Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

FOI's Mauna Loa > Foi > Flashcards

Foi Flashcards

1
Q

Cfi responsibility dealing with abnormal students

A
  • Don’t certify that student
  • Discuss behavior with other cfi and assistant chief
  • Talk to FSDO or medical examiner
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Student abnormal reaction to stress

A
  • Random actions, illogical
  • Change of mood Anger towards cfi or others
  • Inappropriate reaction
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Student normal reaction to stress

A
  • Fight or flight
  • Respond rapidly and exactly within limits to training and experience
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Anxiety is

A
  • Fear of something
  • Feeling of worrie
  • Students may freeze or make wrong input
  • The most significant physiological factor affecting a cfi
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

How does stress affect us

A
  • Some stress is good
  • To much hinder us
  • A cfi must be alert to stress
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What personal characteristics should a cfi have

A

ASS PADS

  • A- acceptance of the student
  • S- sincerity
  • S- safety practice and accident prevention
  • P- propper language
  • A- appearance and habits
  • D- demeanor (calm and discipline)
  • S- self-improvement
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

5 instructor “don’t”

A
  • Set the student up for failure
  • Use profanity
  • Disrespect the student
  • Say one thing, do another
  • Model irresponsible behavior
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

5 instructor “do”

A
  • Be professional
  • Be sincere
  • Keep the student informed
  • Approach students as individuals
  • Be consistent
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Define professionalism

A

GEEFS

  • G- good judgment
  • E- ethical
  • E- extensive training and preparation
  • F- fully qualified as a pilot
  • S- study and research
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Cfi responsibilities

A

HEEPD

  • H- help students
  • E- emphasize on the positive
  • E- ensure safety
  • P- provide adequate instruction
  • D- demand standards of performance
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

How can a cfi minimize students frustration

A

MACC IICA

  • M- motivate
  • A- admit errors
  • C- consistent
  • C- criticize constructively
  • I- informed
  • I- individual students
  • C- credit when due
  • A- accurate
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

The principles of learning

A

REEPIR

  • R- readiness: focused/purpose to learn
  • E- effect: if you are comfortable, you are better
  • E- exercise: more you do, better are you
  • P- primacy: revert back to what you learned first
  • I- intensity: more realistic, better result
  • R- recency: remember the last you learned
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

All learning involves

A

PIM

  • P- perception: information sensed
  • I- insight: grouping of perception
  • M- motivation: you must want to learn
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

The definition of learning

A

Change in behavior as a result of experience

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

The characteristics of learning

A

RAMP

  • R- result of experience
  • A- act of prosess
  • M- multifaceted
  • P- purposeful
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

How can a cfi provide a more efficient learning experience

A
  • Device a plan
  • Positive student/instructor relationship
  • Present information effectively
  • Transfer responsibility
  • Evaluate students
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

What are the elements of communication

A
  • Source- sender/writer
  • Symbol- words/signs
  • Receiver- lister/reader
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

What reduces effective communication

A

COIL

  • C- confusion between symbol and symbolized object
  • O- overuse of abstractions
  • I- interference
  • L- lack of common experience
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

How can a cfi promote effective listening

A
  • Wait and listen
  • Take notes
  • Listen to main idea
  • Guard against daydreaming
  • Ask questions
  • Engage students
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Instructor’s tasks during students training

A

MIGA CAB (mega cab)

  • M- motivate
  • I- inform
  • G- give credit when due
  • A- approach students individualy
  • C- criticize constructively
  • A- admit errors
  • B- be consistent
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

What obstacles may prevent learning during flight instruction

A
  • Feeling unfair treatment
  • Impatience, want to do more advanced operations
  • Worry or lack of interest
  • Physical discomfort, illness or fatigue
  • Apathy due to inadequate instructions
  • Anxiety
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

4 elements of the teaching process

A
  • Preparation - goal, objective - description of skill or behavior - criteria
  • Presentation - lecture, guided discussion, demonstration performance
  • Application - student uses what he/she learned
  • Review/Evaluation - look for bad habits
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

What is the purpose of the objective

A
  • Student know what is expected
  • Brings the lesson into focus
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

3 main parts to organize a lesson

A
  • Introduction - attention, motivation, overview
  • Development - main part, past to present, simple to complex
  • Conclusion - retrace, review, reinforce, relate
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

