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CFI > FOI > Flashcards

FOI Flashcards

1
Q

Characteristics of Learning

A

RAMP

Result of Experience
Active Process
Multifaceted
Purposeful

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2
Q

Laws of Learning

A

REEPIR

Readiness
Exercise
Effect
Primacy
Intensity
Recency

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3
Q

Factors that Effect Perceptions

A

GSTEP

Goals/Values
Self-Concept
Time/Opportunity
Element of Threat
Physical Organisms (Senses)

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4
Q

Levels of Learning

A

RUAC

Rote
Understanding
Application
Correlation

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5
Q

Theories of Forgetting

A

RIDR

Repression
Interference
Disuse (Fading)
Retrieval Failure

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6
Q

Retention of Learning

A

PRAAMS

Praise
Repetition
Association
Attitude
Mnemonic
Senses

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7
Q

Barriers to Effective Communication

A

ECOIL

External Factors
Confusion of Symbols
Overuse of Abstractions
Interference
Lack of Common Experience

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8
Q

Characteristics of Effective Questions

A

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

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9
Q

Defense Mechanisms

A

DR FDR CPR

Denial
Rationalization

Fantasy
Displacement
Repression

Compensation
Projection
Reaction Formation

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10
Q

Traditional Teaching Process

A

PPARE

Preparation
Presentation
Application
Review
Evaluation

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11
Q

Demonstration-Performance Method

A

EDSIE

Explanation
Demonstration
Student Performance
Instructor Supervision
Evaluation/Critique

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12
Q

Characteristics of an Effective Critique

A

FAST COCO

Flexible
Acceptable
Specific
Thoughtful

Comprehensive
Organized
Constructive
Objective

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13
Q

Why Use Instructional Aids

A

RAVE

Retain Knowledge
Attention Getter
Visualize
Efficient use of time

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14
Q

Guidelines for Instructional Aids

A

ROES

Research supporting material
Organize into outline
Establish lesson objective
Support specific ideas/concepts

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15
Q

Instructor Professionalism

A

MS SALADS

Minimize Frustration
Safety

Sincerity
Acceptance
Language
Appearance
Demeanor (Calm)
Self-Improvement

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16
Q

Definition of Human Behavior

A

Explains how and why humans behave and act the way they do

The product of factors that cause people to act in predictable ways

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17
Q

Define Learning

A

A change in behavior as a result of an experience or practice

18
Q

Domains of Learning

A

CAP

Cognitive (Thinking)

Affective (Feeling)

Psychomotor (Doing)

19
Q

Minimizing Student Frustration

A

BIGMACK

Be consistent
Individuals (Approach students as)
Give credit when due
Motivate
Admit errors
Criticize constructively
Keep student informed

20
Q

Characteristics of Well Planned Lesson

A

PReFoCUS

Practical
Relates to course of training
Flexible (outline)
Content (new info)
Unity
Scope (not too much/too little)

21
Q

Purpose of the Lesson Plan

A

MS OCCUR

Material (selection)
Suitable Sequence

Outline for teaching
Confidence for instructors
Considers all lesson parts
Unity of Instruction
Relates to course objectives

22
Q

Characteristics of Effective Written Test

A

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

23
Q

Kinds of Learning

A

Behaviorism - outward actions change

Cognitivism - change in thought process

Combined

24
Q

Types of Memory

A

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

25
Q

Maslow’s Hierarchy of Needs △

A

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

26
Q

Rules for Critiquing

A

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)

27
Q

Flight Instructor Responsibilities

A

PHEED PREP

Provide adequate instruction
Help students learn
Emphasize positive
Evaluation of student abilities
Demand adequate standards

Pilot proficiency
Recommendations (checkride)
Endorsements
Pilot Supervision

28
Q

Types of Critiques

A

ISWISS

Instructor/Student
Student Led
Written
Individual student by another student
Self-Critique
Small Group

29
Q

Difference B/N Critique & Evaluation

A

Critique - informal (during training); immediate feedback to help student achieve goals

Evaluation - formal based on standard

30
Q

Methods of Evaluation

A

Oral - assess knowledge/effectiveness

Written - assess level knowledge

Performance - assess ability

31
Q

Teaching Methods

A

Lecture
Guided Discussion
Demonstration/Performance
Computer Based Training

32
Q

Types of motivation

A

The reason one acts/behaves in a certain way; lies at the heart of goals

-Positive (praise, promise of rewards)
-Negative (element of threat)

33
Q

Transfer of Learning

A

Ability to apply knowledge or procedures in one context to new contexts

-Positive (steep approach to pinnacle)
-Negative (fixed to rotor)

34
Q

Reaction to Stress

A

-Normal (reacting within level of training)

-Abnormal (freezing up; uncharacteristic behavior)

35
Q

Elements of Effective Communication

A

Source
Symbol
Receiver

36
Q

Types of Written Test

A

Supply (Essay, Fill in Blank)

Selection (T/F, Matching, Multiple Choice)

37
Q

Blocks of Learning

A

Individual lessons that support the total objective (building blocks)

Simple - Complex
Known - Unknown
Past - Present
Frequently Used - Least Used

38
Q

Guided Discussion Questions

A

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)

39
Q

Define Perceptions

A

The brain giving meaning to the senses; all learning comes from perceptions

40
Q

Define Insights

A

Grouping perceptions into meaningful wholes

41
Q

Organizational of Material

A

I AM ODC

Introduction
Attention
Motivation
Overview
Development
Conclusion

CFI (4 decks)

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