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CFI > Fundamentals of Instruction > Flashcards

Fundamentals of Instruction Flashcards

PTS Area of operation 1

1
Q

Definitions of human behavior.

A

Attempt to explain how and why humans function the way they do.
Because of natural human nature and of individual experience and environment.
Human behavior is seen as the product of factors that cause people to act in predictable ways.
Human behavior is also defined as the result of attempts to satisfy certain needs.

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2
Q

What is motivation

A

The reason why someone acts the way they do. Factor in progress

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3
Q

Maslows Hierarchy

A

Physiological/ biological
Safety and Security
Belonging
Self Esteem
Cognitive(mind, need to know) and Aesthetic(relationship with instructor)
Self actualization(where can see yourself and how to get there)

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4
Q

Defense Mechanisms

A

DR DR F CPR

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5
Q

Anxiety

A

Feeling of worry or unease about something that may happen, often something with an uncertain outcome

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6
Q

Reaction to anxiety

A

range from a hesitancy to act to the impulse to do something even if it’s wrong

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7
Q

Stress

A

Mental or emotional strain from adverse situations

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8
Q

Is stress good?

A

Stress can be healthy in lower amounts and not for long periods of times

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9
Q

Why is stress good

A

Yerkes- Dodson Bell Curve

The adrenal gland activates hormones, fight or flight syndrome. Begin to respond rapidly and exactly, within the limits of their experience and training. Many responses are automatic, highlighting the need for proper training in emergency operations prior to an actual emergency. The affected individual thinks rationally, acts rapidly, and is extremely sensitive to all aspects of the surroundings

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10
Q

Normal reaction to stress

A

The adrenal gland activates hormones, fight or flight syndrome. Begin to respond rapidly and exactly, within the limits of their experience and training. Many responses are automatic, highlighting the need for proper training in emergency operations prior to an actual emergency. The affected individual thinks rationally, acts rapidly, and is extremely sensitive to all aspects of the surroundings.

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11
Q

Abnormal reaction to stress

A

Painstaking self control
Rapid changes in emotions
Extreme over cooperation
Severe anger
Inappropriate laughter/ singing
Marked changes in mood in different lessons

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12
Q

How can students be helped with anxiety and stress

A

Communication

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13
Q

What is Communication

A

Communication takes place when one person transmits ideas or feelings to another person.

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14
Q

What is effective communication

A

The effectiveness of the communication is measured by the similarity between the idea transmitted and the idea received

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15
Q

Process of communication

A

Source, Symbol, Receiver

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16
Q

Barriers to effective communication

A

Confusion between the symbol and symbolized object
when a word is confused with what it is meant to represent
AMT is introduced as a mechanic
Mechanic = cars not planes
Overuse of abstractions
Aircraft could mean several things such as airplane, helicopter, blimp…
Abstractions are words that are general rather than specific.
Concrete words or terms refer to objects people can relate directly to their own experiences.

Lack of common experience
Communication can be effective only to the extent that the experiences (physical, mental, and emotional) of the participants are similar
Since it is the learners’ experience that forms vocabulary, it is also essential that instructors speak the same language as the learners.
When the instructor’s terminology is necessary to convey the idea, some time needs to be spent making certain the learners understand that terminology.
Interference
Interference occurs when the message gets disrupted, truncated, or added to somewhere in the communication sequence
Noise and other factors can distort a message
External factors
Physiological: Biological conditions such as hearing loss, injury, physical illness, or other congenital condition. These physiological factors may cause learner discomfort and inhibit communication.
Psychological: Product of how the instructor and learner feel at the time the communication process is occurring (fear or stress)
Environmental: External physical conditions. Ex: Noise level found in many light aircraft. Noise not only impairs the communication process, but also can result in long-term damage to hearing

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17
Q

How do we get better at communication

A

LIQIR
Listening
Hearing with comprehension

Instructional communication
Experience will bring better ways of communicating and instruction
Questioning
Can find out if what is said is understood
Instructional enhancement
Instructor is always learning
Role play
Scenario Based Training. Learning in made up scenarios that are likely to be encountered

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18
Q

Learning theory

A

Information Process Theory- mind is like a computer. Input into computer(mouse, keyboard). Humans use the 5 senses to receive inputs.

Behaviorism-conditioned to a response Pavlov’s dog salivating at the sound of a bell

Constructivism- learn off prior experience, know not to touch stove burn hand

Cognitive Theory- What goes on inside the mind
Learning is not just a change in behavior; it is a change in the way a learner thinks, understands, or feels

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19
Q

Where does Learning start

A

Perceptions

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20
Q

What are perceptions

A

which are directed to the brain by one or more of the five senses: sight, hearing, touch, smell, and taste. Then we give meaning to the sensations.
More of the senses exposed to something the more that is learned

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21
Q

What affects perceptions

A

GSTEP
Goals and Values

Self Concept- self image, confidence,

Time and Opportunity, need time need experience

Element of threat- bad for learning

Physical Organism- The physical organism provides individuals with the perceptual apparatus for sensing the world around them. Pilots, for example, need to see, hear, feel, and respond adequately while they are in the air.

