FOI Flashcards
Maslows
(PSBECS)
Physiological
Security
Belonging
Esteem
Cognitive
Self Actualization
Basic Elements of Communication
SSR
Source
Symbol
Receiver
Human Behavior
An attempt to satisfy needs
Is a product of innate human nature, experience, and environment
Defence Mechanisms
DRDRFCPR
Denial
Repression
Displacement
Rationalization
Fantasy
Compensation
Projection
Reaction Formation
Barriers of Effective Communication
COIL
Confusion of symbol/object
Overuse of Abstractions
Interference
Lack of Common Experience
Normal Anxiety
Respond rapidly and exact but with the limits of training
Abnormal Reactions to Stress
PRESIM
Painstaking self control
Rapid changes in Emotions
Extreme Over-cooperation
Severe Anger
Inappropriate Laughter
Marked Changes in Mood
Developing Communication Skills
LIQIR
Listening
Instructional Communication
Questioning
Instructional Enhancement
Role Playing
Learning Theories
BICC
Behaviorism
Information Processing
Cognitive
Constructivism
The Laws of Learning
REEPIR
Readiness
Exercise
Effect
Primacy
Intensity
Recency
Levels of Learning *
RUAC
Rote
Understanding
Application
Correlation
Scenario based Training
HIC
Has clear objective
Is tailored on the student
Capitalizes on local environment
Forgetting
FIRRS
Retrieval-Failure
Interference
Fading
Repression
Suppression
Factors that Effect Perception
G-STEP
Goals and Values
Self Concept
Time and Opportunity
Element of Threat
Physical Organism
Characteristics of Learning
PEAM
Purposeful
Experience
Active Process
Multi- faceted
Affective Domain
ARVOI
Awareness
Response
Value
Organizing
Integration
Reducing Errors
DR- CULT
Developing Routines
Raising Awareness
Checking for Errors
Using Reminders
Learning and Practicing
Taking Time
Perception and Insight
Perception - Giving meaning to stimuli from the senses
Insight - Grouping of perceptions into meaningful wholes
Senses lead to perceptions, perceptions lead to insights
Retention of Learning
MR.LAMP
Meaningulf Repetitions aids Recall
Recall is prompted by association
Learning with all Senses
Attitudes will aid retention
Mnemonics
Praise stimulates recall
Erros
Mistake - Error of Thought
Slip - Error of Action
Acquiring Knowledge
MUC
Memorization
Understanding
Concept- Learning
Acquiring skill Knowledge
CAA
Cognitive
Associative
Automatic Response
Psychomotor Domain
OIPH
Observation
Imitation
Practice
Habit
Memory
SSL
Sensory
Short Term
Long Term
Types of Practice
DBR
Deliberate
Blocked
Random
Transfer of Learning
Positive - Task A aids in Task B
Negative - Task A hurts Task B
Essential Teaching Skills
PAMS
People skills
Assessment skills
Management Skills
Subject Matter Expertise
Training Delivery Methods (Lecture)
IB FIT
Illustrated Talk
Briefing
Formal
Informal
Teaching Lecture
Types of Problem-Based Learning
SCC
Scenario- Based
Collaborative Problem Solving - group
Case Study - Actually happened
Essential Parts to a Lesson Plan
OESEISC
Objective
Elements
Schedule
Equipment
Instructor Actions
Student Actions
Completion Standards
Guided Discussion
HICSRR
Has a specific purpose
Is clear and meaningful
Contains a single idea
Stimulates Thought
Requires a definite answer
Relates to previous information
Training Delivery Method
LEGCCDD
L* IBFIT G* HICSRR D* EDSIE
Lecture Method
- Illustrated talk
- Briefing
- Formal
- Informal
- Teaching Lecture
E-learning
Guided Discussion
- Has a specific Purpose
- Is clear and meaningful
- Contains single Idea
- Stimulates Thought
- Requires a definite answer
- Relates to previous Information
Computer Assisted Learning
Cooperative/ Group Learning
Demonstration-Performance
- Explain
- Demonstrate
- Student Performs
- Instructor Supervises
- Evaluate
Drill and Practice
Characteristics of a Good Scenario
IWDSS
Is not a test
Will not have one right answer
Does not offer an obvious answer
Should not promote errors
Should promote situational awareness
Organization of Material
IDC + AMO
Introduction
- Attention
- Motivation
- Overview
Development
Conclusion
Demonstration- Performance
EDSIE
Explain
Demonstrate
Student Performs
Instructor Supervises
Evaluate
Guidelines for Effective Instructional Aids
CGOS
Clearly establish the Objective
Gather necessary data by researching
