FOI Flashcards
1
Q
Define human behavior.
FI.I.A.K1a
A
- Product of factors that cause people to act in predictable ways
- Person’s attempt to satisfy certain needs
2
Q
What are examples of 7 human needs?
FI.I.A.K1d
A
Physiological
Security
Belonging
Self-Esteem
Cognitive
Aesthetic
Self-Actualization
3
Q
What are common defense mechanisms?
Dr Dr CPR Fast
FI.I.A.K1e
A
- Denial
- Repression
- Displacement
- Rationalization
- Compensation
- Projection
- Reaction Formation
- Fantasy
4
Q
Define anxiety.
A
- Most significant psychological factor affecting flight instruction
- Worry, nervousness about something that is going to happen (real or imagined)
5
Q
How can anxieties be countered?
A
- Reinforce enjoyment
- Treat fears as normal
- Introduce certain maneuvers with care
6
Q
What is a normal reaction to stress?
A
- Rapid
- Rational
- Within limits of training/experience
7
Q
What is an abnormal reaction to stress?
A
Inadequate/absent response
Random or illogical
8
Q
How to Deal with Seriously Abnormal Learners?
A
- Refrain from instructing
- Have another instructor conduct an evaluation flight
- Confer to determine whether further investigation or action is justified
9
Q
What are the 3 elements of communication?
A
Source
Symbols
Receiver
10
Q
What characteristics of a “receiver” should be considered?
A
- Attitudes
- Abilities
- Experiences
11
Q
What are the barriers to effective communication?
COIL
A
Confusion between the symbol and the symbolized object
Overuse of abstractions
Interference
Lack of common experience
12
Q
What are 5 ways to develop instructional communication skills?
LIQIR
A
Listening
Instructional communication
Questioning
Instructional enhancement
Role playing
13
Q
What is Learning Theory?
A
Principles that explain how people gain skills, knowledge, attitudes
14
Q
What is learning?
A
Change in behavior of the learner as a result of experience.
15
Q
How can you determine if a learner has “learned”?
A
Change in behavior (knowledge, attuide, or skill) is observed
16
Q
Define Behaviorism.
A
Reinforcing desired behaviors
17
Q
What is Cognitive Theory?
A
Concerned with the process of thinking
18
Q
Define perceptions.
A
- Giving meaning to external stimuli
- All learning comes from perceptions
- Perceptions are the puzzel peices
19
Q
What factors affect perceptions?
G-STEP
A
- Goals and values
- Self-concept
- Time and opportunity
- Element of threat
- Physical Organism
20
Q
Define insight.
A
- Grouping perceptions into meaningful wholes
- Putting peices (perceptions) together to make the puzzle (insight)
21
Q
How can you help learners develop insights?
A
- Show how each piece relates to others
- Provide safe environment
- Help the learner maintain positive self-concept
22
Q
What are the 3 phases of acquiring knowledge?
MUA
A
Memorization
Understanding
Application
23
Q
What is the instructor’s role in acquiring knowledge?
A
Ask learners to recite/practice
Ask questions
Present opportunities to apply knowledge
Demonstrate benefits of applying knowledge
Introduce new topics to support objectives
24
Q
What are the Laws (Principles) of Learning?
REEPIR
A
Readiness
Exercise
Effect
Primacy
Intensity
Recency
25
What are the 3 Domains of Learning?
Cognitive-thinking
Affective-feeling
Psychomotor-doing
26
What are the 4 basic Levels of Learning?
Rote-memorization
Understanding-comprehension
Application-putting to use
Correlation-combining new information with previously learned
27
What are the 6 levels of the Cognitive Domain?
Knowledge-remembering
Comprehension-understanding
Application-using
Analysis-breaking down into parts
Synthesis-putting parts together into new whole
Evaluation-making judgments on merits of ideas
28
What are the 5 levels of the Affective Domain?
