FOI Flashcards
Characteristics of Learning
RAMP
Result of Experience
Active Process
Multifaceted
Purposeful
Laws of Learning
REEPIR
Readiness
Exercise
Effect
Primacy
Intensity
Recency
Factors that Effect Perceptions
GSTEP
Goals/Values
Self-Concept
Time/Opportunity
Element of Threat
Physical Organisms (Senses)
Levels of Learning
RUAC
Rote
Understanding
Application
Correlation
Theories of Forgetting
RIDR
Repression
Interference
Disuse (Fading)
Retrieval Failure
Retention of Learning
PRAAMS
Praise
Repetition
Association
Attitude
Mnemonic
Senses
Barriers to Effective Communication
ECOIL
External Factors
Confusion of Symbols
Overuse of Abstractions
Interference
Lack of Common Experience
Characteristics of Effective Questions
SCRRBS
Stimulates Thought
Clear in meaning
Relates to material taught
Requires specific answer
Brief/Concise (one single idea)
Specific purpose
5 Ws - Who, What, Where, When, Why
Defense Mechanisms
DR FDR CPR
Denial
Rationalization
Fantasy
Displacement
Repression
Compensation
Projection
Reaction Formation
Traditional Teaching Process
PPARE
Preparation
Presentation
Application
Review
Evaluation
Demonstration-Performance Method
EDSIE
Explanation
Demonstration
Student Performance
Instructor Supervision
Evaluation/Critique
Characteristics of an Effective Critique
FAST COCO
Flexible
Acceptable
Specific
Thoughtful
Comprehensive
Organized
Constructive
Objective
Why Use Instructional Aids
RAVE
Retain Knowledge
Attention Getter
Visualize
Efficient use of time
Guidelines for Instructional Aids
ROES
Research supporting material
Organize into outline
Establish lesson objective
Support specific ideas/concepts
Instructor Professionalism
MS SALADS
Minimize Frustration
Safety
Sincerity
Acceptance
Language
Appearance
Demeanor (Calm)
Self-Improvement
Definition of Human Behavior
Explains how and why humans behave and act the way they do
The product of factors that cause people to act in predictable ways
Define Learning
A change in behavior as a result of an experience or practice
Domains of Learning
CAP
Cognitive (Thinking)
Affective (Feeling)
Psychomotor (Doing)
Minimizing Student Frustration
BIGMACK
Be consistent
Individuals (Approach students as)
Give credit when due
Motivate
Admit errors
Criticize constructively
Keep student informed
Characteristics of Well Planned Lesson
PReFoCUS
Practical
Relates to course of training
Flexible (outline)
Content (new info)
Unity
Scope (not too much/too little)
Purpose of the Lesson Plan
MS OCCUR
Material (selection)
Suitable Sequence
Outline for teaching
Confidence for instructors
Considers all lesson parts
Unity of Instruction
Relates to course objectives
Characteristics of Effective Written Test
VCROUD
Validity - measures what it is supposed to
Comprehensive - samples all objectives
Reliability - consistent repeated measurements
Objective - supported by a standard not an opinion
Useability - ease of use; font and images are clear
Discriminatory - distinguishes between types of learners
Kinds of Learning
Behaviorism - outward actions change
Cognitivism - change in thought process
Combined
Types of Memory
SSL
Sensory - lasts a few seconds before transferring to short term memory
(3) kinds: Auditory / Visual / Kinetic
Short term memory - information is stored for about 30 seconds unless transferred to long term memory
Long term memory - reconstructions of short term memory, susceptible to time and bias errors
Maslow’s Hierarchy of Needs △
These needs build upon each other, survival needs must be must before achieving higher level needs
Physiological - basic needs: food / water / shelter
Safety / Security
Love / Belonging
Self-Esteem - they need to be able see themselves as a pilot before they can be one
(Cognitive & Aesthetic - need to understand and need to express emotion)
Self Actualization - to achieve and maintain the higher / organized self
Rules for Critiquing
DW CAST
Don’t be forced to defend (complete/thorough)
Written matches verbal
Concise (don’t cover too much)
Avoid absolutes
Switzerland - Don’t take sides
Time (set aside & don’t overrun)
Flight Instructor Responsibilities
PHEED PREP
Provide adequate instruction
Help students learn
Emphasize positive
Evaluation of student abilities
Demand adequate standards
Pilot proficiency
Recommendations (checkride)
Endorsements
Pilot Supervision
Types of Critiques
ISWISS
Instructor/Student
Student Led
Written
Individual student by another student
Self-Critique
Small Group
Difference B/N Critique & Evaluation
Critique - informal (during training); immediate feedback to help student achieve goals
Evaluation - formal based on standard
Methods of Evaluation
Oral - assess knowledge/effectiveness
Written - assess level knowledge
Performance - assess ability
Teaching Methods
Lecture
Guided Discussion
Demonstration/Performance
Computer Based Training
Types of motivation
The reason one acts/behaves in a certain way; lies at the heart of goals
-Positive (praise, promise of rewards)
-Negative (element of threat)
Transfer of Learning
Ability to apply knowledge or procedures in one context to new contexts
-Positive (steep approach to pinnacle)
-Negative (fixed to rotor)
Reaction to Stress
-Normal (reacting within level of training)
-Abnormal (freezing up; uncharacteristic behavior)
Elements of Effective Communication
Source
Symbol
Receiver
Types of Written Test
Supply (Essay, Fill in Blank)
Selection (T/F, Matching, Multiple Choice)
Blocks of Learning
Individual lessons that support the total objective (building blocks)
Simple - Complex
Known - Unknown
Past - Present
Frequently Used - Least Used
Guided Discussion Questions
ORDRR
Overhead
(Directed to entire group)
Rhetorical
(Asked/answered by instructor)
Direct
(To get response from specific person)
Reverse
(Redirect question back to student)
Relay
(Redirect student’s question to group)
Define Perceptions
The brain giving meaning to the senses; all learning comes from perceptions
Define Insights
Grouping perceptions into meaningful wholes
Organizational of Material
I AM ODC
Introduction
Attention
Motivation
Overview
Development
Conclusion