Organize the material into an outline
Select the ideas to be supported with
instructional aids
Purpose of Assessment
PACH
Provides feedback
Allows students to know progress
Contributes to Dev. Of ADM
Helps instructor see deficiencies
Collaborative Assessment
RRRR
Replay
Reconstruct
Reflect
Redirect
Critiques
SWISSI
Student led
Written
Instructor - Student
Small group
Self
Individual stud to stud
Characteristics of An Effective Assessment
FASTCOCO
Flexible - roll with the punches
Acceptable - student accepts instruction
Specific- not broad
Thoughtful - Be nice about it
Comprehensive - complete
Objective - leaving out your ego
Constructive - Beneficial
Organized
Characteristics of Effective Questions
ABCAP
Apply to the subject
Brief and Concise
Center on only one idea
Adapted to the ability of student
Present a Challenge
Types of Assessments
TAO
Traditional - writtens
Authentic - Checkride
Oral - the oral portion
Traditional Assessments (Ground test)
(Characteristics of a Good test)
DR CUVO
Discriminate - compares students
Reliable - yields same results
Comprehensive - complete
Usable - Understandable
Valid- measure what it’s supposed to
Objectivity - not biased
In airplane instruction
DSOC
Description
Safety
Objective
Completion standards -> common errors ->
Critique
Types of questions to AVOID
POTBIT
Puzzle
Oversized/Broad
Toss Up
Bewilderment
Irrelevant
Trick
Aviation Instructor Responsibility
HEMPSS and MACKBAG
Helping students learn
Emphasizing the positive
Minimizing student frustration
- Motivate
- Approach as individual
- Constructive Criticism
- Keep them informed
- Be consistent
- Admit errors
- Give credit when due
Provide adequate instructions
Standards
Safety ensured
Flight Instructor Responsibility
PEEPPASS
Pilot supervision
Evaluation of student ability
Endorsements for Instruction given
Practical Test Recommendations
Pilot Proficiency
Additional Training
See and Avoid
Student pre-solo thought process
Evaluation of Student Ability
DKC
Demonstrated ability
Keep student informed
Correction of errors
Professionalism
SAD SAPS
Sincerity
Acceptance of student
Demeanor
Safety
Appearance
Proper language
Self Improvement
Professional Development
GECI
Government
Educational
Commercial
Industry
Physiological Obstacles
GUAM
G- Forces
Unfamiliar environment
A Sick student does not learn well
Motion sickness
Ensuring Student Ability
LAAEE
Landings/ Takeoff
ATC communication
Air traffic management
Emergencies
Everything
Obstacles to learning
WIPAUA
Worry/Lack of interest
Impatience
Physical discomfort
Apathy - losing interest because of instructor
Unfair Treatment
Anxiety
Demonstration - Performance
ED SIE
Explain
Demonstrate
Student Performs
Instructor Supervises
Evaluate
Common Types of Assessments
RCWP
Review
Collaborative
Written
Performance- Based
Examples (techniques of flight instruction)
PUSIA
Positive Exchange of Controls
Use of Distractions
Sterile Cockpit
Integrated flight Instruction- (Outside, inside references)
Assessment of piloting ability
Decision Making Process (Techniques of Flight Instruction)
DCIE
Define the problem
Choose a course of action
Implement the decision
Evaluate the Outcome
4 Principles of Risk Management
AMAI
Accept no unnecessary risk
Make risk decisions at the appropriate level
Accept risk only when benefits outweigh the cost
Integrate risk management into all levels of planning
Assessing Risk
PORI CCMN
Likelihood of an event
- Probable
- Occasional
- Remote
- Improbable
Severity of an Event
- Catastrophic
- Critical
- Marginal
- Negligible
Imsafe
Illness
Medication
Stress
Alcohol
Fatigue
Eating/ Emotion
Risk Management Process
IAAMIS
Identify the Hazard
Assess the Risk
Analyze risk control measures
Make control decisions
Implement Risk Controls
Supervise and Review
5 P Checklist
PPPPP
Pilot
Plane
Plan
Passengers
Programming
Hazardous Attitudes
MARII
Macho - Don’t take chances
Anti-authority - Follow the rules
Resignation - I’m not helpless, don’t give up
Invulnerability - It could happen to me
Impulsivity - Not so fast
Acute Fatigue is Characterized by:
NEIL LID
Neglection of Secondary Tasks
Errors in Timing
Irritability
Lack of Accuracy and Control
Lack of Awareness of error
accumulation
Inattention
Distractibility
