FOIs Flashcards
Rote memorization
Memorize and repeat
What is learning?
Learning is a change in behavior based upon experience
Human behaviors
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
What are our Human needs
Maslow’s hierarchy
1.Physiological needs
-air, water, food, shelter, sleep, sex
- Safety and security
- Love and belongingness
- Self esteem
- Self actualization
Why do we need to make sure our human needs are satisfied
Because a student is unable to have full attention to what is being learned until these needs are met
What are the defense mechanisms
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
What is anxiety
A feeling of fear, dread, and uneasiness
What is stress
A feeling of being overwhelmed or unable to cope with mental or emotional pressure
What is a normal reaction to stress
- respond rapidly
- think rationally
- extremely sensitive to surrounding aspects
What are some abnormal reactions to stress
- extreme over-cooperation
- painstaking self-control
- inappropriate Laughing or singing
- rapid change in emotions
- severe anger directed at the fight instructor or others
As the instructor, what do you do when you recognize these abnormal reactions
- first defuse the situation
- take controls
- and land the airplane
Because the students capacity for learning has ceased
What are the 3 parts to effective communications
There’s the source (instructor), symbol (oral or visual codes), and receiver (student)
Who is the source in an effective communication and what is their effectiveness related to
- The instructor
- their ability to select and use language
- their attitude in presenting material
- having accurate and stimulating material
- defending the product
How are symbols commutations achieved
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
Who is the receiver and how do the know that an understanding has occurred
The student
- communication succeeds only in relation to the reaction of the receiver
- when the receiver reacts with understanding and changes their behavior
Why should an instructor get to know there student
- Knowing something about there students help the instructor communicate effectively towards the student
How do you become better acquainted with your students
Being a good listener
Instructional enhancement means what
- 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
Developing communication skills
LIQIR
-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
What is behaviorism
Human behavior measured by a response to stimuli
Ex: rewards and punishment
What is cognitive theory
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
What are communication barriers
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
Ways to develop communications skills
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
What is learning
A change in behavior or adaptation of character as a result of experiences
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
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
3 steps to acquiring knowledge
MUA
memorization
Understanding
Application
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
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
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
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
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)
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
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
Components of a good scenario based learning
CTT
- Clear set of objectives
- Tailored to the needs of the student
- Takes advantage of the environment
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
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 )
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
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
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
What is teaching
To train or instruct a person
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
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
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
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
What is the guided discussion method
Draws out what students know with the skillful use of
questions through an introduction, discussion, and
conclusion.
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
What is the demonstration performance method
- instructor says, instructor does
- student says, instructor does
- student say, student does
What is the drill and practice method
Promotes learning though repetition and with more practice comes more improvement
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
What is the purpose of assessment
DIP
- develops ADM and judgment skills
- identify student deficiencies
- provide feedback to the student
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
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
What is an authentic assessment
Student must generate response from skill and concepts they have learned
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
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
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
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
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.
What are an instructors responsibilities
- Help students learn
- Provide adequate instruction
- Train an applicant to adequate standards of
performance - Minimize student frustration
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
What are a flight instructors responsibilities
PEPE
-Physiological obstacles for student
-Ensuring student ability ( SEERSS )
-professionalism (PSPADS)
-evaluation of student ability (DKC)
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.
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
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
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)
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
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
5 main responsibilities of aviation
instructors
HDEEP
- Help students learn
- Demand adequate standards of performance
- Emphasize the positive
- Ensure aviation safety
- Provide adequate instruction
What are the obstacles to learning during flight
instruction?
I PAAW U
- Impatience
- Physical discomfort
- Anxiety
- Apathy
- Worry/lack of interest
- Unfair treatment
What are the stages of
demonstration-performance training?
- Explanation: instructor clearly explains
objectives of lesson, based on student’s
knowledge and experience - Demonstration: instructor shows students
the actions necessary to perform skill - Student performance: students “act and do”
and learn to follow correct procedures - Instructor supervision: instructor observes
and coaches student as necessary - Evaluation: instructor judges student
performance
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
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!
What is the purpose of assessment of pilot
ability?
It helps determine what students learn, how they
learn, and how well they learn.
What is the purpose of assessment of pilot
ability?
It helps determine what students learn, how they
learn, and how well they learn.
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
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
What are the levels of risk
- severity: extent of possible loss
- probability: likelihood that a hazard will cause a loss
