FOI's Flashcards
Acronyms and Descriptions
1
Q
Principles/Laws of Learning Acronym
A
REEPIR
2
Q
Principles/Laws of Learning (REEPIR)
A
Readiness -Are they ready to learn Effect -Emotions Exercise -Repetition Primacy -What is taught first is most remembered Intensity -The real thing is better Recency -What is taught last is usually remembered easiest
3
Q
Characteristics of Learning Acronym
A
RAMP
4
Q
Characteristics of Learning (RAMP)
A
Results of Experience -Doing something causes learning Active Process -The student needs to be involved Multi-Faceted -Involving mind, body, and feelings Purposeful -Achieves goals
5
Q
Levels of Learning Acronym
A
RUAC
6
Q
Levels of Learning (RUAC)
A
Rote -Can repeat definitions Understanding -Can explain the definition Application -Is able to use this knowledge to complete a task Correlation -Can take a different source of information and relate it to previous learning
7
Q
Domains of Learning Acronym
A
CAP
8
Q
Domains of Learning (CAP)
A
Cognitive -Learned knowledge Affective -Feelings Psycho motor -Doing
9
Q
Perceptions Definition
A
Factor involved in how people learn
10
Q
Perceptions Acronym
A
PG-SET
11
Q
Perceptions (PG-SET)
A
Physical Organism -How comfortable are they Goals and Values -Skewed due to their goals Self Concept -Confidence Element of Threat -Narrows their perceptual field Time and Opportunity -Having a day off
12
Q
Insights
A
A grouping of perceptions into a whole
13
Q
Stages of Acquiring skills Acronym
A
CAA
14
Q
Stages of Acquiring Skills (CAA)
A
Cognitive -Learning the Knowledge Associative -Associating actions with outcomes Automatic Response -Can do action with out thinking
15
Q
Types of Transfers of Learning Acronym
A
PNNF
16
Q
Transfers of Learning
A
Positive -Learning of one thing helps another Negative -Learning of one thing hinders another Near -Learning from earlier helps understand the next concept Far -A skill not related to learning helps learn ( An electrician can read the electrical diagram in helicopter)
17
Q
Human Needs Acronym
A
PS-BEAS
18
Q
Human Needs (PSBEAS)
A
Physiological -Food, Rest, Exercise Security -Protection against threat Belonging -Need to belong to a group Esteem -Self esteem Aesthetic -The need to know Self-Actualization -The need to do what you were born to do
19
Q
Defense Mechanisms Acronym
A
DR FDR CPR
20
Q
Defense Mechanisms (DRFDRCPR)
A
Denial -Not accepting the facts Repression -Forcing the memory out of you mind Fantasy -Day Dreaming Displacement -An unconscious shift of emotions from something uncomfortable to something more acceptable Rationalization -Rationalizing your actions Compensation -Pointing out an area where you excelled to cover your weaknesses Projection -Projecting your failures on someone else Reaction Formation -Faking a belief opposite of what they belief
21
Q
Barriers to effective Communication Acronym
A
COIL
22
Q
Barriers to effective Communication (COIL)
A
Confusion -Using Mechanic could confuse non aviation people Over use of abstraction -Using aircraft instead of helicopter Interference -Outside noises interfering Lack of common experience -Teaching someone much younger
23
Q
Forgetting Acronym
A
DIRR
24
Q
Forgetting (DIRR)
A
Disuse -Not using the information in a long time Interference -Something else learned taking place of old information Repression -The thought is pushed out of memory Recall failure -Tip of the tongue
25
Retention Acronym
MAMAPS
26
Retention of Learning (MAMAPS)
Meaningful Repetition
-Students engaging and reiterating points
Association
-Relating new information to something previous
Mnemonics
-Creating phrases to remember large data sets
Attitudes
-A positive attitude towards learning will help retain info
Praise
-Positive feedback enforces repetition, like animals
Sense
-Working multiple sense together
27
Teaching Skills Acronym
SPAM
28
Teaching Skills (SPAM)
Subject matter expert
People skills
Assessment Skills
Management Skills
29
Lesson Plan Characteristic Acronym
SPURFIC
30
Lesson Plan Characteristics (SPURFIC)
```
Scope
-Not to wide or small, too much is confusing
Practicability
-Planned in terms of conditions
Unity
-Work towards end goal
Relation to course of training
-So objectives is clear
Flexible
-Able to be changed up
Instructional Steps
-Having a list of what needs to be done by the instructor
Content
-New material but related
```
31
Delivery Methods Acronym
LGDDD
32
Delivery Methods (LGDDD)
```
Lecture
Group exercise
Discussion
Demonstration/Performance
Drill and Practice
```
33
Demonstration Method
Instructor Explains
Instructor Does
Student does
Instructor supervises
34
Critique
Brings up positives and Negative and offers improvements
35
Evaluation
Measured against Standards
36
Characteristics of an effective Critique Acronym
FASTCOCO
37
Characteristics of an effective Critique (FASTCOCO)
```
Flexible
-To the student and time and place
Acceptable
-The student must accept the instructor
Specific
-Bring up specific details of the flight and improvements
Thoughtful
-Takes the students feelings into account
Comprehensive
-Covers everything
Objective
-Not your opinion
Constructive
-Offers improvement
Organized
-Logically explain, maybe in the order of the flight
```
38
Characteristics of a Written Assessment Acronym
VORDUC
39
Characteristics of a Written Assessment (VORDUC)
```
Valid
-Measures what it is supposed to
Objective
-Measures uniformly by grader
Reliable
-Gives the results expected
Discriminatory
-Can differentiate
Usable
-Can easily be administered
Comprehensive
-Covers everything
```
40
Bad Questions Acronym
POTBIT
41
Bad Questions (POTBIT)
```
Puzzle
-Confusing
Oversize
-Too broad
Toss-up
-More than one correct answer
Bewilderment
-Unclear
Irrelevant
-Unrelated
Trick
```
42
Professionalism of a CFI Acronym
CS-SALAD
43
Professionalism of a CFI (CS-SALAD)
```
Code of Conduct
-Follows the companies COC
Safety conscious
-Always Promoting safety
Sincere
-Honest with students
Accepting
-Accepts each student
Language
-Use of profanity
Appearance
-Dress appropriately
Demeanor
-Maintaining a positive attitude
```
44
Good Questions Acronym
BACPAC
45
Good Questions (BACPAC)
```
Brief
Applied to subject
Clear
Presents a Challenge
Adapted to student
Centered on one idea
```
46
Additional Instructor Responsibilities Acronym
HEMPSS
47
Additional Instructor Responsibilities (HEMPSS)
```
Helps student Learn
Emphasizes Positives
Minimizes Frustration
Provides adequate instruction
Standards
Safety
```
48
Minimizing Frustration Acronym
MAAGICC
49
Minimizing Frustration (MAAGICC)
```
Motivates
Admits Errors
Approach as individuals
Give Credit
Inform
Criticize constructively
Consistency
```
50
Professional Development
Continuing Education
| Updating sources of Information
51
Types of Practice
```
Blocked
-Practicing one skill until it becomes automatic
Deliberate
-Focuses on one area for improvement
Random
-Mixes up skills to be acquired
--MOST EFFECTIVE
```
