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FOI Flashcards

1
Q

Maslows

A

(PSBECS)
Physiological
Security
Belonging
Esteem
Cognitive
Self Actualization

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2
Q

Basic Elements of Communication

A

SSR
Source
Symbol
Receiver

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3
Q

Human Behavior

A

An attempt to satisfy needs

Is a product of innate human nature, experience, and environment

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4
Q

Defence Mechanisms

A

DRDRFCPR

Denial
Repression
Displacement
Rationalization
Fantasy
Compensation
Projection
Reaction Formation

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5
Q

Barriers of Effective Communication

A

COIL

Confusion of symbol/object
Overuse of Abstractions
Interference
Lack of Common Experience

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6
Q

Normal Anxiety

A

Respond rapidly and exact but with the limits of training

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7
Q

Abnormal Reactions to Stress

A

PRESIM

Painstaking self control
Rapid changes in Emotions
Extreme Over-cooperation
Severe Anger
Inappropriate Laughter
Marked Changes in Mood

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8
Q

Developing Communication Skills

A

LIQIR

Listening
Instructional Communication
Questioning
Instructional Enhancement
Role Playing

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9
Q

Learning Theories

A

BICC

Behaviorism
Information Processing
Cognitive
Constructivism

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10
Q

The Laws of Learning

A

REEPIR

Readiness
Exercise
Effect
Primacy
Intensity
Recency

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11
Q

Levels of Learning *

A

RUAC

Rote
Understanding
Application
Correlation

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12
Q

Scenario based Training

A

HIC

Has clear objective
Is tailored on the student
Capitalizes on local environment

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13
Q

Forgetting

A

FIRRS

Retrieval-Failure
Interference
Fading
Repression
Suppression

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14
Q

Factors that Effect Perception

A

G-STEP

Goals and Values
Self Concept
Time and Opportunity
Element of Threat
Physical Organism

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15
Q

Characteristics of Learning

A

PEAM

Purposeful
Experience
Active Process
Multi- faceted

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15
Q

Affective Domain

A

ARVOI

Awareness
Response
Value
Organizing
Integration

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15
Q

Reducing Errors

A

DR- CULT

Developing Routines
Raising Awareness
Checking for Errors
Using Reminders
Learning and Practicing
Taking Time

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16
Q

Perception and Insight

A

Perception - Giving meaning to stimuli from the senses
Insight - Grouping of perceptions into meaningful wholes

Senses lead to perceptions, perceptions lead to insights

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17
Q

Retention of Learning

A

MR.LAMP

Meaningulf Repetitions aids Recall
Recall is prompted by association
Learning with all Senses
Attitudes will aid retention
Mnemonics
Praise stimulates recall

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18
Q

Erros

A

Mistake - Error of Thought
Slip - Error of Action

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19
Q

Acquiring Knowledge

A

MUC

Memorization
Understanding
Concept- Learning

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20
Q

Acquiring skill Knowledge

A

CAA

Cognitive
Associative
Automatic Response

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21
Q

Psychomotor Domain

A

OIPH

Observation
Imitation
Practice
Habit

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22
Q

Memory

A

SSL

Sensory
Short Term
Long Term

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23
Q

Types of Practice

A

DBR

Deliberate
Blocked
Random

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24
Q

Transfer of Learning

A

Positive - Task A aids in Task B
Negative - Task A hurts Task B

25
Q

Essential Teaching Skills

A

PAMS

People skills
Assessment skills
Management Skills
Subject Matter Expertise

26
Q

Training Delivery Methods (Lecture)

A

IB FIT

Illustrated Talk
Briefing
Formal
Informal
Teaching Lecture

27
Q

Types of Problem-Based Learning

A

SCC

Scenario- Based
Collaborative Problem Solving - group
Case Study - Actually happened

28
Q

Essential Parts to a Lesson Plan

A

OESEISC

Objective
Elements
Schedule
Equipment
Instructor Actions
Student Actions
Completion Standards

29
Q

Guided Discussion

A

HICSRR

Has a specific purpose
Is clear and meaningful
Contains a single idea
Stimulates Thought
Requires a definite answer
Relates to previous information

