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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
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2
Q

Student abnormal reaction to stress

A
  • Random actions, illogical
  • Change of mood Anger towards cfi or others
  • Inappropriate reaction
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3
Q

Student normal reaction to stress

A
  • Fight or flight
  • Respond rapidly and exactly within limits to training and experience
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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
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5
Q

How does stress affect us

A
  • Some stress is good
  • To much hinder us
  • A cfi must be alert to stress
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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
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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
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8
Q

5 instructor “do”

A
  • Be professional
  • Be sincere
  • Keep the student informed
  • Approach students as individuals
  • Be consistent
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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
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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
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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
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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
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13
Q

All learning involves

A

PIM

  • P- perception: information sensed
  • I- insight: grouping of perception
  • M- motivation: you must want to learn
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14
Q

The definition of learning

A

Change in behavior as a result of experience

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15
Q

The characteristics of learning

A

RAMP

  • R- result of experience
  • A- act of prosess
  • M- multifaceted
  • P- purposeful
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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
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17
Q

What are the elements of communication

A
  • Source- sender/writer
  • Symbol- words/signs
  • Receiver- lister/reader
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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
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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
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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
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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
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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
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23
Q

What is the purpose of the objective

A
  • Student know what is expected
  • Brings the lesson into focus
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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
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25
How to organize the development section of a lesson
* 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
26
What is the lecture method
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
27
What is the guided discussion method
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
What are the defense mechanism
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
What is the demonstration performance method
Learning by doing. Five phases: * Explanation * Demostration * Student performance * Instructor supervision * Evaluation
30
What are the steps in "tell and doing" technique
* Instructor tells - instructor does * Student tells - instructor does * Student tells - student does * Student does - instructor evaluates
31
Describe what computer/video assisted instruction is
* Use interactive programs * Excessive CBT should be avoided * Allows student to progress at his/her own rate
32
What should effective questions in the guided discussion method be based on
DISS PC * D- definite answer * I- idea * S- specific purpose * S- stimulate thought * P- previously covered material * C- clear meaning
33
What types of questions do we use in guided discussions
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
What is the purpose of critique
* Improve students performance * Something constructive with which to build and work with
35
What are the characteristics of an effective critique
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
What are the needs in Maslows pyramid
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
What are the principles applied in learning
* 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
How to develop a written test
* 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
Why is control important to cfi's
* Cfi's should create an environment that motivates the students to take control of his/her own education
40
Why does habits/primacy affect learning
* Old habits haunts you, what is learned first, stays
41
What is norm-reference testing
* Measure students performance against another student
42
What is criterion reference testing
* Evaluate each students performance against written, measurable standards or criterion
43
What should a lesson plan include
OC SPECS * O- objective * C- content overview * S- schedule * P- performance supervision * E- evaluation * C- completion standards * S- summary
44
What is the propper use of a lesson plan
* Know your plan/material * Use it as a guide * Adapt it to the student * Know your student knowledge/history * Revise your plan
45
What are the characteristics of a good lesson plan
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
What is the purpose of a lesson plan
* Organized outline for a single lesson * Visualizing teaching aids used * Relates to the objectives * Gives the cfi confidence
47
Where can a cfi find a guideline for a flight review
* AC 61-98A
48
What are the cfi's responsibilities when conducting a flight review
* Required every 24 month * R22: If less than 200hr, yearly * Not a test or checkride * 1 hr ground, 1 hr flight
49
Where can a cfi find a guideline for endorsments
* AC 61-65
50
What is a cfi's responsibilities with a student pilot
* Provide guidance and training and to make sure that the student demonstrate consistent abilities
51
What are the cfi's responsibilities to a student before a practical test
* To make sure the student is demonstrating the knowledge and skill level required according to the PTS
52
What is the purpose of the PTS
* The PTS contains the standards that the DPE will evaluate the student from
53
What are the characteristics of a good written test
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
How can a cfi effectively listen
* 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
How should an instructor respond to a student questions
* 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
What questions should be avoided
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
What are the characteristics of effective oral questions
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
What are the three common types of evaluation
* Oral quiz * Written test * Performance test
59
What is the difference between evaluation and critique
* Evaluation - test with a grade * Critique - practical suggestions that helps eliminate errors and improve performance
60
What are the guidelines to follow when critiquing a student
* 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
What are the different methods of giving critique
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
What are the levels of learining
RUAC * R- rote: just retell * U- understanding: know what it is * A- application: understand and apply * C- correlation: multiple tasks comes together
63
What are the theories of forgetting
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
How does we retain learning
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
What is "transfer learning"
* Transfer learning is to apply learning from one situation to another * Positive transfer vs negative transfer
66

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