FOI Mnemonics Flashcards
Defense Mechanism
DR DR FCPR Denial Repression Displacement Rationalization Fantasy Compensation Projection Reaction Formation
Abnormal Reactions to Stress
PRE SIM
- Painstaking self -control
- Rapid changes in emotions
- Extreme over-cooperations
- Severe anger directed towards the flight instructor, service personnel
- Inappropriate laughter or singing
- Marker changes in mood on different lessons
Basic Elements of Communication
SSR
Source- the sender
Symbols- words, expression, gestures
Receiver- listener, student, reader
Barriers to Effective Communication
COIL Confusion between the symbol, and symbolized object Overuse of abstraction Interference Lack of common experience
Developing Communication Skills
LIQIR Listening Instructional Communication Questioning Instructional enhancement Role Playing
Learning Theory
BICC Behaviorism Information Processing Theory Cognitive Theory Constructivism
Perceptions and Insight
G-STEP Goals and values Self-concept Time and Opportunity Element of threat Physical Organism
Acquiring Knowledge
MUC
Memorization
Understanding
Concept Learning
The laws of learning
REEPIR Readiness Exercise Effect Primacy Intensity Recency
Three Domains of Learning
CAP
Cognitive (thinking)
Affective (feeling)
Psychomotor (doing)
Cognitive
RUAC Rote Understanding Application Correlation
Affective
ARVOI Awareness Response Value Organizing Integration
Psychomotor
OIPH Observation Imitation Practice Habit
Characteristics of Learning
PEAM Purposeful Experience Active Process Multifaceted
Acquiring Skill Knowledge
CAA
Cognitive Stage
Associative Stage
Automatic Response Stage
Types of Practice
DBR
Deliberate
Blocked
Random
Scenario Based Training
HIC
Has a clear set of objectives
Is tailored to the needs of the students
Capitalizes on the subtle differences of the local environment
How to reduce error
DR CULT Developing routines Raising awareness Check for errors Using Reminders Learning and practicing Taking time and don't rush
Types of Memory
SSL
Sensory
Short term
Long term memory
Forgetting
RIFRS Retrieval failure Interference Fading Repression Suppression
Retention of learning
MRLAMP
- Meaningful repetition aids recall
- Recall is prompted by association
- Learning with all the senses is most effective
- Favorable Attitudes aid retention
- Mnemonics
- Praise stimulates recall
Essential Teaching Skill
PAMS People Skills Assessment Skills Management Skills Subject Matter Expertise
Steps of the Teaching Process
P PARE Preparation Presentation Application Review Evaluation
Training Delivery Methods
LEG CCDD
- Lecture
- E-Learning
- Guided discussion
- Computer assisted Learning
- Cooperative or Group Learning
- Demonstration/Performance method
- Drill and Practice
Characteristics of an Effective Question
BASIC RICH
- Brief and concise
- Adapt to the ability of the student
- Stimulates thought
- Is Clear in meaning
- Contains a single idea
- Requires definite answers
- Information Previously Covered
- Challenges to a student
- Has a specific purpose
Problem-Based Learning: Characteristics of a good scenario
IWDSS
- Is not a test
- Will not have one. right answer
- Does not offer an obvious answer
- Should not promote errors
- Should promote situational awareness and opportunities for decision making
Guidelines for incorporating effective instructional aids
CGOS
- Clearly established the lesson objective
- Gather necessary data by researching the support material
- Organize the material into an outline or a lesson plan
- Select the ideas to be supported with instructional aids
Characteristics of an effective assessment
FASTCOCO Flexible Acceptable Specific Thoughtful Comprehensive Objective Constructive Organized
Characteristics of a good written test
DRCOVU Discriminate Reliable Comprehensive Objective Valid Usable
Types of Questions to Avoid
POT BIT Puzzle Oversize Toss-up Bewilderment Irrelevant Trick Questions
Types of Critiques
ISSISW
- Instructor Student Critique
- Student-Led Critique
- Small Group Critique
- Individual Student Critique by another Student
- Self Critique
- Written Critique
Professional Developement: Instructor Responsibilities
HEMPSS
- Helping Students Learn
- Emphasize the positive
- Minimizing Student frustrations
- Provide adequate instruction
- Standards of performance
- Safety
Ways to Minimize Student Frustrations
MACKBAG
- Motivate Students
- Approach students as individuals
- Criticize constructively
- Keep students informed
- Be consistent
- Admit error
- Give credit when due
Additional Flight Instructor Responsibilities
PEEP PASS
- Pilot supervision
- Evaluation of student piloting ability
- Endorsements for Flight Instruction
- Practical Test recommendations
- Additional training and endorsements
- Pilot Proficiency
- See and avoid responsibility
- Student’s pre-solo flight thought process
Professionalism
SADPP
- Sincerity
- Acceptance of the Student
- Demeanor
- Personal Appearance and Habits
- Proper Language
Student Emotional Reactions
WIPAUA
- Worry or Lack of Interest
- Impatience
- Physical Discomfort, Illness, Fatigue, Dehydration
- Apathy due to Inadequate Instruction
- Unfair Treatment
- Anxiety and Stress
Types of Assesment
RCWP -Review -Collaborative Assessment Written Tests Performance-Based Tests
Decision Making Process
DCI
- Define the Problem
- Choose a Corse of Action
- Implement the Decision and Evaluate Outcome
Principles of Risk Management
AMAI
- Accept no Unnecessary Risk
- Make Risk Decisions at the Appropriate Level
- Accept Risk when Benefits Outweigh the Costs
- Integrate Risk Management Into Planning at all Levels
Lesson Plan- Parts of an Introduction
AMO
- Attention
- Motivation
- Overview
Types of Problem Based Learning
SCC
Scenario based training
Collaborative Problem-Solving
Case Study
Likelihood of Risk
PORI Probable Occasional Remote Improbable
Severity of Risk
CCMN Catastrophic Critical marginal Negligible
Three P Model
Perceive
Process
Perform
Parts of A lesson Plan
OEEISC Objective Elements Equipment Instructors actions Students actions Completion standards