Receiving-paying attention
Responding-complies/reacts voluntarily
Valuing-acceptance
Organization-rearranging value system
Characterization-incorporates value into life
29
What are the 7 levels of the Psychomotor Domain?
Perception-aware of stimuli
Set-relates cues/knows
Guided response-performs as demonstrated
Mechanism-performs simple acts well
Complex overt response-performs complex acts
Adaptation-modifies for special problems
Origination-new movement patterns/creativity
30
What are the 4 instructional levels of the Psychomotor Domain?
Observation
Imitation
Practice
Habit
31
What are 4 basic characteristics of effective learning?
| RAMP
Resault of Experience
Active Process
Multifaceted
Purposeful
32
What are the 3 stages of acquiring skill knowledge?
| CAAR
Cognitive-factual/memorizing steps
Associative-connecting steps with likely outcomes
Automatic response-can do multiple tasks simultaneously
33
Define learning plateau.
Progress slows down
| Can be caused by over-practice
34
What are the 3 types of practice?
Deliberate-aimed at goal/done with feedback
Blocked-drilling
Random-mixing up skills
35
What are the problems associated with over-practice?
* Unproductive
* Motivation declines
* Errors increase
A certain motivation killer is that for the learner to demonstrate the same
procedure or maneuver and not see an improvement.
36
Define Problem Based Instruction.
## Footnote
FI.I.C.K9
Lessons involving problems encountered in real life which ask learners to find real-world solutions
37
What are elements of effective problems for Problem Based Instruction?
## Footnote
FI.I.C.K9
* Relate to the real world
* Require learners to make decisions
* Open ended, not limited to one answer
* Connected to previously learned knowledge and new knowledge
* Reflect lesson objectives
* Challenge learners to think critically
38
How are Higher Order Thinking Skills or ADM taught effectively?
## Footnote
FI.I.C.K9
1. Using problem-based learning (PBL) instruction
2. Authentic problems
3. Real-world problems
4. Learner-centered learning
5. Active learning
6. Cooperative learning
7. Customized instruction to meet the individual learner’s needs
39
What is the Basic Approach to Teaching HOTS (ADM)?
1. Set up the problem
2. Determine learning outcomes for the problem
3. Solve the Problem or Task
4. Reflect on Problem solving process
5. Consider additional solutions through guided discovery
6. Reevaluate solution with additional options
7. Reflect on this solution and why it is the best
8. Consider what best means
40
Define Scenario-Based Training.
* Real-world experiences
* Clear objectives
* Use local environment
* Tailored to learner
41
What information is needed for Scenario-Based Training?
Scenario destination(s)
Desired student outcome(s)
Desired level of student performance
Possible inflight scenario changes
42
What are characteristics of a good scenario?
* Not a test
* No single correct answer
* No obvious answer
* Engages all 3 learning domains
* Interactive
* Should not promote errors
* Promotes situational awareness and decision-making
43
Define “slip” (Error).
* Error of action.
* Plans to do one thing, but does something else
44
Define “mistake” (Error).
* Error of thought.
* Plans to do the wrong thing and does it
| Result of misunderstanding
45
What are some ways to reduce errors?
* Learning/practicing
* Taking time
* Checking for errors
* Using reminders
* Developing routines
* Raising awareness
46
Define memory.
Ability to encode, store, and retrieve information
47
What are the 3 types of memory?
* Sensory-receives/processes input from environment
* Short term-stored for about 30 seconds
* Long term-relatively permanent
48
Ability to retrieve knowledge depends on:
Frequency and Recency
49
What are some reasons that learners forget information?
| FIRRS
* Fading
* Interference
* Retrieval failure
* Repression or suppression
50
What can facilitate remembering/retention?
* Praise
* Association
* Attitudes
* Senses
* Repetition
51
What is transfer of learning?
Ability to apply information learned in one context to another context
52
What is a positive transfer of learning?
Learning Skill A promotes learning Skill B
53
What is a negative transfer of learning?