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22
Q

What are insights

A

Grouping perceptions into meaningful wholes.

To ensure that this occurs, it is essential to keep each learner constantly receptive to new experiences and to help them understand how each piece relates to all other pieces of the total pattern of the task
As perceptions increase in number, the learner develops insight by assembling them into larger blocks. As a result, learning becomes more meaningful and more permanent

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23
Q

How to acquire knowledge

A

MUC
Memorize
Understand
Correlate

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24
Q

Laws of learning

A

REEPIR

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25
Q

Law of Readiness

A

learning can only take place when a person is ready to learn. A highly motivated person who wants to learn about flying will be more receptive. Also a learner learns when they see a clear reason for doing so. I.E only use the yoke when local flying, but on xc and other things need to be done they see a reason to use trim.

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26
Q

Law of effect

A

Learning involves the formation of connections, and connections are strengthened or weakened. behaviors that lead to satisfying outcomes are likely to be repeated whereas behaviors that lead to undesired outcomes are less likely to recur. For example, if Bill teaches landings to Beverly during the first flight, she is likely to feel inferior and be frustrated, which weakens the intended learning connection. Have success to have more success in the future. Want to promote success.

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27
Q

Law of Exercise

A

Connections are strengthened when with practice. Use it or lose it. This is why its recommended to train at minimum 3 times a week to maintain proficiency. Otherwise the rust begins to build up

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28
Q

Law of Primacy

A

What is learned the first time creates an almost unshakeable impression. Sometimes these things are hard to shake off and correct if what is first learned is taught incorrect

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29
Q

Law of Intensity

A

exciting, or dramatic learning connected to a real situation teaches a learner more than a routine or boring experience. Real-world applications (scenarios) that integrate procedures and tasks the learner is capable of understanding make a vivid impression, and he or she is least likely to forget the experience. Why simulate atc interactions when you can go practice with an approach.

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30
Q

Law of Recency

A

things most recently learned are best remembered. Conversely, the further a learner is removed in time from a new fact or understanding, the more difficult it is to remember. For example, it is easy for a learner to recall a torque value used a few minutes earlier, but it is more difficult or even impossible to remember a value last studied or used further back in time
This is important with lesson plans and executing a solid summary/ conclusion to bring all the earlier points

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31
Q

Domains of Learning

A

CAP
Cognitive
Affective
Psychomotor

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32
Q

Characteristics of Learning

A

PEAM
Purposeful
-is there a purpose, no purpose=wont want to learn
Experience
-cant learn things if we dont experience them
Active process
-we are not sponges, we need to react and respond
Multifaceted
-more sense help learn. More than one way to learn

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33
Q

How do we acquire skills knowledge

A

Cognitive Stage- requires attention, need to listen and hear, then practice

Associative Stage-can now assess their performance or skill

Automatic Response- can now perform the skill and assess the skill as doing it and correct it instantly. Then can start other tasks like talk through it

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34
Q

Aquire skills through Practice, what are the types of practice

A

Deliberate- aimed at a particular goal. During deliberate practice, the learner practices specific areas for improvement and receives specific feedback after practice. The feedback points out discrepancies between the actual performance and the performance goal sought

Blocked- practicing the same drill until the movement becomes automatic

Random-mixes up the skills to be acquired throughout the practice session. This type of practice leads to better retention because by performing a series of separate skills in a random order

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35
Q

What is a period of time where no progress is made

A

Learning plateau

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36
Q

Best way to train

A

SBT

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37
Q

What makes a good scenario

A

⦁ Has a clear set of objectives.
⦁ Is tailored to the needs of the learner.
⦁ Capitalizes on the nuances of the local environment

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38
Q

Types of Errors

A

Slips and Mistakes

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39
Q

Slips

A

when a person plans to do one thing, but then inadvertently does something else

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40
Q

Mistakes

A

when a person plans to do the wrong thing and is successful

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41
Q

How to reduce errors

A

How to reduce errors
Develop routines
Raise awareness
Check for errors
Use Reminders
Learn and Practice
Take your time
Never trade accuracy for speed

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42
Q

3 components of Memory

A

Sensory, short, long

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43
Q

Sensory memory

A

receives initial stimuli from the environment and processes them according to the individual’s preconceived concept of what is important.

