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FOI Flashcards

1
Q

What is human behavior?

A

Product of factors that cause people to act in a certain way.

The result of a persons attempt to satisfy certain needs.

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2
Q

Physiological

A

Need for food, water, air

Need these in order to concentrate

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3
Q

Security

A

Need to feel safe in order to concentrate

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4
Q

Belonging

A

Need for association and belonging

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5
Q

Self-esteem

A

Humans have a need for stable, high levels of self-respect and respect from others.

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6
Q

Cognitive

A

Need to understand what is going on around them.

When understanding what is going on around them, he or she can control the situation or make an informed choice of what to do next.

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7
Q

Aesthetic

A

Need to connect directly with human emotions.

When he or she likes another person, they will simply enjoy the training.

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8
Q

Self-actualization

A

Helping a student achieve his or her potential in aviation.

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9
Q

What is a defense mechanism?

A

Subconscious ego protecting reactions to unpleasant situations.

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10
Q

What are the 8 most common defense mechanisms?

A

DR DR FCPR

Denial
Repression
Displacement 
Rationalization 
Fantasy 
Compensation 
Projection 
Reaction formation
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11
Q

What is repression?

A

A person places uncomfortable thoughts into inaccessible areas of the unconscious mind.

Thoughts or information are to be dealt with at a later time.

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12
Q

What is denial?

A

Refusal to accept external reality because it is too threatening.

Refusal to acknowledge what is happening.

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13
Q

What is compensation?

A

Students disguise the presence of a weak or undesirable quality by emphasizing a more positive one.

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14
Q

What is projection?

A

Students blame their own shortcomings and mistakes to others or attribute their motives and characteristics to others.

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15
Q

What is rationalization?

A

Justifying actions that otherwise would be unacceptable.

The substitutions of excuses for reasons.

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16
Q

What is reaction formation?

A

Faking a belief opposite to the true belief because the true belief causes anxiety.

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17
Q

What is fantasy?

A

A student engages in daydreaming about how things should be rather than doing anything about how things are.

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18
Q

What is displacement?

A

An unconscious shift of emotion to a more acceptable, less-threatening substitute.

It avoids the risk of feeling unpleasant emotions by transferring them toward something unthreatening.

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19
Q

What are the 3 elements of communication?

A

Source - speaker, writer, instructor

Symbols - words or signs

Receiver - listener, reader, or student

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20
Q

What are 3 characteristics that instructors must understand about their students before effective communication can take place?

A

Abilities

Attitudes

Experiences

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21
Q

What are emotional ways students will react?

A

Anxiety or stress

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22
Q

Your student feels anxiety:

A

Freaked out about flying. Reinforce confidence in them that they can do these things. Give confidence and provide a clear path throughout flight instruction.

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23
Q

Your student is stressed:

A

When you get past 145BPM or over stressed, your vision gets narrow and start to tune things out.

Calm down your student, maybe take controls and let the, regroup.

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24
Q

What are some abnormal reactions to stress?

A

Singing or whistling

Nervous ticks

Laughing at weird times

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25
Q

What kind of barriers to communication exist?

A

COIL

Confusion between symbol and symbolized object

Overuse of abstractions

Interference

Lacking common experience

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26
Q

What’s an example of an overuse of abstractions?

A

Saying you’re high, you’re low, you’re fast is abstract.

You were at 100kts, should have been at 90.

You were 50 feet high.

Much more clear for the student.

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27
Q

Common experience between student and CFI

A

Using examples from other experiences make things easier to understand.

Talking about a boat getting on plane and comparing it to takeoff roll.

Nav lights on a boat compared to a plane.

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28
Q

An example of developing communication skills:

A

Question the student in the debrief - rote memory questions

Ex. Describe P-Factor
What color is the beacon at this airport?

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29
Q

Communication skills to student

A

If you’re going to teach something, know it well. Confidence is more effective in sending a message.

Be an expert on that days flight lesson.

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30
Q

When do you know learning has occurred?

A

Learning has occurred when there is a change in behavior.

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31
Q

What is behavior?

A

Basically what you see your student doing.

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32
Q

What are the two separate ways of learning?

A

Cognitive

Behaviorism

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33
Q

What is cognitive learning?

A

Is the learning through organized thoughts, mood of the student and process of how they think and learn.

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34
Q

What is behaviorism?

A

A result of what was done in the past.

Bad experience led them to doing something in a different way - changed behavior.

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35
Q

What is insight?

A

Insights are what you get from perceptions.

Perceptions grouped together form insights.

Brain organizes what you’re taking in, into a logical pattern.

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36
Q

What factors effect perception?

A

Time and opportunity can’t be rushed, element of threat/fear.

Student gets scared doing stalls - that’s their perception of it.

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37
Q

How can an instructor ensure the student is developing insights during flight training?

A

Make sure student develops a favorable self-concept of themselves.

Introduce them to students on the same level as them to make them feel like they belong.

Secure a non-threatening environment for them.

Use a lesson plan, the goal and tasks are clearly defined.

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38
Q

What are the laws of learning?

