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FOI Flashcards

1
Q

Cognitive Domain (facts, concepts, relationships)

A

Knowledge, Comprehension, Application, Analysis, Synthesis

Evaluation

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2
Q

Building block technique of instruction

A

Ea task performed acceptably & correctly before next task intro’d
Facilitates positive transfer of learning

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3
Q

Retrieving Knowledge/skills from memory dependent on?

A

How often knowledge is used (frequency)

How recent knowledge used (Recency)

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4
Q

Retention in short term memory aided by?

A 
Systematic chunks (coding)
Repetition/rehearsal of info (rote learning)
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5
Q

Memory parts

A

Sensory register
Short term
Long term

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6
Q

Insight

A

Occurs when perceptions grouped into meaningful wholes
Instructor’s responsibility to evoke insight
Develop insight by providing secure, non-threatening ennvironment

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7
Q

Perceptions

A

Result when person gives meaning to sensations

Basis of all learning

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8
Q

Principles of Learning (REEPIR)

A

Readiness, Exercise, Effect, Primacy, Intensity, Recency

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9
Q

Types of practice

A

Deliberate: practice spec areas, avoid distractions
Blocked: Same drill until automatic, good short term, poor long term
Random: Mixes skills in session, better retention, more long term

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10
Q

Skill acquisition stages

Automatic Response stage steps

A

1) Less attention req to do procedure 2) Performance rapid/smooth
3) Fewer/smaller adjustments 4) No longer remembers individual steps
5) Better able to multitask

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11
Q

Skill acquisition stages

Associative stage steps

A

1) Associate steps w/ likely outcomes
2) Assess progress, make adjustments in performance
3) Req deliberate attention can better deal w/ distractions

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12
Q

Skill acquisition stages

Cognitive stage steps

A

1) Student memorizes steps
2) Unaware of progress, may fixate
3) Req full attention, distractions cause performance to deteriorate

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13
Q

Instructors can cause learning plateaus by?

A

Over-practice
Take breaks after repeating task 3-4 times
Move to diff place in curriculum

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14
Q

Best way to prepare a student to perform a task

A

Provide clear step by step example

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15
Q

Affective Domain

Attitudes, beliefs, values

A 
Receiving - willing to pay attention
Responding - Reacts/complies
Valuing - acceptance
Organization - Rearrange value system
Characterization - Incorporates values into own life
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16
Q

Levels of Learning

A

Rote
Understanding
Application
Correlation

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17
Q

Purpose of a lesson plan?

A 
Eliminate unimportant details
present in suitable sequence
Outline for teaching procedure
Uniformity of instruction
Relate objectives of crs to lesson
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18
Q

Perceptions result when?

A

A person gives meaning to sensations being experienced

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19
Q

Properly planned training syllabus allows?

A

sufficient time and opportunity for key perceptions to occur

It takes time and opportunity to perceive

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20
Q

A person’s basic need is to?

A

Maintain, enhance, preserve, and perpetuate the organized self

All perceptions affected by this basic need

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21
Q

Has great influence on the total perceptual process?

A

Self concept, or self image

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22
Q

What narrows the student’s perceptual field?

A

Fear or the element of threat

Resulting anxiety can limit ability to learn from perceptions

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23
Q

Insights

A

Instructor’s major responsibility to evoke insights

Speed learning process by teaching relationships as they occur

Help develop insights w/ secure & non-threatening environment

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24
Q

Memory parts?

A

Sensory register

short term

long term

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25
Q

Short term memory aided by?

A

Repetition or rehearsal of information (rote learning)

Info retains longer if it can be related to previous knowledge
recoding

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26
Q

Recoding?

A

Process of relating incoming information to concepts or knowledge already in memory

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27
Q

Methods of recoding?

A

Involve some type of association

Mnemonics: acronyms, acrostics, rhymes, chanting

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28
Q

Ability to retrieve knowledge or skills from memory related to?

