FOIs Flashcards
Maslow’s Hierarchy of Needs
PS-BECS
PHYSIOLOGICAL: biological
SAFETY/SECURITY: feeling safe
BELONGING: social acceptance
ESTEEM (internal and external): self-respect and reputation
COGNITIVE+AESTHETIC: need to know and understand, connect with human emotion
SELF-ACTUALIZATION: “be all you can be”
Human Factors That Inhibit Learning/Defense Mechanisms
DR DR FCPR
DENIAL: refusal to accept reality
REPRESSION: place uncomfortable thoughts into unconscious mind
DISPLACEMENT: unconscious shift of emotion
REACTION FORMATION: fakes a belief opposite to true belief because true belief causes anxiety
FANTASY: student engages in daydreams about how things should be
COMPENSATION: process of psychologically counterbalancing perceived weaknesses
PROJECTION: places unacceptable impulses onto someone else
RATIONALIZATION: subconscious technique for justifying actions that otherwise are acceptable
Abnormal Reactions to Stress
PRE SIM
Painstaking Self Control
Rapid Change in Emotions
Extreme Over-Cooperation
Severe Anger Toward Instructor Inappropriate Reactions (laughter and singing) Marked Changes in Mood
Basic Elements of Communication
SSR
Source - sender (the instructor)
Symbols - simple oral or visual cues
Receiver - listener (the student)
Barriers to Effective Communication
COIL
Confusion Between Symbol and Symbolized Object
Overuse of Abstractions: words that are general rather than specific
Interference: prevent the process or activity from being carried out properly
Lack of Common Experience
Developing Communication Skills
LIQIR
Listening Instructional Communication Questioning Instructional Enhancement Role Playing
Learning Theory
BICC
BEHAVIORALISM: psychology that explains animal and human behavior
INFORMATION PROCESSING: brain processing incoming info, stores an retrieves it and generates responses
COGNITIVE: process of thinking and learning
CONSTRUCTIVISM: learners acquire knowledge and skills by actively building or constructing them based on past experience
Factors that Affect Perception
G STEP
GOALS/VALUES
SELF-CONCEPT: student’s self-image
TIME/OPPORTUNITY
ELEMENT OF THREAT: fear narrows the perceptual field
PHYSICAL ORGANISM: provides individuals with the perceptual apparatus for sensing the world around them
Acquiring Knowledge
MUC
MEMORIZATION
UNDERSTANDING
CONCEPT LEARNING
Laws of Learning
REEPIR
READINESS: basic needs must be satisfied first
EFFECT: learning strengthened by a good feeling
EXERCISE: strengthened with practice
PRIMACY: what comes first is best remembered
INTENSITY: learning through real world situations
RECENCY: things most recently learned are best remembered
Domains of Learning
CAP
COGNITIVE: thinking
AFFECTIVE: feeling
PSYCHOMOTOR: doing
Cognitive Domain of Learning
RUAC
ROTE: ability to repeat something back that was learned
UNDERSTANDING: comprehend or grasp nature
APPLICATION: act of putting something to use that has been learned and understood
CORRELATION: associating what has been learned, understood, and applied with previous or subsequent learning
Affective Domain of Learning
ARVOI
AWARENESS: being aware of the existence of certain ideas, material, etc
RESPONSE: reacts voluntarily or complies
VALUE: acceptance
ORGANIZING: rearrangement of value system
INTEGRATION: to act consistently with values internalized
Psychomotor Domain of Learning
OIPH
OBSERVATION: active mental attending of a physical event
IMITATION: attempted copying of a physical behavior
PRACTICE: repeating a skill
HABIT: fine tuning; making minor adjustments to perfect the skill
Characteristics of Learning
PEAM
Learning is…
Purposeful
(Result of) Experience
Active Process
Multifaceted
Acquiring Skill Knowledge
CAA
COGNITIVE STAGE: student memorizes steps to complete a skill
ASSOCIATIVE STAGE: practice is necessary for a student to learn
AUTOMATIC RESPONSE: as procedures become more automatic, less attention is required to carry them out
Types of Practice
DBR
DELIBERATE: student practices specific areas for improvement and receives specific feedback from practice
BLOCKED: practicing the same drill until the movement becomes automatic
RANDOM: mixes up the skills to be acquired throughout the practice session
Scenario Based Training
HIC
Has clear objectives
Is tailored to student needs
Capitalizes on the local environment
Errors
Slip - Errors of action
Mistake - Errors of thought
Reducing Errors
DR CULT
DEVELOPING ROUTINES
RAISING AWARENESS: operating in conditions where errors are known to happen
CHECKING FOR ERRORS
USING REMINDERS: e.g., checklists
LEARNING AND PRACTICING
TAKING TIME: don’t rush, which can cause errors
Types of Memory
SSL
Sensory: fire alarm
Short-Term
Long-Term
Forgetting
RIFRS
