FOIs

Question 1

Human Behavior

Answer 1

the product of factors that cause people to act in predictable ways.

Question 2

Fear causes…

Answer 2

Fight or flight to overcome fear.

Question 3

Maslow’s Hierarchy of Needs

Answer 3

Physiological

Security

Belonging (must feel belonged & accepted)

Self-Esteem (internal & external; feel confident)

Self-actualization (realize potential & strive for it)

Question 4

Defense Mechanisms

Answer 4

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

Question 5

Elements of Communication

Answer 5

Source (sender)

Symbols (words used to share ideas)

Receiver

Question 6

Barriers to Effective Communication (COIL)

Answer 6

Confusion between symbol

Overuse of abstractions (be specific as much as possible)

Interference

Lack of common experience

Question 7

Developing Communication Skills

Answer 7

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.

Question 8

Learning

Answer 8

is a change in behavior as a result of experience

Question 9

Perceptions & Insight (GSTEP)

Answer 9

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

Question 10

5 Senses

Answer 10

See Smell Taste Hear Touch

Question 11

Acquiring Knowledge

Answer 11

Memorization: memorize facts

Understanding: Organize knowledge to better understand

Application: Using knowledge to solve problems

Question 12

Laws of Learning (REEPIR)

Answer 12

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)

Question 13

Levels of learning (RUAC)

Answer 13

Rote

Understanding (student understands theory behind knowledge)

Application (correctly applies what is learned)

Correlation (student associates knowledge with future learned knowledge)

Question 14

Domains of Learning

Answer 14

Cognitive (thinking) Affective (feeling) Psychomotor (Doing)

Question 15

Characteristics of Learning (RAMP)

Answer 15

Result of experience

Active process

Multifaceted (has many sides)

Purposeful (students learn when have clear goal)

Question 16

Acquiring Skill Knowledge (CAA)

Answer 16

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)

Question 17

Types of Practice

Answer 17

Deliberate (practices in flawed areas) Blocked (practice skill over & over till becomes automatic) Random (Mixes up skills when practicing, making skills more meaningful)

Question 18

Memory

Answer 18

Sensory register (processes quickly via 5 senses) Short-term (remains or fades depending on individuals priority) Long-term (stored for recall)

Question 19

Forgetting

Answer 19

Repression (unconsciously forget unpleasant experiences) Interference (forget since new experiences overshadow prior experiences) Disuse (forgetting whats not used) Suppression (conscious form of forgetting)

Question 20

Retention of Learning

Answer 20

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

Question 21

Preparation of a Lesson Plan

Answer 21

Objective (2 types: Performance-based & Decision based)

Elements (subject, goals, completion standards)

Schedule

Materials

Instructor Aids

Student

Conclusion

Question 22

Delivery Methods

Answer 22

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)

Question 23

Problem Based Learning

Answer 23

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.

Question 24

Instructional Aids snd Training Technologies

Answer 24

Markerboard

Printed material

Projected

FAA Material

Interactive

Model

Airplane

Question 25

Types of Assessment

Answer 25

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))

Question 26

Effective Assessment

Answer 26

Flexible

Acceptance

Specific

Thoughtful

Comprehensive

Objective

Constructive

Organized

Question 27

Characteristics of Effective Questions

Answer 27

Centers around main idea

Adapted to the student

Brief & Concise

Adapted to Ability of Learner

Presents a Challenge

Question 28

Types of Questions to Avoid

Answer 28

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)

Question 29

Types of Critiques

Answer 29

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

Question 30

Minimizing Student Frustrations

Answer 30

Motivate

Approach as individual

Criticize constructively

Keep informed

Be consistent

Admit mistakes

Give credit when due

Question 31

Ensuring Student Ability

Answer 31

Confident (student able to solo)

Responsible (instructor ultimately responsible for student safety)

Evaluate often & consistently

Share evaluation

Supervise (both dual & solo)

Question 32

Professionalism

Answer 32

Sincerity

Acceptance of student (accept them for who they are)

Demeanor (have positive attitude, respect student, be kind)

Proper language (avoid profanity)

Proper appearance

Question 33

Obstacles to Flight Instruction

Answer 33

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)

Question 34

Demonstration Performance

Answer 34

Explain

Demonstrate

Student does instructor watches

Evaluate

Question 35

Runway Incursion Avoidance

Answer 35

Night operations

Parallel runways

Cockpit

LAHSO

Untowered

Towered

Taxi

Challenges

Holding Short