30
Q

Training Delivery Method

A

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

31
Q

Characteristics of a Good Scenario

A

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

32
Q

Organization of Material

A

IDC + AMO

Introduction
- Attention
- Motivation
- Overview
Development
Conclusion

33
Q

Demonstration- Performance

A

EDSIE

Explain
Demonstrate
Student Performs
Instructor Supervises
Evaluate

34
Q

Guidelines for Effective Instructional Aids

A

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

35
Q

Purpose of Assessment

A

PACH

Provides feedback
Allows students to know progress
Contributes to Dev. Of ADM
Helps instructor see deficiencies

36
Q

Collaborative Assessment

A

RRRR

Replay
Reconstruct
Reflect
Redirect

37
Q

Critiques

A

SWISSI

Student led
Written
Instructor - Student
Small group
Self
Individual stud to stud

38
Q

Characteristics of An Effective Assessment

A

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

39
Q

Characteristics of Effective Questions

A

ABCAP

Apply to the subject
Brief and Concise
Center on only one idea
Adapted to the ability of student
Present a Challenge

40
Q

Types of Assessments

A

TAO

Traditional - writtens
Authentic - Checkride
Oral - the oral portion

41
Q

Traditional Assessments (Ground test)
(Characteristics of a Good test)

A

DR CUVO

Discriminate - compares students
Reliable - yields same results
Comprehensive - complete
Usable - Understandable
Valid- measure what it’s supposed to
Objectivity - not biased

42
Q

In airplane instruction

A

DSOC

Description
Safety
Objective
Completion standards -> common errors ->
Critique

43
Q

Types of questions to AVOID

A

POTBIT

Puzzle
Oversized/Broad
Toss Up
Bewilderment
Irrelevant
Trick

44
Q

Aviation Instructor Responsibility

A

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

45
Q

Flight Instructor Responsibility

A

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

46
Q

Evaluation of Student Ability

A

DKC

Demonstrated ability
Keep student informed
Correction of errors

47
Q

Professionalism

A

SAD SAPS

Sincerity
Acceptance of student
Demeanor
Safety
Appearance
Proper language
Self Improvement

48
Q

Professional Development

A

GECI

Government
Educational
Commercial
Industry

49
Q

Physiological Obstacles

A

GUAM

G- Forces
Unfamiliar environment
A Sick student does not learn well
Motion sickness

50
Q

Ensuring Student Ability

A

LAAEE

Landings/ Takeoff
ATC communication
Air traffic management
Emergencies
Everything

51
Q

Obstacles to learning

A

WIPAUA

Worry/Lack of interest
Impatience
Physical discomfort
Apathy - losing interest because of instructor
Unfair Treatment
Anxiety

52
Q

Demonstration - Performance

A

ED SIE

Explain
Demonstrate
Student Performs
Instructor Supervises
Evaluate

53
Q

Common Types of Assessments

A

RCWP

Review
Collaborative
Written
Performance- Based

54
Q

Examples (techniques of flight instruction)

A

PUSIA

Positive Exchange of Controls
Use of Distractions
Sterile Cockpit
Integrated flight Instruction- (Outside, inside references)
Assessment of piloting ability

55
Q

Decision Making Process (Techniques of Flight Instruction)

A

DCIE

Define the problem
Choose a course of action
Implement the decision
Evaluate the Outcome

56
Q

4 Principles of Risk Management

A

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

57
Q

Assessing Risk

A

PORI CCMN

Likelihood of an event
- Probable
- Occasional
- Remote
- Improbable
Severity of an Event
- Catastrophic
- Critical
- Marginal
- Negligible

58
Q

Imsafe

A

Illness
Medication
Stress
Alcohol
Fatigue
Eating/ Emotion

59
Q

Risk Management Process

A

IAAMIS

Identify the Hazard
Assess the Risk
Analyze risk control measures
Make control decisions
Implement Risk Controls
Supervise and Review

60
Q

5 P Checklist

A

PPPPP

Pilot
Plane
Plan
Passengers
Programming

61
Q

Hazardous Attitudes

A

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

62
Q

Acute Fatigue is Characterized by:

A

NEIL LID

Neglection of Secondary Tasks
Errors in Timing
Irritability
Lack of Accuracy and Control
Lack of Awareness of error
accumulation
Inattention
Distractibility

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