FOIs Flashcards
Human Behavior
the product of factors that cause people to act in predictable ways.
Fear causes…
Fight or flight to overcome fear.
Maslow’s Hierarchy of Needs
Physiological
Security
Belonging (must feel belonged & accepted)
Self-Esteem (internal & external; feel confident)
Self-actualization (realize potential & strive for it)
Defense Mechanisms
Denial: refusal to accept reality because it is too thretening (“nothing bad happened”)
Repression: a person buries uncomfortable thoughts into unconscious mind (forgetting one failed a check ride)
Displacement: shifts emotion from original object to a less threatening substitute (becoming mad and taking it out on one’s spouse)
Reaction formation: belief in opposite of true belief, because it causes anxiety (“I don’t care”)
Compensation: psychologically balancing a weak area with a strong area (“Im not a fighter I’m a lover”)
Projection: relegating blame for one’s own mistakes to others (“failed check ride because by examiner was poor)
Rationalization: justifies actions because he/she can’t accept real reasons of failure
Fantasy: escaping from reality by taking mental/physical flight daydreaming
Elements of Communication
Source (sender)
Symbols (words used to share ideas)
Receiver
Barriers to Effective Communication (COIL)
Confusion between symbol
Overuse of abstractions (be specific as much as possible)
Interference
Lack of common experience
Developing Communication Skills
Listening: you must want to listen
Instructional communication: use of past experiences to illustrate a point
Questioning: focused and open-ended questions determine student understanding
Instructional enhancement: a good instructor is always learning more
Role playing: the learner is provided with a general description of a situation, then applies a new skill or knowledge to perform the role.
Learning
is a change in behavior as a result of experience
Perceptions & Insight (GSTEP)
Goals & values: Knowing student values help instructor predict how student will interpret instruction.
Self-concept: student with positive self-concept more receptive to learning
Time & opportunity: plan syllabus in correct order for optimum learning
Element of threat: Student can’t learn if in fear
Physical organism: student senses world around them
5 Senses
See Smell Taste Hear Touch
Acquiring Knowledge
Memorization: memorize facts
Understanding: Organize knowledge to better understand
Application: Using knowledge to solve problems
Laws of Learning (REEPIR)
Readiness (student learn best when ready to learn)
Exercise (things repeated are best remembered)
Effect (learning is strengthened by a positive experience)
Primacy (Teach it right the first time)
Intensity (students learn better from the real thing)
Recency (recently learned are best remembered)
Levels of learning (RUAC)
Rote
Understanding (student understands theory behind knowledge)
Application (correctly applies what is learned)
Correlation (student associates knowledge with future learned knowledge)
Domains of Learning
Cognitive (thinking) Affective (feeling) Psychomotor (Doing)
Characteristics of Learning (RAMP)
Result of experience
Active process
Multifaceted (has many sides)
Purposeful (students learn when have clear goal)
Acquiring Skill Knowledge (CAA)
Cognitive stage (memorized steps to perform skill)
Associative stage (practices skill, can now assess, make changes in performance)
Automatic response stage (rapid & smooth; few errors; has developed feel for skill)
Types of Practice
Deliberate (practices in flawed areas) Blocked (practice skill over & over till becomes automatic) Random (Mixes up skills when practicing, making skills more meaningful)
Memory
Sensory register (processes quickly via 5 senses) Short-term (remains or fades depending on individuals priority) Long-term (stored for recall)
Forgetting
Repression (unconsciously forget unpleasant experiences) Interference (forget since new experiences overshadow prior experiences) Disuse (forgetting whats not used) Suppression (conscious form of forgetting)
Retention of Learning
Praise (stimulates remembering) Association (thing learned strengthened when associated with known knowledge) All senses (use all senses for better recall) Attitude (favorable attitude aids retention) Meaningful repetition (practice & repetition) Mnemonics
Preparation of a Lesson Plan
Objective (2 types: Performance-based & Decision based)
Elements (subject, goals, completion standards)
Schedule
Materials
Instructor Aids
Student
Conclusion
Delivery Methods
Lecture (introduce new concepts, show relationships)
Guided discussion (asses students knowledge by use of questions)
Computer Assisted (student can progress at their own rate)
Drill & practice (practice & practice toward a objective)
Demonstration/Performance (Explain-Demonstrates-Student Performance-Instructor Supervision-Evaluation)
Problem Based Learning
The type of learning environment in which lessons are structured in such a way as to confront students with problems encountered in real life that force them to reach real world solutions.
Instructional Aids snd Training Technologies
Markerboard
Printed material
Projected
FAA Material
Interactive
Model
Airplane
