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
Types of Assessment
Oral (reveals true knowledge & effictiveness of instructor’s instruction)
Authentic (asked to perform real world tasks)
Traditional (written; two types Supply (scored subjectively) & Selection (scored objectively))
Effective Assessment
Flexible
Acceptance
Specific
Thoughtful
Comprehensive
Objective
Constructive
Organized
Characteristics of Effective Questions
Centers around main idea
Adapted to the student
Brief & Concise
Adapted to Ability of Learner
Presents a Challenge
Types of Questions to Avoid
Toss-up (answer could be either answer)
Oversize (too big of a quesion for current knowledge)
Puzzle (run on question)
Bewilderment (cause them to be confused)
Irrelevant (unrelated will slow student’s progress)
Trick (engaged in a battle of wits with instructor)
Types of Critiques
Individual student by student
Student led (student leads assessment)
Written (student can reference it)
Instructor to Student
Small group (each group critiques specific areas)
Self critique
Minimizing Student Frustrations
Motivate
Approach as individual
Criticize constructively
Keep informed
Be consistent
Admit mistakes
Give credit when due
Ensuring Student Ability
Confident (student able to solo)
Responsible (instructor ultimately responsible for student safety)
Evaluate often & consistently
Share evaluation
Supervise (both dual & solo)
Professionalism
Sincerity
Acceptance of student (accept them for who they are)
Demeanor (have positive attitude, respect student, be kind)
Proper language (avoid profanity)
Proper appearance
Obstacles to Flight Instruction
Impatience (student desire to solo)
Physical discomfort (slows rate of learning)
Apathy (lack of interest due to inadequate instruction)
Worry (unconfortable, thus cant learn)
Unfair treatment (unreasonable goals)
Demonstration Performance
Explain
Demonstrate
Student does instructor watches
Evaluate
Runway Incursion Avoidance
Night operations
Parallel runways
Cockpit
LAHSO
Untowered
Towered
Taxi
Challenges
Holding Short
