FOIs Flashcards

1
Q

Rote memorization

A

Memorize and repeat

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2
Q

What is learning?

A

Learning is a change in behavior based upon experience

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3
Q

Human behaviors

A

ASIP

  • Attempt to explain why we act the way we do
  • Satisfy human needs ( Maslow hierarchy )
  • instruction is enhanced by understanding human behavior
  • product of both our human nature and individual experience and environment
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4
Q

What are our Human needs

A

Maslow’s hierarchy

1.Physiological needs
-air, water, food, shelter, sleep, sex

  1. Safety and security
  2. Love and belongingness
  3. Self esteem
  4. Self actualization
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5
Q

Why do we need to make sure our human needs are satisfied

A

Because a student is unable to have full attention to what is being learned until these needs are met

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6
Q

What are the defense mechanisms

A

DR DR F CPR

Denial- refusal to accept reality

Repression- placing unwanted thoughts into an inaccessible area of your unconscious mind

Displacement - getting upset but not confronting your instructor and instead go home and take it out on your wife

Rationalization- a subconscious technique for justifying actions ( student saying there wasn’t enough time)

Fantasy - occurs when a student day dreams during flight

Compensation - a process of psychologically counterbalancing perceived weaknesses by emphasizing strength in other areas

Projection - individual places his or her own unacceptable impulses onto someone else

Reaction formation - student fakes a belief opposite to the true belief because the true belief causes anxiety

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7
Q

What is anxiety

A

A feeling of fear, dread, and uneasiness

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8
Q

What is stress

A

A feeling of being overwhelmed or unable to cope with mental or emotional pressure

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9
Q

What is a normal reaction to stress

A
  • respond rapidly
  • think rationally
  • extremely sensitive to surrounding aspects
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10
Q

What are some abnormal reactions to stress

A
  • extreme over-cooperation
  • painstaking self-control
  • inappropriate Laughing or singing
  • rapid change in emotions
  • severe anger directed at the fight instructor or others
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11
Q

As the instructor, what do you do when you recognize these abnormal reactions

A
  • first defuse the situation
  • take controls
  • and land the airplane
    Because the students capacity for learning has ceased
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12
Q

What are the 3 parts to effective communications

A

There’s the source (instructor), symbol (oral or visual codes), and receiver (student)

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13
Q

Who is the source in an effective communication and what is their effectiveness related to

A
  • The instructor
  • their ability to select and use language
  • their attitude in presenting material
  • having accurate and stimulating material
  • defending the product
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14
Q

How are symbols commutations achieved

A

With simple oral or visual codes
- words in vocabulary
- facial expressions
However, ideas are communicated only when symbol are combined as
- sentences
- paragraphs
- Speeches
- pictures
IE: things that mean something to the receiver

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15
Q

Who is the receiver and how do the know that an understanding has occurred

A

The student
- communication succeeds only in relation to the reaction of the receiver
- when the receiver reacts with understanding and changes their behavior

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16
Q

Why should an instructor get to know there student

A
  • Knowing something about there students help the instructor communicate effectively towards the student
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17
Q

How do you become better acquainted with your students

A

Being a good listener

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18
Q

Instructional enhancement means what

A
  • an instructor never stops leaning
  • it is important for an instructor to tailor what informations is being presented with the learning level of the students
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19
Q

Developing communication skills
LIQIR

A

-listening - you must want to listen to your student
- instructional communication - is successful when student demonstrates understanding
- questioning - use to determine student understanding with open ended questions
- instructional enhancement - good instructor is always leaning ( enhancing their shills )
- role playing - CFI’s play many rolls, ATC, student, in order to enhance skill or understanding

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20
Q

What is behaviorism

A

Human behavior measured by a response to stimuli

Ex: rewards and punishment

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21
Q

What is cognitive theory

A

Cognitive theory focuses on what is going on inside the mind. This is the basis for the building block process

  • simple to complex
  • know to unknown
  • concrete to abstract
  • often used to least used
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22
Q

