Foi Flashcards
Cfi responsibility dealing with abnormal students
- Don’t certify that student
- Discuss behavior with other cfi and assistant chief
- Talk to FSDO or medical examiner
Student abnormal reaction to stress
- Random actions, illogical
- Change of mood Anger towards cfi or others
- Inappropriate reaction
Student normal reaction to stress
- Fight or flight
- Respond rapidly and exactly within limits to training and experience
Anxiety is
- Fear of something
- Feeling of worrie
- Students may freeze or make wrong input
- The most significant physiological factor affecting a cfi
How does stress affect us
- Some stress is good
- To much hinder us
- A cfi must be alert to stress
What personal characteristics should a cfi have
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
5 instructor “don’t”
- Set the student up for failure
- Use profanity
- Disrespect the student
- Say one thing, do another
- Model irresponsible behavior
5 instructor “do”
- Be professional
- Be sincere
- Keep the student informed
- Approach students as individuals
- Be consistent
Define professionalism
GEEFS
- G- good judgment
- E- ethical
- E- extensive training and preparation
- F- fully qualified as a pilot
- S- study and research
Cfi responsibilities
HEEPD
- H- help students
- E- emphasize on the positive
- E- ensure safety
- P- provide adequate instruction
- D- demand standards of performance
How can a cfi minimize students frustration
MACC IICA
- M- motivate
- A- admit errors
- C- consistent
- C- criticize constructively
- I- informed
- I- individual students
- C- credit when due
- A- accurate
The principles of learning
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
All learning involves
PIM
- P- perception: information sensed
- I- insight: grouping of perception
- M- motivation: you must want to learn
The definition of learning
Change in behavior as a result of experience
The characteristics of learning
RAMP
- R- result of experience
- A- act of prosess
- M- multifaceted
- P- purposeful
How can a cfi provide a more efficient learning experience
- Device a plan
- Positive student/instructor relationship
- Present information effectively
- Transfer responsibility
- Evaluate students
What are the elements of communication
- Source- sender/writer
- Symbol- words/signs
- Receiver- lister/reader
What reduces effective communication
COIL
- C- confusion between symbol and symbolized object
- O- overuse of abstractions
- I- interference
- L- lack of common experience
How can a cfi promote effective listening
- Wait and listen
- Take notes
- Listen to main idea
- Guard against daydreaming
- Ask questions
- Engage students
Instructor’s tasks during students training
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
What obstacles may prevent learning during flight instruction
- 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
4 elements of the teaching process
- 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
What is the purpose of the objective
- Student know what is expected
- Brings the lesson into focus
3 main parts to organize a lesson
- Introduction - attention, motivation, overview
- Development - main part, past to present, simple to complex
- Conclusion - retrace, review, reinforce, relate
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
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
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
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
What is the demonstration performance method
Learning by doing.
Five phases:
- Explanation
- Demostration
- Student performance
- Instructor supervision
- Evaluation
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
Describe what computer/video assisted instruction is
- Use interactive programs
- Excessive CBT should be avoided
- Allows student to progress at his/her own rate
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
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
What is the purpose of critique
- Improve students performance
- Something constructive with which to build and work with
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
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
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
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
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
Why does habits/primacy affect learning
- Old habits haunts you, what is learned first, stays
What is norm-reference testing
- Measure students performance against another student
What is criterion reference testing
- Evaluate each students performance against written, measurable standards or criterion
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
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
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
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
Where can a cfi find a guideline for a flight review
- AC 61-98A
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
Where can a cfi find a guideline for endorsments
- AC 61-65
What is a cfi’s responsibilities with a student pilot
- Provide guidance and training and to make sure that the student demonstrate consistent abilities
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
What is the purpose of the PTS
- The PTS contains the standards that the DPE will evaluate the student from
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
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
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
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
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
What are the three common types of evaluation
- Oral quiz
- Written test
- Performance test
What is the difference between evaluation and critique
- Evaluation - test with a grade
- Critique - practical suggestions that helps eliminate errors and improve performance
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
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
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
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
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
What is “transfer learning”
- Transfer learning is to apply learning from one situation to another
- Positive transfer vs negative transfer
