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Fundamentals of Instruction Flashcards

1
Q

Define human behavior.

A

Product of factors that cause people to act in predictable ways
Person’s attempt to satisfy certain needs

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2
Q

What are examples of human needs?

A 
Physiological 
Security 
Belonging
Self-Esteem
Cognitive 
Aesthetic 
Self-Actualization
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3
Q

What are common defense mechanisms?

A 
Repression 
Denial
Compensation 
Projection
Rationalization 
Reaction Formation 
Fantasy
Displacement
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4
Q

Define anxiety.

A

Worry, nervousness about something that is going to happen (real or imagined)

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5
Q

How can anxieties be countered?

A

Reinforce enjoyment
Treat fears as normal
Introduce certain maneuvers with care

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6
Q

What is a normal reaction to stress?

A

Rapid
Rational
Within limits of training/experience

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7
Q

What is an abnormal reaction to stress?

A

Inadequate/absent response

Random or illogical

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8
Q

What are the 3 elements of communication?

A

Source
Symbols
Receiver

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9
Q

What characteristics of a “receiver” should be considered?

A

Abilities
Attitudes
Experiences

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10
Q

What are the barriers to effective communication?

A

Confusion between the symbol and the symbolized object
Overuse of abstractions
Interference
Lack of common experience

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11
Q

What are ways to develop instructional communication skills?

A

Role playing
Instructional communication
Questioning
Instructional enhancement

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12
Q

What is Learning Theory?

A

Principles that explain how people gain skills, knowledge, attitudes

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13
Q

How can you determine if a student has “learned”?

A

Change in behavior is observed

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14
Q

Define Behaviorism.

A

Reinforcing desired behaviors

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15
Q

What is Cognitive Theory?

A

Concerned with the process of thinking

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16
Q

Define perceptions.

A

Giving meaning to external stimuli

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17
Q

What factors affect perceptions?

A

Physical Goals and values
Self-concept
Time and opportunity
Element of threat

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18
Q

Define insight.

A

Grouping perceptions into meaningful wholes

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19
Q

How can you help students develop insights?

A

Show how each piece relates to others
Provide safe environment
Help student maintain positive self-concept

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20
Q

What are the 3 phases of acquiring knowledge?

A

Memorization
Understanding
Application

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21
Q

What is the instructor’s role in acquiring knowledge?

A

Ask students to recite/practice
Ask questions
Present opportunities to apply knowledge
Demonstrate benefits of applying knowledge
Introduce new topics to support objectives

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22
Q

What are the Laws (Principles) of Learning?

A 
Readiness
Exercise 
Effect
Primacy
Intensity
Recency
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23
Q

What are the 3 Domains of Learning?

A

Cognitive-thinking
Affective-feeling
Psychomotor-doing

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24
Q

What are the 4 basic Levels of Learning?

A

Rote-memorization
Understanding-comprehension
Application-putting to use
Correlation-combining new information with previously learned

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25
What are the 6 levels of the Cognitive Domain?
Knowledge-remembering Comprehension-understanding Application-using Analysis-breaking down into parts Synthesis-putting parts together into new whole Evaluation-making judgments on merits of ideas
26
What are the 5 levels of the Affective Domain?
``` Receiving-paying attention Responding-complies/reacts voluntarily Valuing-acceptance Organization-rearranging value system Characterization-incorporates value into life ```
27
What are the 7 levels of the Psychomotor Domain?
Perception-aware of stimuli Set-relates cues/knows Guided response-performs as demonstrated Mechanism-performs simple acts well Complex overt response-performs complex acts Adaptation-modifies for special problems Origination-new movement patterns/creativity
28
What are the 4 instructional levels of the Psychomotor Domain?
Observation Imitation Practice Habit
29
What are 4 basic characteristics of effective learning?
Purposeful Experience Multifaceted Active
30
What are the 3 stages of acquiring skill knowledge?
Cognitive-factual/memorizing steps Associative-connecting steps with likely outcomes Automatic response-can do multiple tasks simultaneously
31
What is the Power Law of Practice?
Practice increases proficiency exponentially
32
Define learning plateau.
Progress slows down | Can be caused by over-practice
33
What are the 3 types of practice?
Deliberate-aimed at goal/done with feedback Blocked-drilling Random-mixing up skills
34
What are the problems associated with over-practice?
Unproductive Motivation declines Errors increase
35
Define Scenario-Based Training.
Real-world experiences Clear objectives Use local environment Tailored to student
36
What information is needed for Scenario-Based Training?
Scenario destination(s) Desired student outcome(s) Desired level of student performance Possible inflight scenario changes
37
What are characteristics of a good scenario?
``` Not a test No single correct answer No obvious answer Engages all 3 learning domains Interactive Should not promote errors Promotes situational awareness and decision-making ```
38
Define "slip" (Error).
Plans to do one thing, but does something else
39
Define "mistake" (Error).
Plans to do the wrong thing and does it | Result of misunderstanding
40
What are some ways to reduce errors?
``` Learning/practicing Taking time Checking for errors Using reminders Developing routines Raising awareness ```
41
Define memory.
Ability to encode, store, and retrieve information
42
What are the 3 types of memory?
Sensory-receives/processes input from environment Short term-stored for about 30 seconds Long term-relatively permanent
43
Ability to retrieve knowledge depends on:
Frequency | Recency
44
What are the 2 biggest threats to remembering?
Lack of frequent usage | Lack of understanding
45
What are some reasons that students forget information?
Fading Interference Repression or suppression Retrieval failure
46
What can facilitate remembering/retention?
``` Praise Association Attitudes Senses Repetition ```
47
What is transfer of learning?
Ability to apply information learned in one context to another context
48
What is a positive transfer of learning?
Learning Skill A promotes learning Skill B
49
What is a negative transfer of learning?
Learning Skill A hinders learning Skill B
50
What is the Building Block Method?
New skills are built upon prior knowledge/skills
51
How can instructors help students remember?
Discuss short/long term memory Explain frequency/recency effects Use mnemonic devices Study at regular intervals
52
What are the 4 essential teaching skills?
People skills Subject matter expertise Management skills Assessment skills
53
What are the 4 basic steps of the teaching process?
Preparation Presentation Application Review/evaluation
54
What are the 6 steps for preparing a lesson?
``` Determine objective Research subject Determine method of instruction Organize lesson/select materials Assemble training aids Write lesson plan outline ```
55
What are the 7 elements of a lesson plan?
``` Objective Content Schedule Equipment Instructor’s actions Student’s actions Completion standards ```
56
Describe the organization of a lesson.
Introduction-attention, motivation, overview Development-organization of lesson/materials Conclusion-review, relate elements to objective
57
Define Course of Training.
Complete series of studies leading to graduation/degree
58
Define curriculum.
Set of courses in area of specialization
59
Define Training Course Outline.
Objectives, content, desired outcomes, assessments
60
Define syllabus.
Outline, description of lessons
61
What are the steps in planning a Course of Training?
Determine objectives and standards Design and develop blocks of learning Identify the blocks of learning
62
What are Performance-Based Training Objectives?
Description of skill, conditions, criteria
63
What are Decision-Based Training Objectives?
Risk management | Aeronautical decision making
64
What are some common teaching methods?
``` Lecture Guided discussion E-learning Demonstration-performance Drill and practice Problem-based learning ```
65
What are the steps of the Demonstration-Performance Teaching Method?
``` Explanation Demonstration Student performance Instructor supervision Evaluation ```
66
Define instructional aids.
Supplement teaching/learning process
67
Define training media.
Self-supported | Text, computer programs, simulators
68
When should you use instructional aids?
Long segments of technical discussion Point is complex/difficult to put into words Students puzzled by explanation/description
69
Why are instructional aids useful?
Gain/hold students’ attention Increase knowledge retention Provide visual image Clarify relationships between objects and concepts Teach more in less time
70
Define assessment.
Gathering measurable information to meet evaluation needs
71
What is the importance of assessment?
Provides information on progress Gives feedback to student Contributes to ADM/judgment Indicates where more instruction needed
72
What are some characteristics of effective assessments?
``` Objective Flexible Acceptable Comprehensive Constructive Organized Thoughtful Specific ```
73
Define Traditional Assessment.
Written test
74
Define Authentic Assessment.
Perform real-world tasks
75
What are characteristics of effective questions?
``` Apply to subject Brief, concise, clear, definite Adapt to ability, experience, training stage Center on only one idea Present a challenge ```
76
What are characteristics of ineffective questions?
``` Puzzle Oversized Toss-up Bewildering Irrelevant Trick ```
77
What constitutes effective critique?
Involves good and bad | Delivered immediately after performance
78
What are some methods of critique?
Instructor/student-teacher leads class critique Student led-interesting, but often ineffective due to student lack of experience Small group-individual parts critiqued, then combined Self-must be supervised Written-more time devoted
79
Define Law of Readiness.
Students learn best when there is a clear objective and reason for learning
80
Define Law of Exercise.
Learning is enhanced through practice
81
Define Law of Effect.
Learning is strengthened by positive feelings
82
Define Law of Primacy.
What is learned first creates a strong impression
83
Define Law of Intensity.
Vivid/dramatic experiences teach more
84
Define Law of Recency.
Things learned recently are best remembered
85
What are the 5 main responsibilities of flight instructors?
``` Help students learn Provide adequate instruction Demand adequate standards of performance Emphasize positive Ensure aviation safety ```
86
What are some additional flight instructor responsibilities?
``` Evaluation of student piloting ability Pilot supervision Practical test recommendations Flight instructor endorsements Additional training and endorsements Pilot proficiency See and avoid Student’s pre-solo thought process ```
87
When should ACS standards be introduced?
Introduce later in training
88
How can instructors minimize frustrations?
``` Motivate students Keep students informed Approach students as individuals Give credit when due Criticize constructively Be consistent Admit errors ```
89
What are some characteristics of professionalism?
``` Sincerity Acceptance of students Personal appearance Demeanor Proper language ```
90
How should an instructor evaluate the performance of a maneuver?
Performance standards Consider overall mastery Inform student of progress Allow student to correct errors
91
How can an instructor determine if a student is ready for solo flight?
Consistent performance, from preflight through engine shutdown, without instructor assistance
92
What are some obstacles to learning?
``` Feeling of unfair treatment Impatience Worry/lack of interest Physical discomfort Apathy due to poor instruction Anxiety ```
93
Define Positive Exchange of Flight Controls.
3 step process | Discussed during preflight
94
Define Sterile Cockpit Rule.
Refrain from nonessential activities during critical phases of flight, ground operations, all flight below 10000’ (except cruise)
95
What are some types of instructor-introduced distractions?
``` Ask student to: Pick up dropped pencil/pen Get something from back seat Reset clock Determine heading from chart Calculate TAS with E6B Identify terrain/landmarks Identify field for forced landing ```
96
Define Integrated Flight Instruction.
Maneuvers performed using outside references and flight instruments
97
What are some methods for assessing piloting ability?
Review Collaborative assessment Written test Performance-based test
98
Define Aeronautical Decision Making.
Systematic approach to mental process used to consistently determine best outcomes
99
What are the steps in the decision-making process?
Define the problem Choose a course of action Implement the decision Evaluate the outcome
100
What are the steps in the DECIDE Model?
``` Detect a change Estimate the need to react Choose the best outcome Identify possible actions Do something Evaluate the effect ```
101
What are the steps in the 3P Model?
Perceive Process Perform
102
What are some causes of physical stress?
Noise Heat Humidity Lack of Oxygen
103
What are some causes of physiological stress?
Fatigue Illness Hunger
104
What are some causes of psychological stress?
Social/emotional issues | External, or pertaining to flight
105
Define Risk Management.
Decision-making process of identifying problems, determining actions, evaluating results
106
How do you determine "acceptable risk"?
Accept no unnecessary risk Make risk decisions at appropriate level Accept risk when benefits outweigh costs Integrate risk management into planning
107
What are the 6 Steps of the Risk Management Process?
``` Identify hazard Assess risk Analyze risk-control measures Make control decisions Implement risk controls Supervise and review ```
108
What are the 4 levels of risk probability?
Improbable Remote Occasional Probable
109
What are the 4 levels of risk severity?
Negligible Marginal Critical Catastrophic
110
What are the steps of the PAVE Checklist?
PIC Aircraft EnVironment External pressures
111
What are the steps of the IMSAFE Checklist?
``` Illness Medication Stress Alcohol Fatigue Eating ```
112
What are the steps of the 5P Checklist?
``` Plan Plane Pilot Passengers Programming ```

CFI (800) (17 decks)

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