Learning Skill A hinders learning Skill B
54
What is the Building Block Method?
New skills are built upon prior knowledge/skills
55
What are the 4 essential teaching skills?
| PAMS
* People skills
* Assessment skills
* Management skills
* Subject matter expertise
56
What are the 4 basic steps of the teaching process?
| P-PAR
* Preparation
* Presentation
* Application
* Review/evaluation
57
What are the 7 elements of a lesson plan?
* Objective
* Content
* Schedule
* Equipment
* Instructor’s actions
* Learner’s actions
* Completion standards
58
Describe the organization of a lesson.
| What are the three parts of a lesson
* Introduction-attention (What), motivation (Why), overview (How)
* Development-organization of lesson/materials
* Conclusion-review, relate elements to objective
59
Define Course of Training.
Complete series of studies leading to graduation/degree
60
Define curriculum.
Set of courses in area of specialization
61
Define Training Course Outline.
The content of a particular course within a curriculum
| Objectives, content, desired outcomes, assessments
62
Define syllabus.
Outline, description of lessons within a course
63
What are the steps in planning a Course of Training?
* Determine objectives and standards
* Design and develop blocks of learning
* Identify the blocks of learning
64
What are Performance-Based Training Objectives?
Description of skill, conditions, criteria
65
What are Decision-Based Training Objectives?
Risk management
| Aeronautical decision making
66
What are some common teaching methods?
* Lecture
* Guided discussion
* E-learning
* Demonstration-performance
* Drill and practice
* Problem-based learning
67
What are the 5 steps of the Demonstration-Performance Teaching Method?
* Explanation
* Demonstration
* Leaner performance
* Instructor supervision
* Evaluation
68
Define instructional aids.
Supplement teaching/learning process
69
Define training media.
Self-supported
| Text, Video, computer programs, simulators
70
When should you use instructional aids?
* Long segments of technical discussion
* Point is complex/difficult to put into words
* Learners puzzled by explanation/description
71
Define assessment.
Gathering measurable information to meet evaluation needs
72
What is the assessment vs critique?
Assessment is the standard
Critique is to bring the learner to that standard
73
What is the importance of assessment?
* Provides information on leaner progress
* Gives feedback to learner
* Contributes to ADM/judgment
* Indicates where more instruction needed
* Evaluates how effective is our teaching methods
74
What are some characteristics of effective assessments?
| Fast COCO
* Flexible
* Acceptable
* Specific
* Thoughtful
* Comprehensive
* Objective
* Constructive
* Organized
75
Define Traditional Assessment.
Written test
76
Define Authentic Assessment.
Perform real-world tasks
77
What are characteristics of effective questions?
* Apply to subject
* Brief, concise, clear, definite
* Adapt to ability, experience, training stage
* Center on only one idea
* Present a challenge
78
What are characteristics of ineffective questions?
* Puzzle
* Oversized
* Toss-up
* Bewildering
* Irrelevant
* Trick
79
What constitutes effective critique?
First, Praise to Stimulate Remembering and get them ready for the bad critique
| Delivered immediately after performance
80
What are some methods of critique?
* Instructor/learner - Teacher leads class critique
* Learner led - Learner needs experience to be effective
* Small group - individual parts critiqued, then combined
* Individual Learner Critique by another Learner- Another learner present the entire assessment
* Self - A learner critiques their own personal performance
* Written - more time devoted
81
Define Law of Readiness.
Learners learn best when there is a clear objective and reason for learning
82
Define Law of Exercise.
Learning is enhanced through practice (Use it or lose it)
83
Define Law of Effect.
Learning is strengthened by positive feelings
| Satisfying outcomes are likely to be repeated
84
Define Law of Primacy.
What is learned first creates a strong impression
85
Define Law of Intensity.
Vivid/dramatic experiences teach more (Fun or Scary)
86
Define Law of Recency.