A

How often that knowledge has been used in the past

How recently the knowledge has been used

Called frequency and recency of use

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29
Q

Forgetting/Retention theory of fading

A

Forgets info not used for extended period of time

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30
Q

Forgetting/retention theory of interference

A

Forget info because a certain exp has overshadowed it or similar info has intervened.

Similar info interferes most. Info not well learned suffers most

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31
Q

Forgetting/retention theory of repression or suppression

A

Memories pushed out of reach due to negative feelings assoc w/ them

Repression: Unintentional forgetting

Suppression: Conscious and intentional

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32
Q

Building block tech of learning aids in?

A

Positive transfer of learning

Ea task performed acceptably & correctly before next task

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33
Q

A learning plateau may signify?

A

Student reached capability limits
Be consolidating levels of skill (perfection not advancement)
Have lost interest
Need a more efficient method for increasing progress
Overpractice

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34
Q

How may an instructor help develop insights?

A

Provide secure/non threatening learning environment

Help student acquire & maintain favorable self concept

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35
Q

Distractions interjected by instructors during training may help…

A

Students determine whether or not a distraction warrants further attention or action on their part

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36
Q

How can an instructor help student achieve favorable self concept?

A

The way instructors conduct themselves, their own positive attitudes, & the manner in which they instruct

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37
Q

Reasons people develop defense mechanisms

A

Soften feelings of failure, alleviate feelings of guilt, protect feelings of personal worth and adequacy

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38
Q

Types of defense mechanisms

A

Repression, Denial, Compensation, Projection, Rationalization, Reaction formation, Fantasy, Displacement

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39
Q

Normal individual’s reaction to stress

A

Respond rapidly & exactly, often automatically, w/in their exp & training

Underlines need for proper training prior to emergency situations

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40
Q

Abnormal reactions to stress

A

Inappropriate reactions: extreme over cooperation, painstaking self cntrl, inappropriate laughing/singing
Marked changes in mood
Severe, unreasonable anger toward others

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41
Q

Counteracting anxiety

A

Treat fears as normal reaction rather than ignoring them
Reinforcing student’s enjoyment of flying
Teaching student to cope w/ fears

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42
Q

Acute fatigue characterized by?

A

Inattention, distractibility, Errors in timing, Neglect of secondary tasks, Loss of accuracy & cntrl, Lack of awareness of error accumulation, irritability

43
Q

Overconfident students

A

Make few errors so may assume correction of errors unimportant
Leads to faulty performance
Mitigate by constantly raising standard of performance

44
Q

Impatient students

A

Fail to understand need for preliminary training
Instructor corrects by presenting necessary preliminary training 1 step @ a time w/ clearly stated goals for ea step
Emphasize importance of mastering basics of task
Adapt lessons to fit pace of learner

45
Q

Human Needs Levels: pyramid

A

Physiological, Safety/Security, Love/belonging, Esteem, Cognitive/aesthetic (need to understand & how well something is liked….,Self actualization (seek to develop self further/think creatively)

46
Q

Motivation

A

Reason one acts/behaves certain way
Lies at heart of goals
Dominate force governing student’s progress/ability to learn

47
Q

Positive motivation vs negative

A

Pos: promise of achievement/reward, more effective
Neg: cause fear/anxiety, should usually be avoided

48
Q

Maintain motivation by

A

Reward success w/ positive feedback
relate daily accomplishments to lesson objectives
Comment favorably on student progress

49
Q

Minimize student anxiety by

A

Emphasizing benefits & pleasurable exp of flying

Not continuously citing unhappy consequences of faulty performance

50
Q

Overcome drops in motivation & learning plateaus by

A

Reminding students of their own goals & reassuring them that there will be rewards for their continued efforts

51
Q

When should a flight instructor begin teaching ADM?