What are communication barriers

A

COIL
-Confusion between symbols or symbolized objects

-Overuse of abstractions: using general words rather than specific

-Interference: outside forces affect the productiveness of learning

-Lack of common experience

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23
Q

Ways to develop communications skills

A

LIQIR
-Listening: hearing with comprehension

-Instructional communication: using past experiences to make a point

-Questioning: using open ended questions to gauge student understanding

-Instructional enhancement: a good instructor is always learning

-Role playing: acting as ATC

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24
Q

What is learning

A

A change in behavior or adaptation of character as a result of experiences

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25
Factors that effect perceptions
GSTEP -**Goals and values**: knowing a students end goal and values helps knowing how the will react to new experiences and instruction -**Self concept**: student must have a favorable self image to promote learning through new experiences - **Time and opportunity**:length of experience impacts learning -**Element of a threat**: fear adversary’s affects leaning, so make the student feel safe -**Physical organisms**: how you sense the world
26
Things that contribute to how we learn
PIM Perceptions- basis of learning Insights- grouping of perceptions into meaningful wholes Motivation- positive motivation is essential , negative will cause slumps
27
3 steps to acquiring knowledge
MUA memorization Understanding Application
28
Laws of learning
REEPIR Readiness- basic needs of the student must be satisfied before there ready to learn Effect- learning is enhanced from positive experiences and weakened by negative Exercise- connection is strengthened with practice and weakened with discontinuance Primacy- first learned is best learned, so it’s important to teach it right the first time Intensity- exciting, or dramatic learning connect to a real situation teaches a student more than a routine or boring experience Recency- thing most recently learning are best remember
29
Stages of cognitive domain
RUAC rote - memorizing/reading back what is taught Understanding- student understanding principles and the theory behind the knowledge Application- student begins applying what has been learned Correlation-student associates leaned elements with future segments of learning
30
Stages of affective domain
ARVOI Awareness: student is open to learning and willing to listen - Response: student is actively participating and responding in compliance with instructions - Value: student determines value of training and chooses whether to accept it - Organization: student organizes the training within personal belief system - Integration: student internalizes training and incorporates that into their life
31
Stages of psychomotor domain
OIPH - Observation: student observes a more experienced person perform the skill - Imitation: learner attempts to copy the skill - Practice: learner tries performing the skill again and again - Habit: student reaches the point where they can perform the skill easily
32
Characteristics of learning
PEAM - purposeful: students learn best when there’s a clear purpose/goal - experiences: students learn thought individually experiance - active process: student must actively react and respond to learn - multifaceted: learning though multiple outlets like verbal, motor, emotional, problem solving ( incidental learning)
33
Stages to acquiring skill knowledge
CAAR - Cognitive: memorizing the steps to perform the skill - Associative: student practices the skill and can now assess and make changes in performance - Automatic-response: student performance is rapid and smooth like second nature
34
What are the Three types of practice
DBR - Deliberate: specific areas for improvement within maneuver - Blocked: same drill over and over again - Random: mixing up skills to be acquired
35
Components of a good scenario based learning
CTT - Clear set of objectives - Tailored to the needs of the student - Takes advantage of the environment
36
What are ways to reduce/avoid errors
DRCULT - Develop routines: cockpit flows - Raise awareness: beware of “unusual” situations - Check for errors - Use reminders: checklists - Learn and practice - Take your time
37
What is the difference between a slip and mistake
Slip - error in action ( planing to do one thing but does another) Mistake- error of thought ( planning to do the wrong thing a and succeeds in doing that )
38
What are the types of memory
- Sensory register: receiving input from the five senses, processes quickly - Short term memory: remains or fades depending on the person’s priorities - Long term memory: where info is stored for future use–relatively permanent storage of unlimited info
39
Reasons we forget information
FIRRS - Fading/Disuse: forgetting things that aren’t used - Interference: new experiences new experiences overshadow prior experiences - Retrieval failure: knowing the information but not able to verbalize it– “on the tip of my tongue” - Repression: unconsciously burying thoughts away - Suppression: consciously burying thoughts away
40
How can you help someone retain learning
PFARMM - Praise - Favorable attitudes: correlates to readiness, self concept, etc - All senses: using all senses to learn from different outlets - Recall: promoted by association - Meaningful repetition: continuing to practice something into habit - Mnemonics: acronyms we use daily