Things learned recently are best remembered
| Reemphasize important points
87
What are the 5 main responsibilities of flight instructors?
## Footnote
FI.I.E.K1
* Help learners learn
* Provide adequate instruction
* Demand adequate standards of performance
* Emphasize positive
* Minimizing Learner Frustration
* Ensure aviation safety
88
When should ACS standards be introduced?
Introduce later in training
| Their motivation should be a competent pilot, not to meet a standard
89
How can instructors minimize frustrations?
## Footnote
FI.I.E.K1e
* Motivate students
* Keep students informed
* Approach students as individuals
* Give credit when due
* Criticize constructively
* Be consistent
* Admit errors
* Be Well Prepared (Over prepare)
90
What are some characteristics of professionalism?
## Footnote
FI.I.E.R2
* Sincerity
* Acceptance of the Learner
* Personal Appearance and Habits
* Demeanor
* Proper language
| Maintain a strong teacher-leaner relationship
91
How should an instructor evaluate the performance of a maneuver?
* Performance standards
* Consider overall mastery
* Inform student of progress
* Allow student to correct errors
92
How can an instructor determine if a student is ready for solo flight?
Consistent performance, from preflight through engine shutdown, without instructor assistance
93
What are the common Learner Emotional Reactions?
## Footnote
FI.I.A.K2
* Anxiety - Most significant psychological factor
* Impatience - Seeks only the ultimate objective
* Worry or Lack of Interest
* Physical Discomfort, Illness, Fatigue, and Dehydration
* Apathy Due to Inadequate Instruction
94
Define Positive Exchange of Flight Controls.
3 step process
| Discussed during preflight
95
Define Sterile Cockpit Rule.
Refrain from nonessential activities during critical phases of flight, ground operations, all flight below 10000’ (except cruise)
96
What are some types of instructor-introduced distractions?
Ask the learner to:
Pick up dropped pencil/pen
Get something from back seat
Reset clock
Determine heading from chart
Calculate TAS with E6B
Identify terrain/landmarks
Identify field for forced landing
97
Define Integrated Flight Instruction.
Maneuvers performed using outside references and flight instruments
| Instruments are used to verify what you already know
98
Define Aeronautical Decision Making.
## Footnote
FI.I.F.K6
Systematic approach to mental process used to consistently determine best course of action
| Also known as higher order thinking skills
99
What are the steps in the decision-making process?
## Footnote
FI.I.F.K6
* Define the problem
* Choose a course of action
* Implement the decision
* Evaluate the outcome
100
What are the steps in the DECIDE Model?
1. Detect a change
2. Estimate the need to react
3. Choose the best outcome
4. Identify possible actions
5. Do something
6. Evaluate the effect
101
What are the steps in the 3P Model?
1. Perceive
2. Process
3. Perform
102
Define Risk Management.
Decision-making process of identifying problems, determining actions, evaluating results
103
How do you determine “acceptable risk”?
| 4 Fundamental Principles of Risk Management
1. Accept no unnecessary risk
2. Make risk decisions at appropriate level
3. Accept risk when benefits outweigh costs
4. Integrate risk management into planning
104
What are the 3 Basic Steps of the Risk Management Process?
1. Identify the Hazard
2. Assess the Risk
3. Mitigate the Risk
105
What are the 4 levels of risk probability?
1. Improbable
2. Remote
3. Occasional
4. Probable
106
What are the 4 levels of risk severity?
1. Negligible
2. Marginal
3. Critical
4. Catastrophic
107
What are the steps of the PAVE Checklist?
1. PIC
2. Aircraft
3. EnVironment
4. External pressures
108
What are the steps of the IMSAFE Checklist?
1. Illness
2. Medication
3. Stress
4. Alcohol
5. Fatigue
6. Eating
109
What are the steps of the 5P Checklist?
1. Plan
2. Plane
3. Pilot
4. Passengers
5. Programming
