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ATP CFI > FOI C-D > Flashcards

FOI C-D Flashcards

1
Q

Essential Teaching Skills

A

MAPS

M - management skills
A - assessment skills
P - people skills
S - subject matter expertise

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2
Q

Essential Parts to a Lesson Plan

A

OEEISC

O - objective
E - elements
E - equipment
I - instructor's actions
S - student's actions
C - completion standards
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3
Q

Organization of Material

A

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
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4
Q

Training Delivery Method

A

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
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5
Q

Lecture Method

A

IBFIT

I - illustrated
B - briefing
F - formal
I - informal
T - teaching
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6
Q

Demonstration Performance Method

A

EDPSE

E - explanation
D - demonstration
P - performance
S - supervision
E - evaluation
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7
Q

Problem Based Learning

A

SCC

S - scenario-based training method
C - collaborative problem-solving method
C - case study method

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8
Q

Guidelines for Effective Instructional Aids

A

CGOS

C - clearly establish lesson
G - gather necessary data
O - organize material
S - select ideas

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9
Q

General Characteristics of Effective Assessment

A

FAST COCO

F - flexible
A - acceptable
S - specific
T - thoughtful

C - comprehensive
O - objective
C - constructive
O - organized

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10
Q

Characteristics of a Good Written Assessment

A

DR COVU

D - discriminate
R - reliable

C - comprehensive
O - objective
V - valid
U - usable

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11
Q

Authentic Assessment

A

4 R’s

Replay
Reconstruct
Reflect
Redirect

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12
Q

Characteristics of Effective Questioning

A

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

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13
Q

Types of Questions to Avoid

A

POT BIT

P - puzzle
O - oversize
T - toss-up

B - bewilderment
I - irrelevant questions
T - trick questions

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14
Q

Ways to Conduct a Critique

A

SWISSI

S - student led
W - written
I - instructor led
S - self critique
S - small group
I - individual critique by another student
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15
Q

Tips for a Critique (Avoid)

A

LACTD

L - long
A - advanced
C - controversies
T - too much
D - defending your critique
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16
Q

Purpose of assessment

A

P- provides feedback
A- allows identification of deficiencies
C- contributes to ADM and judgement
H- helps see where emphasis is needed

17
Q

A Good Scenario:

A 
(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
18
Q

Six steps to preparing lesson plan

A
  1. Determine objective
  2. Research subject
  3. Determine method of instruction and lesson plan format
  4. Organization of lesson and select suitable supporting material
  5. Assemble training aids
  6. Write lesson plan outline
19
Q

Course of Training

A

Complete series of studies leading to attainment of specific goal such as a certificate of completion, graduation, or an academic degree.

20
Q

Curriculum

A

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.

21
Q

Training Course Outline

A

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.

22
Q

Syllabus

A

Summary or outline of a course of study that generally contains a description of each lesson, including objectives and completion standards.

23
Q

What are the two types of training objectives used in aviation training?

A

Performance-based objectives

Decision-based objectives

24
Q

What are performance-based objectives?

A

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.

25
Q

What are decision-based objectives?

A

Objectives that teach critical thinking skills such as risk management and ADM.

26
Q

Why are decision-based objectives useful?

A

They facilitate a higher level of learning and application through the use of dynamic and meaningful scenarios.

27
Q

Describe the “problem-based” approach to teaching.

A

Presents lessons in a way that confronts students with real-world problems, which forces them to reach real-world solutions.

28
Q

What is scenario based training?

A

Training that uses a highly structured script of real-world experiences to address aviation training objectives in an operational environment.

29
Q

Define assessment

A

Process of gathering measurable information to meet evaluation needs.

30
Q

What are the two loosely types of questions you can ask students?

A

Fact questions

HOTS questions

31
Q

What are fact questions?

A

Based on memory or recall and usually concern who, what, when, and where.

32
Q

What are HOTS questions?

A

Require student to combine knowledge of facts with an ability to analyze situations, solve problems, and arrive at conclusions. Involve how or why questions.

33
Q

What are “puzzle” questions?

A

Questions with many sub parts.

34
Q

What are “oversize” questions?

A

Questions that are too general, covering a wide subject area.

35
Q

What are “toss-up” questions?

A

Questions which there is more than one correct answer.

36
Q

What are “bewilderment” questions?

A

Questions with unclear content.

37
Q

What are “irrelevant” questions?

A

Questions unrelated to what is being discussed.

38
Q

What are “trick” questions?

A

Questions that cause students to think they’re in a battle of wits with the instructor.

ATP CFI (8 decks)

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