44
Q

Short term memory

A

stored for roughly 30 seconds or 7 bits(like digits), after which it may rapidly fade or be consolidated into long-term memory

45
Q

Long term memory

A

permanent storage of unlimited information, and it is possible for memories in LTM to remain there for a lifetime.

46
Q

Types of Forgetting- Retrieval failure

A

imply the inability to retrieve information, that tip-of-the-tongue phenomenon when a person knows the meaning of a word, or the answer to a question, but cannot retrieve it. It is also caused by the fact that sometimes people simply do not encode information well and the information never makes it to LTM or is lost before it can attach itself to the LTM. This is sometimes referred to as failure to store

47
Q

Types of Forgetting- Interference

A

people forget something because a certain experience has overshadowed it, or that the learning of similar things has intervened. This theory might explain how the range of experiences after graduation from school causes a person to forget or to lose knowledge. In other words, new events displace many things that had been learned. From experiments, at least two conclusions about interference may be drawn. First, similar material seems to interfere with memory more than dissimilar material; and second, material not well learned suffers most from interference

48
Q

Types of Forgetting- Fading

A

suggests that a person forgets information that is not used for an extended period of time, that it fades away or decays. It had been suggested that humans are physiologically preprogrammed to eventually erase data that no longer appears pertinent. On the other hand, experimental studies show that a hypnotized person can describe specific details of an event, which normally is beyond recall. Apparently the memory is there, locked in the recesses of the mind. The difficulty is summoning the memory to consciousness or retrieving the link that leads to it. Interference

49
Q

Types of Forgetting- repression or suppression

A

forgetting is caused by repression or suppression. In repression or suppression, a memory is pushed out of reach because the individual does not want to remember the feelings associated with it. Repression is an unconscious form of forgetting while suppression is a conscious form. Forgetting information does not mean it is gone forever. Sometimes it is still there, just inaccessible.

50
Q

Retention of learning, how not to forget

A

MR LAMP
Meaningful repetition aids recall
Recall is prompted by association
Learning with all senses is most effective
Attitudes that are good help retention
Mnemonics
Praise stimulates recall

51
Q

Transfer of Learning

A

apply knowledge or procedures learned in one context to new contexts
Positive transfer- teach rectangular course, pattern becomes easier
Negative transfer - not keeping one hand on the yoke and one on the throttle because in the car they use both hands on the wheel.

52
Q

What is teaching

A

to train or instruct

53
Q

What makes a good instructor

A

People skills , assessment skills, management skills, subject matter expert

54
Q

First thing to do in a lesson plan

A

Find the objective

55
Q

Types of objectives

A

Performance based objectives
Decisions based objectives

56
Q

Performance based objectives

A

-help define exactly what needs to be done and how it is done during each lesson and the standards before moving on to the next stage of training

57
Q

Decisions based objectives

A

rely on a more dynamic training environment and are ideally suited to scenario-based training and teach aviation learners critical thinking skills, such as risk management and aeronautical decision-making

58
Q

After objectives and standards are formed in a lesson, how should you organize the content

A

Introduction, Development, Conclusion

59
Q

Introduction

A

Attention Getter
Motivation
Overview

60
Q

Development

A

how can we get the student to understand material they never been presented before?
Past to future
Simple to complex
Known to unknown
Most frequently used to least

61
Q

Conclusion

A

retraces the important elements of the lesson and relates them to the objective.

Reinforces learning and improves retention.

New ideas should not be introduced in the conclusion

62
Q

Training Delivery Method- Lecture

A

Teacher teachers to silent participants
convey a general understanding of a subject.
introduction of the topic body follows with a summary of the lecture’s main points

The following four steps should be followed in the planning phase of preparation: 1. Establishing the objective and desired outcomes 2. Researching the subject 3. Organizing the material 4. Planning productive classroom activities
Use personal experiences
Easy language
Use an outline but speak, can make it conform to different sessions
They are time efficient, large groups

63
Q

Training Delivery Method-Discussion Method

A

Relies on the exchange of ideas
Everyone can participate
Guided Discussion
Learner needs a knowledge on the subject matter before hand
Instructor guides out the discussion so they can find out what the students know, so more participation the better
Select a topic, research and find good lead off questions and questions to keep the discussion in the scope of the objective
Computer assisted learning
Use of online softwares.

