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CFI (800) > Fundamentals of Instruction > Flashcards

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
Q

What are the 6 levels of the Cognitive Domain?

A

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

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26
Q

What are the 5 levels of the Affective Domain?

A 
Receiving-paying attention 
Responding-complies/reacts voluntarily 
Valuing-acceptance 
Organization-rearranging value system 
Characterization-incorporates value into life
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27
Q

What are the 7 levels of the Psychomotor Domain?

A

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

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28
Q

What are the 4 instructional levels of the Psychomotor Domain?

A

Observation
Imitation
Practice
Habit

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29
Q

What are 4 basic characteristics of effective learning?

A

Purposeful
Experience
Multifaceted
Active

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30
Q

What are the 3 stages of acquiring skill knowledge?

A

Cognitive-factual/memorizing steps
Associative-connecting steps with likely outcomes
Automatic response-can do multiple tasks simultaneously

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31
Q

What is the Power Law of Practice?

A

Practice increases proficiency exponentially

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32
Q

Define learning plateau.

A

Progress slows down

Can be caused by over-practice

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33
Q

What are the 3 types of practice?

A

Deliberate-aimed at goal/done with feedback
Blocked-drilling
Random-mixing up skills

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34
Q

What are the problems associated with over-practice?

A

Unproductive
Motivation declines
Errors increase

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35
Q

Define Scenario-Based Training.

A

Real-world experiences
Clear objectives
Use local environment
Tailored to student

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36
Q

What information is needed for Scenario-Based Training?

A

Scenario destination(s)
Desired student outcome(s)
Desired level of student performance
Possible inflight scenario changes

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37
Q

What are characteristics of a good scenario?

A 
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
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38
Q

Define “slip” (Error).

A

Plans to do one thing, but does something else

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39
Q

Define “mistake” (Error).

A

Plans to do the wrong thing and does it

Result of misunderstanding

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40
Q

What are some ways to reduce errors?

A 
Learning/practicing 
Taking time 
Checking for errors 
Using reminders
Developing routines
Raising awareness
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41
Q

Define memory.

A

Ability to encode, store, and retrieve information

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42
Q

What are the 3 types of memory?

A

Sensory-receives/processes input from environment
Short term-stored for about 30 seconds
Long term-relatively permanent

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43
Q

Ability to retrieve knowledge depends on:

A

Frequency

Recency

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44
Q

What are the 2 biggest threats to remembering?

A

Lack of frequent usage

Lack of understanding

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45
Q

What are some reasons that students forget information?

A

Fading
Interference
Repression or suppression
Retrieval failure

46
Q

What can facilitate remembering/retention?

A 
Praise
Association 
Attitudes 
Senses
Repetition
47
Q

What is transfer of learning?

A

Ability to apply information learned in one context to another context

48
Q

What is a positive transfer of learning?

A

Learning Skill A promotes learning Skill B

49
Q

What is a negative transfer of learning?

A

Learning Skill A hinders learning Skill B

50
Q

What is the Building Block Method?

A

New skills are built upon prior knowledge/skills

51
Q

How can instructors help students remember?

A

Discuss short/long term memory
Explain frequency/recency effects
Use mnemonic devices
Study at regular intervals

52
Q

What are the 4 essential teaching skills?

A

People skills
Subject matter expertise
Management skills
Assessment skills

53
Q

What are the 4 basic steps of the teaching process?

A

Preparation
Presentation
Application
Review/evaluation

54
Q

What are the 6 steps for preparing a lesson?

A 
Determine objective
Research subject
Determine method of instruction 
Organize lesson/select materials 
Assemble training aids
Write lesson plan outline
55
Q

What are the 7 elements of a lesson plan?

A 
Objective
Content 
Schedule 
Equipment 
Instructor’s actions
Student’s actions 
Completion standards
56
Q

Describe the organization of a lesson.

A

Introduction-attention, motivation, overview
Development-organization of lesson/materials
Conclusion-review, relate elements to objective

57
Q

Define Course of Training.

A

Complete series of studies leading to graduation/degree

58
Q

Define curriculum.

A

Set of courses in area of specialization

59
Q

Define Training Course Outline.

A

Objectives, content, desired outcomes, assessments

60
Q

Define syllabus.

A

Outline, description of lessons

61
Q

What are the steps in planning a Course of Training?

A

Determine objectives and standards
Design and develop blocks of learning
Identify the blocks of learning

62
Q

What are Performance-Based Training Objectives?

A

Description of skill, conditions, criteria

63
Q

What are Decision-Based Training Objectives?

A

Risk management

Aeronautical decision making

64
Q

What are some common teaching methods?

A 
Lecture 
Guided discussion 
E-learning 
Demonstration-performance 
Drill and practice 
Problem-based learning
65
Q

What are the steps of the Demonstration-Performance Teaching Method?

A 
Explanation 
Demonstration
Student performance 
Instructor supervision 
Evaluation
66
Q

Define instructional aids.

A

Supplement teaching/learning process

67
Q

Define training media.

A

Self-supported

Text, computer programs, simulators

68
Q

When should you use instructional aids?

A

Long segments of technical discussion
Point is complex/difficult to put into words
Students puzzled by explanation/description

69
Q

Why are instructional aids useful?

A

Gain/hold students’ attention Increase knowledge retention
Provide visual image
Clarify relationships between objects and concepts
Teach more in less time

70
Q

Define assessment.

A

Gathering measurable information to meet evaluation needs

71
Q

What is the importance of assessment?

A

Provides information on progress
Gives feedback to student
Contributes to ADM/judgment
Indicates where more instruction needed

72
Q

What are some characteristics of effective assessments?

A 
Objective 
Flexible 
Acceptable 
Comprehensive 
Constructive 
Organized
Thoughtful 
Specific
73
Q

Define Traditional Assessment.

A

Written test

74
Q

Define Authentic Assessment.

A

Perform real-world tasks

75
Q

What are characteristics of effective questions?

A 
Apply to subject 
Brief, concise, clear, definite
Adapt to ability, experience, training stage
Center on only one idea
Present a challenge
76
Q

What are characteristics of ineffective questions?

A 
Puzzle 
Oversized 
Toss-up
Bewildering 
Irrelevant 
Trick
77
Q

What constitutes effective critique?

A

Involves good and bad

Delivered immediately after performance

78
Q

What are some methods of critique?

A

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
Q

Define Law of Readiness.

A

Students learn best when there is a clear objective and reason for learning

80
Q

Define Law of Exercise.

A

Learning is enhanced through practice

81
Q

Define Law of Effect.

A

Learning is strengthened by positive feelings

82
Q

Define Law of Primacy.

A

What is learned first creates a strong impression

83
Q

Define Law of Intensity.

A

Vivid/dramatic experiences teach more

84
Q

Define Law of Recency.

A

Things learned recently are best remembered

85
Q

What are the 5 main responsibilities of flight instructors?

A 
Help students learn 
Provide adequate instruction 
Demand adequate standards of performance 
Emphasize positive 
Ensure aviation safety
86
Q

What are some additional flight instructor responsibilities?

A 
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
Q

When should ACS standards be introduced?

A

Introduce later in training

88
Q

How can instructors minimize frustrations?

A 
Motivate students 
Keep students informed 
Approach students as individuals 
Give credit when due 
Criticize constructively 
Be consistent 
Admit errors
89
Q

What are some characteristics of professionalism?

A 
Sincerity 
Acceptance of students 
Personal appearance 
Demeanor 
Proper language
90
Q

How should an instructor evaluate the performance of a maneuver?

A

Performance standards
Consider overall mastery
Inform student of progress
Allow student to correct errors

91
Q

How can an instructor determine if a student is ready for solo flight?

A

Consistent performance, from preflight through engine shutdown, without instructor assistance

92
Q

What are some obstacles to learning?

A 
Feeling of unfair treatment 
Impatience
Worry/lack of interest 
Physical discomfort 
Apathy due to poor instruction 
Anxiety
93
Q

Define Positive Exchange of Flight Controls.

A

3 step process

Discussed during preflight

94
Q

Define Sterile Cockpit Rule.

A

Refrain from nonessential activities during critical phases of flight, ground operations, all flight below 10000’ (except cruise)

95
Q

What are some types of instructor-introduced distractions?

A 
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
Q

Define Integrated Flight Instruction.

A

Maneuvers performed using outside references and flight instruments

97
Q

What are some methods for assessing piloting ability?

A

Review
Collaborative assessment
Written test
Performance-based test

98
Q

Define Aeronautical Decision Making.

A

Systematic approach to mental process used to consistently determine best outcomes

99
Q

What are the steps in the decision-making process?

A

Define the problem
Choose a course of action
Implement the decision
Evaluate the outcome

100
Q

What are the steps in the DECIDE Model?

A 
Detect a change 
Estimate the need to react 
Choose the best outcome
Identify possible actions 
Do something 
Evaluate the effect
101
Q

What are the steps in the 3P Model?

A

Perceive
Process
Perform

102
Q

What are some causes of physical stress?

A

Noise
Heat
Humidity
Lack of Oxygen

103
Q

What are some causes of physiological stress?

A

Fatigue
Illness
Hunger

104
Q

What are some causes of psychological stress?

A

Social/emotional issues

External, or pertaining to flight

105
Q

Define Risk Management.

A

Decision-making process of identifying problems, determining actions, evaluating results

106
Q

How do you determine “acceptable risk”?

A

Accept no unnecessary risk
Make risk decisions at appropriate level
Accept risk when benefits outweigh costs
Integrate risk management into planning

107
Q

What are the 6 Steps of the Risk Management Process?

A 
Identify hazard
Assess risk 
Analyze risk-control measures
Make control decisions 
Implement risk controls 
Supervise and review
108
Q

What are the 4 levels of risk probability?

A

Improbable
Remote
Occasional
Probable

109
Q

What are the 4 levels of risk severity?

A

Negligible
Marginal
Critical
Catastrophic

110
Q

What are the steps of the PAVE Checklist?

A

PIC
Aircraft
EnVironment
External pressures

111
Q

What are the steps of the IMSAFE Checklist?

A 
Illness
Medication 
Stress
Alcohol 
Fatigue
Eating
112
Q

What are the steps of the 5P Checklist?

A 
Plan
Plane
Pilot 
Passengers 
Programming

CFI (800) (17 decks)

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