A

When student has ability to control acft confidently during most basic maneuvers

52
Q

Process of communication elements:

A

Source (instructor)
Symbols used in composing/xsmitting message (words)
Receiver (student)

53
Q

Effective communication:

A

Measured by similarity between idea xsmitted & idea received

Takes place when receivers react w/ understanding & change behavior accordingly

54
Q

Instruction takes place when…

A

Procedure has been explained & desired student response has occured

55
Q

Effectiveness of communicator related to 3 factors:

A

Ability to select symbols that are meaningful to listener
Attitude revealed while delivering message (should be positive)

Speak/write from a broad background of accurate, up to date, stimulating material

56
Q

Gaining/retaining student attention more successful if…

A

Instructor uses more sensory channels while teaching

visual, auditory, kinesthetic

57
Q

Greatest barrier to effective communication?

A

Lack of a common core of exp between communicator & receiver

58
Q

Interference composed of 3 factors outside instructor’s control:

A

Physiological interference
Environmental interference
Psychological interference

59
Q

5 main instructor responsibilities:

A 
Help students learn
Provide adequate instruction
Demand adequate standards of performance
Emphasizing the positive
Ensuring aviation safety
60
Q

How can instructors help students learn?

A

Use of standards & measurements against standards key to helping students learn. (PTS…)

Knowing objective of ea period of instruction gives meaning/provides interest to student

61
Q

Demanding adequate standards of performance based on

A

Evaluation of demonstrated ability modified to apply to student’s exp & stage of development as a pilot

In evaluation of pilot, important to keep them informed of progress

62
Q

How do you ensure aviation safety?

A

Emphasizing safety by example

63
Q

Instructor responsibility before solo endorsement

A

Student should be req to demonstrate consistent performance of maneuvers w/ out assistance

Student should be able to handle ordinary problems that might occur

64
Q

How to minimize student frustrations

A

Motivate students (how lesson helps them reach goal)
Keep students informed
Criticize constructively, give credit when due
Be consistent
Admit errors, assign goals

65
Q

Major considerations of professionalism

A

Must be able to reason logically and accurately
Cant limit actions and decisions to standard patterns and practice
Require good decision making ability
Commit selves to continuous learning and development
Demands code of ethics…

66
Q

Professionalism code of ethics stuff

A

Straighforward/honest, well prepared, good attitude/demeanor, show that you are working toward same objective as student, accept student as they are, Maintain highest lvl of knowledge/training/currency, Maintain current pubs, fully teach knowledge/skill, Constantly improve

67
Q

In the communication process, the communicator will be more successful in gaining & retaining the receiver’s attention by…

A

Using a varied communicative approach

Variety of channels…

68
Q

3 dynamic elements in communication

A

Source (speaker)
Symbol (words)
Receiver (listener/student)

69
Q

Greatest single barrier to effective communication in teaching process is a

A

lack of common experience level between instructor & student…

70
Q

What is req for communication to be effective?

A

The student’s understanding of the meaning of symbols needs to be the same as the instructor’s intended meaning

Spend time making sure students understand terminology & correct or intended use

71
Q

Interference, or prevention of a process or activity from being carried out properly is composed of what 3 factors outside instructor’s control?

A

Physiological

Psychological

Environmental

72
Q

Evaluation of demonstrated ability during flight instruction must be based on?

A

Established standards of performance suitably modified to apply to the student’s experience & stage of development as a pilot

73
Q

Enhance a student’s acceptance of further instruction by…

A

Keeping the student informed of the progress made.

May be one as ea procedure or maneuver is completed or summarized during post flight critiques

74
Q

The use of distractions will…

A

teach the student to divide attention between the distracting task & maintaining control of the aircraft

75
Q

Before endorsing a student to solo they should be req to consistently…

A

Perform all of the fundamental maneuvers

76
Q

Student should be capable of handling basic problems that might occur prior to solo, such as…

A

traffic pattern congestion, change in active rnwy (wind changes), …

77
Q

5 main responsibilities of aviation instructors

A 
Helping students learn
Providing adequate instruction
Demanding adequate standards of performance
Emphasizing the positive....
Ensuring aviation safety
78
Q

The key to helping students learn is the use of….