A

REEPIR

Ready
Effective 
Exercise 
Privacy 
Intensity 
Recency
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39
Q

Ready

A

Ready to learn, not hungry or tired

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40
Q

Effect

A

Make connection and make it effective.

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41
Q

Exercise

A

Connections are strengthened with practice.

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42
Q

Privacy

A

What’s learned first is learned best.

Really hard to change what they learned first.

Teach the student the right way the first time.

Use proper procedures.

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43
Q

Intensity

A

The things that are intense, you remember.

Vivid lessons (drawing on a board)

44
Q

Recency

A

We forget things. If a student hasn’t done something in a while, it’s not going to be fresh.

Make sure what’s important was done recently.

Stress currency and proficiency.

45
Q

Hypoxia

A

Not getting enough oxygen.

Fingers and lips turn blue. Start to feel dizzy.

46
Q

Hyperventilation

A

Lack of co2

Breathe in a bag, try to have a conversation with the person to calm them down.

47
Q

Spatial disorientation

A

Illusions

Accelerating thinking you are pitching up.

Pulling power back and thinking you are pitching down.

Runway illusions
Narrow runway makes you feel high
Wide runway makes you feel low

Trust your instruments!

48
Q

Runway illusions

A

Down-sloping runway makes you think you are low. This leads to a higher approach.

Up-sloping runway makes you think you are high. Leads to a lower approach.

Use glide path references.

Reference your altimeter. Compare altimeter to field elevation.

49
Q

Carbon monoxide poisoning.

A

Exhaust getting into cabin.

Open windows, turn off heater.

Might be able to smell it due to it being a part of the exhaust.

Feel dizzy and light headed.

Land ASAP

50
Q

Acute fatigue.

A

I didn’t sleep well last night, can recover in a day or two.

51
Q

Chronic fatigue

A

I haven’t slept well in weeks. Need longer to recover.

52
Q

Maslow’s Hierarchy of Needs

A

Self-Actualization

Esteem

Love and Belonging

Safety needs

Physiological

53
Q

Over the counter drugs

A

Look at FAA approved list.

If not on list, call AME.

Best thing to do is not fly on any drugs or meds.

54
Q

What’s the legal limit for alcohol and flying?

A

8 hours bottle to throttle

.04 limit

55
Q

What are the rules on scuba diving and then flying?

A

Don’t fly within 12 hours of scuba.

Don’t fly within 24 hours of deep scuba.

Risk of decompression sickness.

Nitrogen dissolved in blood and tissues forms bubbles, results in severe pain and fatigue.

AIM 8-1-2

56
Q

What are the 4 levels of learning?

A

RUAC

Rote

Understanding

Application

Correlation

57
Q

Rote Memorization

A

I tell you P-Factor makes the plane turn left and you tell me that P-Factor makes the plane turn left.

Just repeating rather then fully understanding.

58
Q

Understanding

A

I understand the propellor is turning which makes the plane turn left.

59
Q

Application

A

I can apply that if the plane is turning left, I need right rudder. Performing a skill off what we learned.

60
Q

Correlation

A

Correlate the learning to other things. Use of right and left rudder when needed in different phases of flight.

61
Q

Characteristics of Learning:

A

Needs to be an interactive process

You need to be engaged

Multifaceted; audio, visual, demonstrate, kinesthetic (homework)

62
Q

What is learning a result of?

A

Experience!

63
Q

Learning is purposeful:

A

Setting goals that are attainable is very important. Need to have the motivation to learn.

64
Q

What are types of practice you can do with your student?

A

Random practice

Blocked practice

Deliberate practice

65
Q

What is random practice?

A

Mix of all different skills

Chantelles, lazy 8’s, steep turns, pattern work

66
Q

What is blocked practice?

A

Your lazy 8’s won’t pass, so we go out and do 20 of them

67
Q

What is deliberate practice?

A

You practice a certain area that needs improvement.

Ex. We’re going to do 5 really good lazy 8’s and then move on.

68
Q

Examples of scenario based training:

A

Re working a weight and balance because you picked up a passenger

Winds are coming from this direction, which runway would you use?

Your engine just failed, perform an emergency descent

Turns around a point apply to real life scenarios

69
Q

What are two errors in the learning process?

A

Mistake or slip

70
Q

What is a mistake?

A

Wrong power setting on climb out.

You consciously retract the gear too early or too late

71
Q

What is a slip?

A

You plan to do something but inadvertently do something else.

I go to retract flaps but bump the gear handle instead.

72
Q

What are the 3 different types of memory?

A

Sensory

Short-term

Long-term

73
Q

What is sensory memory?

A

Initial stimuli, you take it in then it goes to either short-term or long-term.

74
Q

Short-term memory:

A

Quick recall, it will fade or you forget it.

Unless it goes into long-term (you move it into long-term by making it intense/vivid)

75
Q

Long-term memory:

A

Permanent storage, won’t forget things as easily

76
Q

What are some training delivery methods?

A

Lecture

Guided discussion

Demonstration-performance

Drill and practice

77
Q

Guided discussion:

A

Draw out what the student knows, get them to explain it.