RETRIEVAL FAILURE: simply the inability to retrieve information
INTERFERENCE: people forget something because a certain experience has overshadowed it
FADING: a person forgets information that is not used for an extended period of time
REPRESSION/SUPPRESSION: memory is pushed out of reach because the individual does not want to remember the feelings associated with it
Retention
MR LAMP
Meaningful repetition Recall prompted by association Learning with all senses Attitudes that are favorable aid retention Mnemonics Praise stimulates recall
Transfer of Learning (two types)
POSITIVE - practice of slow flight helps learn soft-field landings
NEGATIVE - practice in making a landing approach in an airplane may hinder learning to make an approach in a helicopter
Essential Teaching Skills
MAPS
Management Skills
Assessment Skills
People Skills
Subject Matter Expertise
Essential Parts of a Lesson Plan
OEEISC
Objective Elements Equipment Instructor Actions Student Actions Completion Standards
Organization of Material
IDC
INTRODUCTION DEVELOPMENT - Past to Present - Simple to Complex - Known to Unknown - Most Frequently Used to Least Used CONCLUSION
Training Delivery Methods
LGECCDD
LECTURE METHOD GUIDED DISCUSSION E-LEARNING COOPERATIVE OR LEARNING COMPUTER-BASED LEARNING DISCUSSION METHOD DRILL AND PRACTICE
Problem Based Learning (ACS Backbone)
Scenario-based training methods
Collaborative problem solving method
Case study method
Guidelines for Effective Instructional Aids
CGOS
Clearly establish lesson
Gather necessary data
Organize material
Select items
General Characteristics of Effective Assessment
FAST COCO
Flexible
Acceptance
Specific
Thoughtful
Comprehensive
Objective
Constructive
Organized
Characteristics of a Good Written Assessment
DR COVU
Discriminate
Reliable
Comprehensive
Objective
Validity
Usable
Authentic Assessment
4Rs
Replay
Reconstruct
Reflect
Redirect
Characteristics of Effective Questioning
ABC AP
Apply the subject
Be brief and concise
Center on only one idea
Adapt to student ability
Present a challenge
Types of Questions to Avoid
POT BIT
Puzzle
Oversized
Toss-up
Bewilderment
Irrelevant questions
Trick questions
Effective Critique
SWISSI
Student-led Written Instructor led Self critique Small group Individual critique by another student
Tips for a Critique
Avoid…
Long Advanced Controversies Too much Defending your critique
Aviation Instructor Responsibilities
HEMPSS
Helping students learn Emphasizing the positive Minimizing student frustrations Provide adequate instructor Standards of performance Safety
Minimizing Student Frustrations
MACK BAG
Motivate students
Admit errors
Criticize constructively
Keeps students informed
Be consistent
Approach students as individuals
Give credit when due
Flight Instructor Responsibilities
PEEP PASS
Pilot supervision
Evaluation of student ability
Endorsements for flight instruction
Practical test recommendations
Pilot proficiency
Additional endorsements
See and avoid responsibility
Student’s pre-solo flight thought process
Professionalism
SAD PP
Sincerity
Acceptance of students
Demeanor
Personal appearance
Proper language
Evaluation of Student Ability
DKC
Demonstrated ability
Keeping the student informed
Correction of student errors
Aviation Instructors and Exams
KP
Knowledge test
Practical test
Professional Development
GECI
Gold seal CFI certificate
Educational/training institutions
Commercial organizations
Industry organizations
Obstacles to Learning
WIPA UA
Worry or lack of interest Impatience Physical discomfort Apathy due to inadequate instruction Unfair treatment Anxiety
Demonstration Performance Method
EDSIE
Explanation Demonstration Student Performs Instructor Supervises Evaluation
Assessment of Piloting Ability
RCWP
Review
Collaborative assessment
Written assessment
Performance based test
DECIDE Model
Detect Estimate Choose Identify Do Evaluate
3Ps Model
Perceive hazards
Process to evaluate level of risk
Perform risk management
Hazardous Attitudes
Anti-authority Macho Invulnerability Impulsivity Resignation
Principles of Risk Management
AMAI
Accept no unnecessary risk
Make risk decisions at appropriate level
Accept risk when benefits outweigh the costs
Integrate risk management at all levels
Risk Management Process
IAAMIS
Identify the hazard Assess the risk Analyze risk control measures Make control decisions Implement risk controls Supervise and review
Level of Risk
Severity
Probability
Likelihood of Event
PORI
Probable
Occasional
Remote
Improbable
Assessing Risk/Severity
CCMN
Catastrophic
Critical
Marginal
Negligible
IMSAFE
Illness Medication Stress Alcohol Fatigue Emotions/Eating
PAVE Checklist
PIC
Aircraft
Environment
External Pressures
5Ps
Plan Plane Pilot Passengers Programming