41
What is teaching
To train or instruct a person
42
What are some characteristics of a good lesson plan
IFR CUPS - Instructional steps: preparation, presentation, application, review/evaluation - flexibility: lesson should have room for ad ones or alternations - Relation to course of training: the purpose should be clear to the student for each lesson - Content: each lesson should contain new material, while still relating to past lessons - Unity: each lesson should be a unified segment of instruction - Practicality: lesson should be planned in accordance with current conditions for training - Scope: must be reasonable–a person can only master a few skills at a time
43
What are the two types of objectives
- Performance based: what to do, how to do it, and how you performed - Decision based: involves critical thinking skills, such as risk management and ADM
44
What is good organization in material
Introduction - Attention: use an applicable joke or story - Motivation: offer specific reason why lesson is important/beneficial - Overview: clear/concise presentation of objectives Development - Past to present - Simple to complex - Known to unknown - Most frequently used to least frequently used Conclusion -Review and wrap up of ideas will reinforce learning and improve retention
45
What is the lecture methods
- Used to introduce new concepts to summarize new ideas - Illustrated: using visual aids to help convey messages - Briefing: short, concise facts - Formal: purpose is to inform, persuade, or entertain - Informal: speaker includes student participation in a relaxed atmosphere - Disadvantages: least useful for evaluation of student performance and instructor doesn’t receive feedback
46
What is the guided discussion method
Draws out what students know with the skillful use of questions through an introduction, discussion, and conclusion.
47
What is the computer-assisted learning method
- Students can progress at their own comfortable pace - Includes simulators and flight training devices - Students can use test prep study guides and take practice tests to help prepare for knowledge test
48
What is the demonstration performance method
- instructor says, instructor does - student says, instructor does - student say, student does
49
What is the drill and practice method
Promotes learning though repetition and with more practice comes more improvement
50
What is the Cooperative or group learning method
The students are individually accountable for their own work and the works of the group as a whole is assessed
51
What is the purpose of assessment
DIP - develops ADM and judgment skills - identify student deficiencies - provide feedback to the student
52
Characteristics of an effective assessment
COCOFATS - Comprehensive: covers what is important–positive and negative - Organized: easy for the student to follow and understand it - Constructive: benefits the student - Objective: has no bias - Flexible: fits the content and occasion - Acceptable: students must accept the instructor–be fair and act professional - Thoughtful: instructor is considerate to student’s feelings–criticize in private, praise in public - Specific: ensure student has no doubt of details, performance, and instructions
53
Characteristics of a good written assessment
DUOVCR - Discrimination: detects small differences in achievement of students - Useable: easy to give and grade - Objective: without instructor bias - Valid: needs to measure what it’s supposed to measure - Comprehensive: completely samples the objectives being measured - Reliable: yields consistent results
54
What is an authentic assessment
Student must generate response from skill and concepts they have learned
55
What are the characteristics of a collaborative assessment
4 Rs -replay: student verbally replays lesson -reconstruct: identifying what should have been done differently -Reflect: placing meaning on experience and perceptions, requiring reflection - redirect: student relate lesson to other experiences
56
Characteristics of a good oral assessment
RRICCE Reveals: the effectiveness of of training Reviews: material Identifies: points that need more emphasis Checks: student comprehension Checks: retention Emphasizes: the important points of training
57
What are the characteristics of an effective questions
ABBCC Apply: to subject of instruction Be brief: concise and to the point Be adapted: to the ability, experience, and progress f the student Center: on one idea, with one correct answer Challenges: the student
58
Types of questions to avoid
BITPOT - Bewilderment: provides too much information, confusing the student - Irrelevant questions: questions that don’t deal with the subject at hand - Toss up: must choose between two options that can be correct - Puzzle: too many parts to derive an answer - Oversize: asking too broad of a question - Trick question: makes student feel they are being challenged by you from an unfair question
59
Type of critiques
- Self critique: a student will critique their own performance - Written critique: has 3 advantages… 1. Instructor can be more thorough and personal than by oral assessment 2. Written critiques are kept by the student so they can refer to it at any time 3. If the instructor requires the whole class to write a critique of a student’s performance, the student then has all of the suggestions, recommendations, and opinions of everyone.
60
What are an instructors responsibilities