78
Q

Demonstration-Performance:

A

Explain something, demonstrate for the student, have the student do it, then evaluate.

Student does it and then tells instructor what they are doing.

79
Q

Drill and practice:

A

Practice what they’ve learned

80
Q

Problem-based learning:

A

A learning environment where lessons are structured in such a way to give students problems encountered in real life and force them to reach a real world solution.

81
Q

What’s the purpose of an assessment?

A

You want to see where the student is, if they are absorbing the material.

82
Q

What can you do to promote retention with the students?

A

Give praise when it’s due, make sure they learn with all of their senses. Pneumonic’s to help memory. Meaningful repetitions. Maintain favorable attitude. Use associations regarding material.

83
Q

What are the two types of transfer learning?

A

Positive transfer - student learns how to do a power off stall, and helps them with a full stall landing.

Negative transfer - plane starts taxiing left, turn yoke all the way to the right, we taxi left off the taxiway. Learned to turn in a car previously and doesn’t help them with flying.

84
Q

How would you prepare for a lesson?

A

Have an objective

Determine what the standards for the lesson are - refer to the ACS or PTS.

Outline elements of the lesson.

What equipment is needed?

85
Q

What are the CFI’s responsibilities?

A

Maintain professionalism

Deliver adequate instruction

Uphold ACS standards - train to those standards

Minimize the frustrations the student has throughout flight training

Let student know how they are progressing, what they’re doing well specifically

86
Q

What kind of critiques are there for students?

A

Instructor-student critique: students critique and instructor manages

Student-led critiques: student runs the critique and describes everything

Small group critiques: present findings to the class

Self-critiques: personal performance, ask the student how they think they did

Written critiques: have the student write out how they’re doing, their progression

87
Q

Example of instructor professionalism:

A

Clean cut

On time

Right attitude

Do the right thing, your students will mirror you. Get the weather, preflight, NWKRAFT.

88
Q

General characteristics of effective assessment:

A

The test should be flexible, objective, comprehensive, acceptable, and constructive.

Identifies students performance objectively. Flexible so it meets the needs of different students. Acceptable so student and CFI both accept the results of it.

89
Q

What’s a traditional assessment?

A

Written test

Matching

True or false

90
Q

What’s an authentic assessment?

A

In an airplane, perform real world tasks, shows the application of what was learned.

91
Q

Oral assessment?

A

Questions after something has been done. How was that approach? How was your speed?

92
Q

Characteristics of effective questioning:

A

Need to apply to the subject

Give the student a challenge

Should be focused on the idea, can’t be too broad

Brief, clear, concise

Adapt to where the student is in their training and their knowledge

Don’t give toss up questions, trick questions, or irrelevant questions.

93
Q

What is integrated flight instruction?

A

Teaching students to perform maneuvers by outside visual reference and reference to flight instruments.

Use altimeter and attitude indicator for reference, but look outside more.

94
Q

Example of an assessment of someone piloting ability:

A

Run through a mock check ride/pre stage check

Have a set of standards in the airplane and see how they meet the standards. Rate them

95
Q

What is ADM?

A

A systematic approach used by pilots to consistently determine the best course of action in response to a given set of circumstances.

96
Q

PAVE

A

Pilot

Aircraft

Environment

External

97
Q

IMSAFE

A

Illness

Medication

Stress

Alcohol

Fatigue

Emotion

98
Q

Principles of risk management:

A

Don’t accept unnecessary risk

Only accept risk when benefits outweigh the costs

Integrate ADM through all phases of flight

99
Q

Risk management process

A

Identify the hazard

Assess risk

Analyze any risk control measures we have - its icing but we have a plane with anti ice or deicing equipment.

Implement risk control - here’s the weather and these are my personal minimums.

Supervise and review

100
Q

DECIDE

A

Detect the problem

Estimate the risk

Choose a desirable outcome for success of flight

Identify actions which could mitigate risk

Do the action

Evaluate

101
Q

What are the 3 domains of learning?

A

Cognitive

Effective

Psychomotor

102
Q

Cognitive domain of learning

A

Grouping levels of learning associated with mental activity.

Six major levels:
Knowledge
Comprehension
Application
Synthesis 
Evaluation 
Analysis
103
Q

Effective domain of learning

A

Grouping levels of learning associated with a persons attitude, personal beliefs and values and how they receive, respond, value, and characterize what they’re learning.

104
Q

Psychomotor (the doing) domain of learning

A

Grouping levels of learning with physical skills

Perception
Guided response
Mechanism
Complex overt response, any sort of adaptation and origination

105
Q

Minimizing student frustrations

A

MACKBAG

Motivate students 
Approach students as individuals 
Criticize constructively (praise in public, criticize in private) 
Keep students informed 
Be consistent 
Admit errors 
Give credit when credit is due
106
Q

Professionalism acronym

A

SAD PP

Sincerity - be honest and straightforward

Acceptance of the student - every student is different, encourage and support them

Personal appearance and habits - dress appropriately, look clean

Student emulates instructors - students copy what they see. Safety

Demeanor - positive, understanding, accepting

Proper language - avoid profanity

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