How to organize the development section of a lesson

A
  • Past to present - history
  • Simple to complex - easy to more difficult
  • Known to unknown - use yesterday’s topic into something new
  • Most frequent used to least - learn what they need first, then the other
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

What is the lecture method

A

BIFT

  • B- briefing: what something is, but not why
  • I- illustrated talk: pictures, videos
  • F- formal lecture: college/University situation
  • T- teaching lecture: oral, with questions
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

What is the guided discussion method

A

Useful in a group, asking questions

    • relies on student feedback
    • the more intense, the more learning
    • cfi try and comment on all discussions
    • no sarcasm or ridicule - be fair
28
Q

What are the defense mechanism

A

DR FR CARP DR

  • D- detail of reality: ignore reality
  • R- rationalization: make plausible excuses
  • F- flight: daydream
  • R- reaction formation: opposing attitudes (“I don’t care”, but you do)
  • C- compensation: shifting focus from a weak quality to a strong
  • A- aggression: refuse to attend
  • R- resignation: give up
  • P- projection: blame others
  • D- displacement: takes out on others
  • R- repression: put unpleasant thoughts away, deal with them later
29
Q

What is the demonstration performance method

A

Learning by doing.

Five phases:

  • Explanation
  • Demostration
  • Student performance
  • Instructor supervision
  • Evaluation
30
Q

What are the steps in “tell and doing” technique

A
  • Instructor tells - instructor does
  • Student tells - instructor does
  • Student tells - student does
  • Student does - instructor evaluates
31
Q

Describe what computer/video assisted instruction is

A
  • Use interactive programs
  • Excessive CBT should be avoided
  • Allows student to progress at his/her own rate
32
Q

What should effective questions in the guided discussion method be based on

A

DISS PC

  • D- definite answer
  • I- idea
  • S- specific purpose
  • S- stimulate thought
  • P- previously covered material
  • C- clear meaning
33
Q

What types of questions do we use in guided discussions

A

ORDRR (order)

  • O- overhead: to the whole group
  • R- rhetorical: asked and answered by the cfi
  • D- direct: to a specific student
  • R- reverse: a question to the cfi is reversed to a student
  • R- relay: redirect from a person to the whole group
34
Q

What is the purpose of critique

A
  • Improve students performance
  • Something constructive with which to build and work with
35
Q

What are the characteristics of an effective critique

A

FACT COWS

  • F- flexible: not always black/white
  • A- acceptable: student need to belive the instructor
  • C- comprehensive: strengths and weaknesses
  • T- thoughtful: care for students feelings
  • C- constructive: to the point and fair
  • O- objective: not focused on personal opinion
  • W- well organized: a pattern that makes sense
  • S- specific: specific rather than general
36
Q

What are the needs in Maslows pyramid

A

PSSSS

  • P- physiological: food, sleep, air
  • S- safety: feel safe
  • S- social: belong, love friends
  • S- self esteem: respect, recognition
  • S- self fulfillment: realize you self
37
Q

What are the principles applied in learning

A
  • Physical skills - more than muscles
  • Desire to learn - motivation
  • Patterns to follow - step by step
  • Perform the skill - do
  • Knowledge of result - know what you did
  • Progress follows a pattern - learn a lot I the beginning
  • Duration and organization of a lesson - time management in a lesson
  • Evaluate vs critique - critique is feedback, evaluate is scoring
  • Application of a skill - use what you learned
38
Q

How to develop a written test

A
  • Determine level of learning get objectives - thinking, feeling, doing
  • List indicators of desired behavior - purpose of the test
  • Establish criterion objectives - the criterion that needs to be met
  • Criterion referenceed test items - cover all area of interest
39
Q

Why is control important to cfi’s

A
  • Cfi’s should create an environment that motivates the students to take control of his/her own education
40
Q

Why does habits/primacy affect learning

A
  • Old habits haunts you, what is learned first, stays
41
Q

What is norm-reference testing

A
  • Measure students performance against another student
42
Q

What is criterion reference testing

A
  • Evaluate each students performance against written, measurable standards or criterion
43
Q

What should a lesson plan include

A

OC SPECS

  • O- objective
  • C- content overview
  • S- schedule
  • P- performance supervision
  • E- evaluation
  • C- completion standards
  • S- summary
44
Q

What is the propper use of a lesson plan

A
  • Know your plan/material
  • Use it as a guide
  • Adapt it to the student
  • Know your student knowledge/history
  • Revise your plan
45
Q