- Help students learn - Provide adequate instruction - Train an applicant to adequate standards of performance - Minimize student frustration
61
How do you minimize student frustration
PACKGAME - praise: in public, criticize in private - approach: students as individuals - criticize: constructively - keep: students informed - give credit: where its due - admit: errors - motivate: the student - emphasize: the positive - consistency
62
What are a flight instructors responsibilities
PEPE -Physiological obstacles for student -Ensuring student ability ( SEERSS ) -professionalism (PSPADS) -evaluation of student ability (DKC)
63
Flight instructors responsibilities - Physiological obstacles for students
There are many types of unfamiliar feelings/sensations that students may encounter, such as G-forces, vibrations and noises, etc. They can be overcome by simply understanding their causes.
64
flight instructor’s responsibilities -Ensuring student ability
SEERSS - Student safety: instructor is responsible - Evaluate performance constantly: look for consistent and continuous growth - Evaluation: during and after maneuvers - Ready for solo: instructor must be confident and make sure student practices safe solo operating procedures - Share evaluations with student: should be done regularly so the student understands their progress - Supervision: includes both dual instruction and solo flight
65
flight instructor’s responsibilities -Professionalism
PSPADS Personal appearance, hygiene, and language: dress appropriately, use common courtesy, be neat and clean - Sincerity: be honest and straightforward, admit mistakes, find the answer to a question if you don’t know it - Punctuality: early is on time - Acceptance of the student: accept each student as they are–encourage and support them - Demeanor: must have a positive attitude, respect student - Safety and safely: students emulate instructors
66
flight instructor’s responsibilities -Evaluation of student ability
DKC - Demonstrate ability ME: mastery of the element, experience and stage of development - Keep student informed CAP: critique student honestly and often, address deficiencies and suggest corrective action, praise accomplishments - Correction of student errors DO: do not always/immediately take controls after they make a mistake, opportunity to correct an error (it’s hard for the student to learn a maneuver correctly if the instructor rarely gives them a chance)
67
What are the requirements for conducting additional training and endorsements
CHAP - Checkouts: Instructors can perform checkouts for pilots to ensure they are safe - Highest achieved certificate level: flight review should be tailored to their level - AC 61-65 and 61-98: information for endorsements, flight reviews, IPCs - Performed satisfactorily: only required to endorse flight review if they pass
68
What are some ways to achieve professional development?
CECE - Continuing education: pursue higher/additional ratings, FAA WINGS seminar. ASF courses, etc - Educational/training institutions: college degree programs or single courses to benefit instructors - Commercial organization: companies like ASA (aviation supplies and academics) that have online and printed training materials - Industry organization: good places to network with other pilots/instructors, valuable resources for refresher training. Examples include AOPA, EAA, NAF
69
5 main responsibilities of aviation instructors
HDEEP - Help students learn - Demand adequate standards of performance - Emphasize the positive - Ensure aviation safety - Provide adequate instruction
70
What are the obstacles to learning during flight instruction?
I PAAW U - Impatience - Physical discomfort - Anxiety - Apathy - Worry/lack of interest - Unfair treatment
71
What are the stages of demonstration-performance training?
1. Explanation: instructor clearly explains objectives of lesson, based on student’s knowledge and experience 2. Demonstration: instructor shows students the actions necessary to perform skill 3. Student performance: students “act and do” and learn to follow correct procedures 4. Instructor supervision: instructor observes and coaches student as necessary 5. Evaluation: instructor judges student performance
72
What is a good reason for use of distraction?
- Teaches student to divide attention between flying and the distraction - You can talk to them during a maneuver - You can ask them to get something out of your bag
73
What is integrated flight instruction?
- Students are taught to perform maneuvers by outside visual references and reference to instruments - You want them to be looking outside 90% and inside 10% - Make a habit of instrument cross check early on!
74
What is the purpose of assessment of pilot ability?
It helps determine what students learn, how they learn, and how well they learn.
75
What is the purpose of assessment of pilot ability?
It helps determine what students learn, how they learn, and how well they learn.
76
How do you know when a student is ready to solo?
CAAGE TAP - Checklist usage - Aircraft control - Acceptable takeoff and landing - Go-arounds - Emergency situations - Traffic pattern etiquette - Ability to deal with unexpected challenges/instructions - Proper radio comms
77
Principle of Risk management
- Accept no unnecessary risk - accept risk when benefits outweigh the cost - integrate risk management into planing at all levels - make risk decisions at the appropriate level
78
What are the levels of risk
- severity: extent of possible loss - probability: likelihood that a hazard will cause a loss