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CFI > FOI SU5: Planning Instructional Activity > Flashcards

FOI SU5: Planning Instructional Activity Flashcards

1
Q

in planning any instructional activity, the first consideration should be

A

determine the overall objectives and standards

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2
Q

which statement is true concerning extraneous blocks of instruction during a course of training

A

they detract from the completion of the final objective

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3
Q

when it is impossible to conduct a scheduled lesson, it is preferable for the instructor to

A

conduct a lesson that is not predicted completely on skills to be developed during the lesson which was postponed

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4
Q

perforamace-based objectives consist of which three elements

A

description of the skill or behavior, conditions, and criteria

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5
Q

development and assemply of blocks of learning in their proper relationship will provide means for

A

allowing the learner to master the segments of the overall pilot performance requirements individually and combining these with other related segments

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6
Q

an as instructor you should write performance-based objectives that

A

fit the desired outcomes of a particular lesson

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7
Q

a series of studies leading to an attainment of a goal is

A

a course of training

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8
Q

what is the overall objective of any pilot training

A

to qualify the learner to be a competent, efficient, safe pilot

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9
Q

which is not a type of objective used in aviation training

A

description-based objectives

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10
Q

which element is a performance-based objective explains the standards used to measure the accomplishment of the objective?

A

criteria

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11
Q

after the instructor established the overall training objectives, their next step is

A

the identification of the blocks of learning which constitute the necessary parts of the total objective

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12
Q

what is true of all syllabi

A

should stress well-defined objectives and standards for each lesson

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13
Q

the method of arranging lesson material from the simple to complex, past to present, and known to unknown, is one that

A

shows the relationship of the main points of the lesson

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14
Q

in organizing lesson material, which step sets the stage for everything to come

A

introduction

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15
Q

in developing a lesson, the instructor should organize explanations and demonstrations to help the learner

A

achieve the desired learning outcome

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16
Q

when teaching from the known to the unknown, an instructor is during the learners

A

previous experience and knowledge

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17
Q

The proper sequence for the subparts of an introduction is

A

attention, motivation, and overview

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18
Q

instructors should utilize the proper sequence for the subparts of an introduction. these are

A

attention, motivation, and overview

19
Q

the known to unknown pattern helps the instructors lead the learner into new ideas and concepts by

A

using something the learner already knows

20
Q

examples of methods to gain learner attention include

A

jokes, video clips and questions

21
Q

reinforcement of learner learning occurs primarily during which state of lesson organization

A

conclusion

22
Q

which statement is true regarding lesson plans
a. they should not be directed toward the course objectives, only to the lesson objectives
b. a well-thought out mental outline of a lesson may be used anytime as long as the instructor is well prepared
c. lesson plans help instructors keep a constant check on their own activity as well as that of their learners

A

lesson plans help instructors keep a constant check on their own activity as well as that of their learners

23
Q

when the instructor keeps the learner informed of lesson objectives and completion standards, it minimizes the learners feelings of

A

insecurity

24
Q

lesson plans should follow a prescribed format

A

false

25
Q

standard prepares lesson plans are effective for teaching all learners

A

false

26
Q

the use of standard lesson plans may not be effective for learners requiring a different approach

A

true

27
Q

a well developed lesson plan should
a. promote uniformity of instruction regardless of the instructor teaching it
b. be a sketch of a program or teaching lecture
c. be a document that will not require changes or alterations

A

promote uniformity of instruction regardless of the instructor teaching it

28
Q

the main concern in developing a lesson plan is the
a. format
b. content
c. learner

A

learner

29
Q

with regard to the characteristics of a well-planned lesson, each lesson should contain
a. new material that is related to the lesson previously presented
b. one basic element of the principle, procedure, or skill appropriate to that lesson
c. every bit of information needed to reach the objective of the training syllabus

A

new material that is related to the lesson previously presented

30
Q

a primary consideration in planning for learner performance is the
a. learners’ motivation level
b. learner’s intellectual level
c. length of the practice session

A

length of the practice session

31
Q

a lesson plan, if constructed proper, will provide an outline for
a. proceeding form the unknown to the known
b. the teaching procedure to be used in a single instructional period
c. establishing blocks of learning that become progressively larger in scope

A

the teaching procedure to be used in a single instructional period

32
Q

each lesson of a training syllabus includes
a. attention, motivation, and overview
b. introduction, development, and conclusion
c. objective, content, and completion standards

A

objective, content, and completion standards

33
Q

a primary consideration in planning for learner performance is the
a. length of time devoted to practice
b. length of time devoted to evaluation
c. segmentation of practice session

A

length of time devoted to practice

34
Q

which is true regards to the properties of overlearning
a. it allows the learner to bypass the learning plateau phenomenon
b. is the continues study of a skill after initial proficiency has been achieved
c. targets the learner’s deep memory

A

is the continues study of a skill after initial proficiency has been achieved

35
Q

which is true of overlearning of knowledge
a. can result in automatic responses that are undesirable
b. is helpful in increasing learner proficiency of a topic
c. develops higher-order thinking skills

A

can result in automatic responses that are undesirable

36
Q

when teaching new material, the teaching process can be divided into which steps
a. preparations, presentation, application, and review and evaluation
b. preparations, demo, practice and review
c. explanations, demo, practice and evaluation

A

preparations, presentation, application, and review and evaluation

37
Q

which is not a step to ensuring a quality lesson
a. instructor research
b. assembling training aids
c. determining the length of the practice session

A

determining the length of the practice session

38
Q

what are lesson plans designed to ensure
a. that each learner receives the best possible instruction under existing conditions
b. to reinforce learning and retention of the stated objective
c. to provide a boost of self-confidence to each learner

A

that each learner receives the best possible instruction under existing conditions

39
Q

how long should a flight lesson be
a. shorter lessons for new learners
b. longer lessons for new learners
c. shorter lessons as leaners gain experience.

A

shorter lessons for new learners

40
Q

which is a true statement concerning the use of instructional aids
a. aids ensure getting and holding the learners attention
b. aids should be designed to cover the key points in a lesson
c. aids should not be used simply to cover a subject in less time

A

aids should be designed to cover the key points in a lesson

41
Q

what is the first step in determine if and where aids are necessary
a. organize subject matter into an outline or a lesson plan
b. determine what ideas should be supported with aids
c. clearly establish the lesson objectives, being certain what must be communicated

A

clearly establish the lesson objectives, being certain what must be communicated

42
Q

aids used in the teaching/learning process should be
a. self-supporting and require no explanation
b. compatible with the learning outcomes to be achieved
c. selected prior to developing and organizing the lesson plan

A

compatible with the learning outcomes to be achieved

43
Q
A

CFI (6 decks)

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