What are the characteristics of a good lesson plan

A

SURF PIC

  • S- scope: how much is inside
  • U- unity: a red thread
  • R- relation to course: relative to the objective
  • F- flexibility: add/remove relative material
  • P- practicality: make sense
  • I- instructional steps: teaching prosess
  • C- content: new, up to date material
46
Q

What is the purpose of a lesson plan

A
  • Organized outline for a single lesson
  • Visualizing teaching aids used
  • Relates to the objectives
  • Gives the cfi confidence
47
Q

Where can a cfi find a guideline for a flight review

A
  • AC 61-98A
48
Q

What are the cfi’s responsibilities when conducting a flight review

A
  • Required every 24 month
  • R22: If less than 200hr, yearly
  • Not a test or checkride
  • 1 hr ground, 1 hr flight
49
Q

Where can a cfi find a guideline for endorsments

A
  • AC 61-65
50
Q

What is a cfi’s responsibilities with a student pilot

A
  • Provide guidance and training and to make sure that the student demonstrate consistent abilities
51
Q

What are the cfi’s responsibilities to a student before a practical test

A
  • To make sure the student is demonstrating the knowledge and skill level required according to the PTS
52
Q

What is the purpose of the PTS

A
  • The PTS contains the standards that the DPE will evaluate the student from
53
Q

What are the characteristics of a good written test

A

CURVED O

  • C- comprehensiveness: cover it all
  • U- usability: easy to understand
  • R- reliability: consistent results
  • V- validity: measure what it should
  • D- discrimination: tells if the student is guessing or not
  • O- objectivity: true/false vs essay
54
Q

How can a cfi effectively listen

A
  • Don’t interrupt
  • Don’t judge
  • Don’t insist on last word
  • Look for underlying feeling
  • Look for bias
  • Be close enough to hear
  • Think before answering
  • Concentrate
  • Don’t rehearse answers
  • Watch your own non-verbal behavior
55
Q

How should an instructor respond to a student questions

A
  • Understand what the student is asking for
  • Check that the student understands your answer
  • Admit if you dont know
  • Look it up, if so
56
Q

What questions should be avoided

A

BITTPOD

  • B- bewilderment: to much information
  • I- irrelevant: not on topic
  • T- toss up: making a question with no purpose
  • T- trick: try and trick the student
  • P- puzzle: don’t give all the facts
  • O- oversized: open ended, to long answers
  • D- discriminating: questions that are discriminating
57
Q

What are the characteristics of effective oral questions

A

POP CBM

  • P- pertinent: to what we are doing
  • O- one correct answer
  • P- prepared in advanced
  • C- clear
  • B- brief and concise
  • M- meet’s students stage of training
58
Q

What are the three common types of evaluation

A
  • Oral quiz
  • Written test
  • Performance test
59
Q

What is the difference between evaluation and critique

A
  • Evaluation - test with a grade
  • Critique - practical suggestions that helps eliminate errors and improve performance
60
Q

What are the guidelines to follow when critiquing a student

A
  • Written same as oral: be consistent
  • Allow summary time: re-emphasize
  • Don’t defend critique: not necessary
  • Time frame: do not extend to much
  • Avoid absolutes: most rules have exceptions
61
Q

What are the different methods of giving critique

A

WISSIS

  • W- written: more complex, thorough
  • I- instructor-student: instructor starts, then student
  • S- student led: students start critiquing
  • S- self: tell what you think I- individual: one student to one student
  • S- small group: one group focus on one thing, another on another
62
Q

What are the levels of learining

A

RUAC

  • R- rote: just retell
  • U- understanding: know what it is
  • A- application: understand and apply
  • C- correlation: multiple tasks comes together
63
Q

What are the theories of forgetting

A

RRID (ridd)

  • R- rettrival failure: “tip of the tongue”
  • R- repression: forgetting subconsciously bad memories
  • I- interference: mixing of information
  • D- disuse: use it or lose it
64
Q

How does we retain learning

A

PARAS (paris)

  • P- praise: gives motivation to learn more and remember what we did right
  • A- association: remember things better when we associate things
  • R- repetition: meaningful
  • A- attitude: positive
  • S- sense: tie in the senses in learing
65
Q

What is “transfer learning”

A
  • Transfer learning is to apply learning from one situation to another
  • Positive transfer vs negative transfer
66
Q
A

FOI's Mauna Loa (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions