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CFI > FOI > Flashcards

FOI Flashcards

1
Q

Characteristics of learning

A

RAMP

Result of experience
Active Process
Multifaceted
Purposeful

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2
Q

Laws of learning

A

R-PIE-ER

Readiness
Primacy
Intensity
Effect
Exercise
Recency
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3
Q

practical levels of learning

A

RUAC

Rote
Understanding
Application
Correlation

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4
Q

Barriers to effective communication

A

COIL

Confusion of symbols
Overuse of abstractions
Interference
Lack of common experience

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5
Q

human behavior

A

Factors / needs that cause people to act in predictable ways

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6
Q

Maslow’s hierarchy

A

model that describe human motivation

Physical -> Security -> Belonging -> Self-esteem -> Cognitive -> Self-actualization

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7
Q

Defense mechanism

A

Human reaction when threatened

DR DR CPR FAST

Denial
Repression - block out
Displacement - angry at someone else
Rationalization - it is ok
Compensation - emphasize positivs
Projection - blame shortcoming on others
Reaction Formation - believe opposite
Fantasy
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8
Q

Stress

A

Response to challenging situations

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9
Q

Anxiety

A

Worrying about the unknown

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10
Q

Normal stress response

A

automatic response
rapid decisions
sensitive to environment

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11
Q

Abnormal stress response

A

narrowing perceptive field
uncontrolled laughter / signing
over-cooperation
mood swing

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12
Q

Basic elements of communication

A

Source
Symbol
Receiver

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13
Q

Effective communication

A

When receiver interprets same idea as intended by sender

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14
Q

Developing effective communication skills

A 
Understand material
Revise communication
Student listening
Perception checking
Instructor listening
Questioning
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15
Q

reception

A

raw sensory input

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16
Q

perception

A

reception (sensations) with meaning (factors)

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17
Q

insight

A

grouping of multiple perception into wholes

one of instructor’s major responsibilities

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18
Q

factor

A

physical - how do we acquire sensations
goals & values - what do we need and find valuable?
self concept - how do we feel about ourselves?
time & opportunity - ready to learn and learn in right sequence
threat - narrows perceptive field

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19
Q

motivation

A

driving force behind student’s progress and ability to learn

positive & negative

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20
Q

types of memory

A

sensory
short term
long term

21
Q

domains of learning

A

cognitive
psychomotor
affective

22
Q

types of practice

A

deliberate - few times and move on
blocked - over and over, easy to plateau
random - build connections

23
Q

learning plateau

A

apparent slowdown of progress

break, re-motivate, change of scenery = overcome

24
Q

evaluation

A

measurement of learning progress (think quiz) against objectives

25
Q

critique

A

feedback to the student based on measurement against standards

26
Q

scenario training

A

tailored situations based on pilot experience and local environment for student to apply decision making process

27
Q

slip

A

planning on doing A but accidentally doing B

28
Q

mistake

A

successful performance of incorrect action

29
Q

teaching process

A

preparation
presentation
application
review / evaluation

30
Q

important instructor skills

A

people skill
subject knowledge
management (time + organization)
assessment skill

31
Q

overall course structure

A

objective
blocks - categories of learning
syllabus - units of learning in order
lesson plans - single instruction period

32
Q

presentation methods

A 
lecture
coop / group learning
demonstration / performance
guided discussion
computer based
33
Q

which components make up performance based objectives?

A

description
condition - type of plane, location
criteria - ACS/PTS standards

34
Q

types of guided discussion questions

A

ORDRR

overhead - to everyone
rhetorical - ask and answer
directed - to specific person
reverse - back to student
redirect - back to everyone
35
Q

essential phases of demonstration / performance

A

EDSIE

explanation
demonstration
student performance / instructor supervision
evaluation

36
Q

5 instructor responsibilities

A 
helping students learn
provide adequate instruction
demand appropriate standards of performance
minimize learner frustration
emphasizing the positive
37
Q

demonstration performance method (steps)

A

explanation
demonstration
learner performance + supervision
evaluation

38
Q

ADM

A

systemic approach to determining the best action in the given circumstances

39
Q

risk equation

A

impact (hazard) * likelihood

40
Q

3P model

A

perceive, process, perform

41
Q

PAVE

A

pilot, aircraft, environment, external factor

model for identifying hazards

42
Q

IMSAFE

A

illness, medication, stress, alcohol, fatigue, eating+emotion

Potential physiological hazards for pilots

43
Q

TEAM

A

transfer, eliminate, accept, mitigate

44
Q

6 levels of cognitive domain

A

KCAASE

knowledge
comprehension
application
analysis - break down into parts
synthesis - make new ideas
evaluation - judge ideas
45
Q

5 levels of affective domain

A

RRVOC

receiving
responding
valuing - acceptance
organization - rearrange value system
characterization - incorporate into life
46
Q

7 levels of physchomotor domain

A

PSGMCAO

perception
set - relate cues
guided response - perform as demonstrated
mechanism - simple acts
complex overt response
adaptation - modified for special problem
origination - new patterns

47
Q

4 practical psychomotor domain instructional level

A

observation
imitation
practice
habit

48
Q

4 factors for forgetting information

A

fading - use it or lost it
interference - other info overrides
repression / suppression - pushed out of reach
retrieval failure - can’t find

49
Q

principles for remembering

A

PAASR

praise
attitudes
association
senses
repetition

CFI (1 decks)

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