  1. repression: places thought deep and unreachable
  2. denial: refusal to accept reality
  3. compensation: a counterbalancing weakness with emphasizing strength
  4. projection: places blame on someone else
  5. rationalization: justifying actions
  6. reaction formation: fakes a belief opposite of truth
  7. fantasy: daydreaming how it should be
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4
Q

student emotional reactions

A
  1. anxiety: feeling worry or unease
  2. stress normal reaction
  3. stress abnormal reaction: sweating, laughing, anger
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5
Q

basic elements of communication

A

source: CFI, book, video
symbol: information
receiver: student

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6
Q

barriers to effective communication

A
  1. lack of common experience
  2. confusion between symbol and symbolized object: words are confused with their meaning
  3. overusing abstractions: words mean different things to different people
  4. interference: interruptions
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7
Q

developing communication skills as Cfi

A
  1. role playing
  2. instructional communication
  3. listening
  4. questioning
  5. instructional enhancements (knowledge)
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8
Q

learning theory

A

change in behavior as a result of experience

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9
Q

factors affecting perceptions

A
  1. physical organism
  2. element of threat
  3. self-concept
  4. goals and values
  5. time and opportunity
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10
Q

what is insight

A

grouping perceptions together as a meaningful whole

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11
Q

acquiring knowledge

A
  1. memorization
  2. understanding
  3. concept learning
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12
Q

Thorndike’s laws of learning

A
  1. readiness
  2. exercise
  3. effect
  4. primacy
  5. intensity
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13
Q

domains of learning

A

cognitive (thinking)
affective (feeling)
psychomotor (doing)

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14
Q

levels of learning (RUAC)

A

rote
understanding
application
correlation

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15
Q

cognitive (thinking) domain levels

A

knowledge- remembering
comprehension-understanding
application-using
analysis-breaking down into parts
synthesis- putting together new
evaluation- making judgments

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16
Q

affective (feeling) domains levels

A

receiving- attention
responding-reaction
valuing- acceptance
organization-reareangment
Characterization- give value to

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17
Q

psychomotor (doing) domain skills

A

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

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18
Q

characteristics of learning (PEMA)

A

purposeful-student is unique
experience-individual process
multifaceted-verbal
active process-react and respond

19
Q

stages of Acquiring skill

A

cognitive-factual knowledge
associative- continual practice
automatic- simultaneously

20
Q

types of practice

A

deliberate- practiced aimed at a goal
blocked-practice same drill repeatedly
random

21
Q

scenario based training

A

clear objectives
tailored to student’s needs
local environment
not a test (more than one answer)
allowed for decision making

22
Q

errors

A

slip- accident
mistake-diliberate

23
Q

memory

A

sensory register
short term memory (30 secs)
long term memory

24
Q

retention of learning

A

positive feedback & praise
meaningful repetition
recall is promoted by association
good attitude promote retention
mnemonics

25
Q

types of transfer of learning

A

positive
negative

26
Q

teaching skills

A

people skills
subject matter expertise
management skills
assessment skill

27
Q

creating a lesson plan

A

lesson objective
content
schedule
equipment
instructor actions
student actions
completion standards

28
Q

presentation of a lesson plan

A

intro
development
conclusion

29
Q

training delivery methods

A

lecture
guided discussion
demonstration performance
drill and practice
e-learning

30
Q

guided discussion method

A

overhead
rhetorical
direct reverse
relay

31
Q

demonstration/performance

A

explanation
demonstration
student performance
instructor supervision
evaluations

32
Q

drill and practice

A

learning through repetition

33
Q

characteristics of effective assessment

A

Objective- performance-based
Flexible
Acceptable-student must accept CFI
Comprehensive- strengths and weaknesses
Constructive- positive reinforcement
Organized
thoughtful
specific

34
Q

methods of critiques

A

Instructor/student
student lead
small group
student to student
self-critique
written critique
oral assessment

35
Q

types of questions to avoid

A

puzzle
oversize
toss up- too many answers
bewilderment- unclear
trick questions
Irrelevant

36
Q

effective questions

A

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

37
Q

instructors responsibilities

A

physiological obstacles for student
safety and accident prevention
student pilot supervision and restraint

38
Q

minimize student frustration

A

keep motivated
keep informed
approach as individuals
give credit when due
criticize constructively
admit errors

39
Q

when evaluating student ability

A

establish standards
consider the student skill level
keep informed
allow student to make mistakes

40
Q

profesional development

A

continuing education
source of material

41
Q

obstacles of learning

A

the feeling of unfair treatment
impatience
worry or lack of interest
physical discomfort
apathy from inadequate instruction
anxiety

42
Q

demonsration/performance method

A

explanation
demonstration
student performance & instructor supervision
instructor evaluation

43
Q

aeronautical decision making (ADM)

A

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

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