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CFI > FOIs > Flashcards

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
Q

Factors that effect perceptions

A

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

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26
Q

Things that contribute to how we learn

A

PIM
Perceptions- basis of learning

Insights- grouping of perceptions into
meaningful wholes

Motivation- positive motivation is essential , negative will cause slumps

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27
Q

3 steps to acquiring knowledge

A

MUA
memorization
Understanding
Application

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28
Q

Laws of learning

A

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

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29
Q

Stages of cognitive domain

A

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

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30
Q

Stages of affective domain

A

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
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31
Q

Stages of psychomotor domain

A

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
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32
Q

Characteristics of learning

A

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
Q

Stages to acquiring skill knowledge

A

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
Q

What are the Three types of practice

A

DBR

  • Deliberate: specific areas for improvement
    within maneuver
  • Blocked: same drill over and over again
  • Random: mixing up skills to be acquired
35
Q

Components of a good scenario based learning

A

CTT

  • Clear set of objectives
  • Tailored to the needs of the student
  • Takes advantage of the environment
36
Q

What are ways to reduce/avoid errors

A

DRCULT

  • Develop routines: cockpit flows
  • Raise awareness: beware of “unusual”
    situations
  • Check for errors
  • Use reminders: checklists
  • Learn and practice
  • Take your time
37
Q

What is the difference between a slip and mistake

A

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
Q

What are the types of memory

A
  • 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
Q

Reasons we forget information

A

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
Q

How can you help someone retain learning

A

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
Q

What is teaching

A

To train or instruct a person

42
Q

What are some characteristics of a good lesson plan

A

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
Q

What are the two types of objectives

A
  • 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
Q

What is good organization in material

A

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
Q

What is the lecture methods

A
  • 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
Q

What is the guided discussion method

A

Draws out what students know with the skillful use of
questions through an introduction, discussion, and
conclusion.

47
Q

What is the computer-assisted learning method

A
  • 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
Q

What is the demonstration performance method

A
  • instructor says, instructor does
  • student says, instructor does
  • student say, student does
49
Q

What is the drill and practice method

A

Promotes learning though repetition and with more practice comes more improvement

50
Q

What is the Cooperative or group learning method

A

The students are individually accountable for their own work and the works of the group as a whole is assessed

51
Q

What is the purpose of assessment

A

DIP
- develops ADM and judgment skills
- identify student deficiencies
- provide feedback to the student

52
Q

Characteristics of an effective assessment

A

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
Q

Characteristics of a good written assessment

A

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
Q

What is an authentic assessment

A

Student must generate response from skill and concepts they have learned

55
Q

What are the characteristics of a collaborative assessment

A

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
Q

Characteristics of a good oral assessment

A

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
Q

What are the characteristics of an effective questions

A

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
Q

Types of questions to avoid

A

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
Q

Type of critiques

A
  • 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
Q

What are an instructors responsibilities

A
  • Help students learn
  • Provide adequate instruction
  • Train an applicant to adequate standards of
    performance
  • Minimize student frustration
61
Q

How do you minimize student frustration

A

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
Q

What are a flight instructors responsibilities

A

PEPE
-Physiological obstacles for student
-Ensuring student ability ( SEERSS )
-professionalism (PSPADS)
-evaluation of student ability (DKC)

63
Q

Flight instructors responsibilities
- Physiological obstacles for students

A

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
Q

flight instructor’s responsibilities
-Ensuring student ability

A

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
Q

flight instructor’s responsibilities

-Professionalism

A

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
Q

flight instructor’s responsibilities
-Evaluation of student ability

A

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
Q

What are the requirements for conducting
additional training and endorsements

A

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
Q

What are some ways to achieve professional
development?

A

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
Q

5 main responsibilities of aviation
instructors

A

HDEEP

  • Help students learn
  • Demand adequate standards of performance
  • Emphasize the positive
  • Ensure aviation safety
  • Provide adequate instruction
70
Q

What are the obstacles to learning during flight
instruction?

A

I PAAW U

  • Impatience
  • Physical discomfort
  • Anxiety
  • Apathy
  • Worry/lack of interest
  • Unfair treatment
71
Q

What are the stages of
demonstration-performance training?

A
  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
Q

What is a good reason for use of distraction?

A
  • 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
Q

What is integrated flight instruction?

A
  • 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
Q

What is the purpose of assessment of pilot
ability?

A

It helps determine what students learn, how they
learn, and how well they learn.

75
Q

What is the purpose of assessment of pilot
ability?

A

It helps determine what students learn, how they
learn, and how well they learn.

76
Q

How do you know when a student is ready to
solo?

A

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
Q

Principle of Risk management

A
  • 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
Q

What are the levels of risk

A
  • severity: extent of possible loss
  • probability: likelihood that a hazard will cause a loss

CFI (2 decks)

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