FOI C-D Flashcards
Essential Teaching Skills
MAPS
M - management skills
A - assessment skills
P - people skills
S - subject matter expertise
Essential Parts to a Lesson Plan
OEEISC
O - objective E - elements E - equipment I - instructor's actions S - student's actions C - completion standards
Organization of Material
IDC
I - introduction (amo)
A - attention
M - motivation
O - overview
D - development
past to present
simple to complex
known to unknown
most frequently used to least used
C - conclusion
retraces important elements
Training Delivery Method
LEGCCDD
L - lecture method (IBFIT) E - e-learning G - guided discussion C - cooperative or group learning C - computer based training D - discussion method D - drill and practice method D - demonstration performance method
Lecture Method
IBFIT
I - illustrated B - briefing F - formal I - informal T - teaching
Demonstration Performance Method
EDPSE
E - explanation D - demonstration P - performance S - supervision E - evaluation
Problem Based Learning
SCC
S - scenario-based training method
C - collaborative problem-solving method
C - case study method
Guidelines for Effective Instructional Aids
CGOS
C - clearly establish lesson
G - gather necessary data
O - organize material
S - select ideas
General Characteristics of Effective Assessment
FAST COCO
F - flexible
A - acceptable
S - specific
T - thoughtful
C - comprehensive
O - objective
C - constructive
O - organized
Characteristics of a Good Written Assessment
DR COVU
D - discriminate
R - reliable
C - comprehensive
O - objective
V - valid
U - usable
Authentic Assessment
4 R’s
Replay
Reconstruct
Reflect
Redirect
Characteristics of Effective Questioning
ABC AP
A - apply to the subject
B - be brief and concise
C - center on only one idea
A - adapt to student ability
P - present a challenge
Types of Questions to Avoid
POT BIT
P - puzzle
O - oversize
T - toss-up
B - bewilderment
I - irrelevant questions
T - trick questions
Ways to Conduct a Critique
SWISSI
S - student led W - written I - instructor led S - self critique S - small group I - individual critique by another student
Tips for a Critique (Avoid)
LACTD
L - long A - advanced C - controversies T - too much D - defending your critique
Purpose of assessment
P- provides feedback
A- allows identification of deficiencies
C- contributes to ADM and judgement
H- helps see where emphasis is needed
A Good Scenario:
(IWDSS) I- is not a test W- will not have one correct answer D- doesn’t have an obvious answer S- shouldn’t promote errors S- should promote situational awareness and opportunities for decision making
Six steps to preparing lesson plan
- Determine objective
- Research subject
- Determine method of instruction and lesson plan format
- Organization of lesson and select suitable supporting material
- Assemble training aids
- Write lesson plan outline
Course of Training
Complete series of studies leading to attainment of specific goal such as a certificate of completion, graduation, or an academic degree.
Curriculum
Set of courses in an area of specialization offered by an educational institution. A curriculum for a pilot school usually includes courses for various pilot certificates and ratings.
Training Course Outline
The content of a particular course within a curriculum; it normally includes statements of objectives, descriptions of teaching aids, definitions of assessment criteria, and indications of desired outcomes.
Syllabus
Summary or outline of a course of study that generally contains a description of each lesson, including objectives and completion standards.
What are the two types of training objectives used in aviation training?
Performance-based objectives
Decision-based objectives
What are performance-based objectives?
Objectives that define what needs to be done and how it will be done. Consist of a description of skill or behavior, conditions, and criteria.
What are decision-based objectives?
Objectives that teach critical thinking skills such as risk management and ADM.
Why are decision-based objectives useful?
They facilitate a higher level of learning and application through the use of dynamic and meaningful scenarios.
Describe the “problem-based” approach to teaching.
Presents lessons in a way that confronts students with real-world problems, which forces them to reach real-world solutions.
What is scenario based training?
Training that uses a highly structured script of real-world experiences to address aviation training objectives in an operational environment.
Define assessment
Process of gathering measurable information to meet evaluation needs.
What are the two loosely types of questions you can ask students?
Fact questions
HOTS questions
What are fact questions?
Based on memory or recall and usually concern who, what, when, and where.
What are HOTS questions?
Require student to combine knowledge of facts with an ability to analyze situations, solve problems, and arrive at conclusions. Involve how or why questions.
What are “puzzle” questions?
Questions with many sub parts.
What are “oversize” questions?
Questions that are too general, covering a wide subject area.
What are “toss-up” questions?
Questions which there is more than one correct answer.
What are “bewilderment” questions?
Questions with unclear content.
What are “irrelevant” questions?
Questions unrelated to what is being discussed.
What are “trick” questions?
Questions that cause students to think they’re in a battle of wits with the instructor.