A

standards, & measurement against those standards

79
Q

What is one of the best actions an instructor can take to emphasize aviation safety?

A

By setting the example

80
Q

What is one method of keeping students aware of their progress?

A

Repeating a demonstration, showing the students the standard their performance must ultimately meet

81
Q

Students quickly become apathetic when they…

A

recognize that the instructor is not adequately prepared

82
Q

True performance as a professional is based on…

A

study & research

83
Q

The professional relationship between the instructor & the student should be based on what?

A

A mutual acknowledgment that both the student & instructor are working toward the same objective

84
Q

Lecture primarily used for?

A

Introducing students to new subject material
Summarizing ideas
Showing relationships between theory & practice
Reemphasizing main points

85
Q

4 types of lectures:

A

Illustrated talk, relies on viz aids (pwr point/videos)
Briefing, presents concise array of facts to listeners w/ no elaborat.
Formal speech, purpose to inform, persuade, entertain
Teaching lecture, oral presentation to help reach learning outcomes

86
Q

Advantages of teaching lecture:

A

Can present many ideas in relatively short time

Facts/ideas logically organized & concisely presented in rapid seq.

Most economical w/ time

87
Q

Disadvantages of teaching lecture

A

no direct reaction (words/actions) from students

Must develop keen perception for subtle response from class

Least useful method for evaluating student performance

88
Q

Formal vs informal lectures

A

Formal provides no active student participation

Informal has active student participation

    Inspire participation w/ questions
89
Q

Cooperative or group learning method characteristics

A

Continually req active participation of student
Individually achieve greater success than if studying alone
Tend to interact/achieve in ways & lvls greater than other methods

90
Q

Guided discussion method

A

Instructor uses questions to guide & stimulate discussion
Instructor does not present new ideas
Questions lead to discussion which lead to understanding

91
Q

Demonstration/performance method of teaching:

A

Based on principle that we learn by doing
Most commonly used by flight instructors
Best for teaching skill req practice

92
Q

Demonstration/performance method of teaching 5 steps:

A

Explanation (precise steps & desired outcome)
Demonstration (Immed. Acknowledge if you didn’t perform well)
Student performance
Instructor supervision (coach as they practice)
Evaluation

93
Q

What are the different teaching methods?

A

Lecture, Cooperative/group learning, Guided discussion, Demonstration/performance, Problem based learning, Electronic learning, Integrated method of flight instruction

94
Q

What are the 3 types of problem based learning?

A

Scenario based training
Collaborative problem solving method
Case study method

95
Q

SBT scenarios challenge students to:

A

manage available resources, exercise sound judgement, make timely decisions w/ the goal of reducing accidents

96
Q

What is necessary before any important instruction can be presented?

A

A determination of objectives & standards

97
Q

Performance based objectives:

A

Provide way of stating what perform. lvl necessary to progress

Written objectives clear, measurable, & repeatable

98
Q

Flight training can be broken down into major blocks:

A

Knowledge/skills necessary for solo flight
Knowledge/skills necessary for x-country solo flight
Knowledge/skills necessary to achieve priv pilot cert

99
Q

How should training syllabus cater to student?

A

Order of training can/should be altered as necessary to suit progress of student & spec circumstances (wx)

100
Q

Organizing a lesson. Intro broken into 3 parts:

A

Attention: Video clips, stories, questions, jokes
Motivation: Specific reasons why they need to learn material
Overview

101
Q

Over-learning:

A

Continued study of skill after initial proficiency achieved

Has effect of develop. of automated routines not concept application skills: Automatic responses that are undesired

102
Q

Reasons for using instructional aids:

A

Help students remember important info
Gain/hold student attention
Give support when topic involves use of more senses
Clarify relationship between material objects & concepts
(Some relationships easier to understand visually)

103
Q

What is first step in planning instructional activity?

A

Determine overall objectives & standards

104
Q

4 basic steps in the teaching process:

A

Preparation
Presentation
Application
Review/evaluation

FOI (1 decks)

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