64
Q

Training Delivery Method- Demonstration-Performance Method

A

Best used for the mastery of mental or physical skills that require practice, the demonstration-performance method is based on the principle that people learn by doing
5 steps explanation, demonstration, learner performance, instructor supervision, and evaluation

65
Q

Training Delivery Method-Drill and Practice Method

A

Law of Exercise Need lots of exposure to retain information
learn by practicing and applying what they have been told and shown

66
Q

Training Delivery Method-Problem based learning

A

where lessons involve learners with problems encountered in real life and that ask them to find real-world solutions.
constructed problem to which there is no single solution. The benefit of PBL lies in helping the learner gain a deeper understanding of the information and in improving his or her ability to recall the information
Encourages HOTS(thinking and judgement work)
There are Scenario Based, Collaborative solving, and Case study methods of PBL

67
Q

Instructional Aids

A

Aid in the teaching process, not self supporting, only supplement
Covers key points and concepts
Simple, factual, straight forward
Help retain essential information

68
Q

What is an assessment

A

provides critical information to both the instructor and the learner. Both instructor and learner need to know how well the learner is progressing

69
Q

Characteristics of good assessments

A

Objective- not bias
Flexible-
Acceptable- Assessments presented fairly, with authority, conviction, sincerity, and from a position of recognizable competence tend to work well.
Comprehensive-strengths and weaknesses
Constrictive- learner needs to build from it or it’s pointless
Organized- use a pattern or format dont be all over the place
Thoughtful-respect the learner
Specific- dont leave the learner wondering what they did good or bad

70
Q

Traditional Assessment

A

generally refers to written testing, such as multiple choice, matching, true/false, fill in the blank, etc. Learners typically complete written assessments within a specified time. There is a single, correct response for each item. The assessment, or test, assumes that all learners should learn the same thing, and relies on rote memorization of facts

71
Q

Characteristics of a good written assessment

A

Reliability
Validity
Usability
Objectivity
Comprehensiveness

72
Q

Authentic Assessment

A

learner to perform real-world tasks and demonstrate a meaningful application of skills and competencies.

73
Q

Learner-Centered Assessment

A

open-ended questions in what might be called a “collaborative critique,” which is a form of learner-centered grading

Replay—the instructor asks the learner to verbally replay the flight or procedure

Reconstruct—the reconstruction stage encourages learning by identifying the key things that the learner would have, could have, or should have done differently during the flight or procedure

Reflect—insights come from investing perceptions and experiences with meaning, requiring reflection on the events.

Redirect—the final step is to help the learner relate lessons learned in this session to other experiences and consider how they might help in future sessions

74
Q

Choosing an Assessment Method

A
  1. Determine level-of-learning objectives.
  2. List indicators of desired behaviors.
  3. Establish criterion objectives.
  4. Develop criterion-referenced test items.
75
Q

Critiques and Oral Assessments

A

Used in conjunction with either traditional or authentic assessment

76
Q

Oral Assessment

A

oral questioning of learners by the instructor. Questions may be loosely classified as fact questions and HOTS questions

77
Q

Effective questioning for Oral assessment

A
  1. Apply to the subject of instruction.
  2. Be brief and concise, but also clear and definite
  3. Be adapted to the ability, experience, and stage of training of the learners.
  4. Center on only one idea (limited to who, what, when, where, how, or why, not a combination).
  5. Present a challenge to the learners.
78
Q

Questions to avoid

A

Dont puzzle, oversize, toss up question, trick questions.

79
Q

Aviation Instructor Responsibilities

A

Helping learners learn
Providing adequate instruction Demanding appropriate standards of performance
Emphasizing positivity
Ensuring aviation safety

80
Q

Inatructors should also Minimize Learner Frustration by

A

Motivate learners
Keep them informed
Approach learners as individuals
Give credit when due
Be consistent
Admit errors

81
Q

Flight instructor responsibility

A

a. Physiological obstacles for flight students.
Lots of new noise and sensations in light aircraft that may be unfamiliar. Cannot ignore that someone may be uncomfortable, they will not learn. Need to explain why it is how it is and understanding the reason can ease the student

b. Ensuring student ability.
Need to develop vital skills before first solo flight. When the decision is made should be a joint decision to go solo. Instructor should observe from preflight to engine shut down consistency, logically, proper procedure, and little reliance on the instructor.
Common items to become proficient in before first solo.
1. Positive aircraft control 2. Procedures for positive exchange of flight controls 3. Stall and spin awareness 4. Collision avoidance 5. Wake turbulence and low-level wind turbulence and wind shear avoidance 6. Runway incursion avoidance 7. Controlled flight into terrain (CFIT) 8. Aeronautical decision-making (ADM)/risk management 9. Checklist usage 10. Spatial disorientation 11. Temporary flight restrictions (TFR) 12. Special use airspace (SUA) 13. Aviation security 14. Wire strike avoidance

82
Q

Professional Do’s

A

DAPPS
Demeanor
Acceptance of the learner
Personal image and Habits
Proper Language
Sincerity

83
Q

Evaluation of student ability.

A

Used in this context, evaluation refers to judging a learner’s ability to perform a maneuver or procedure.

Demonstrated ability
based upon established standards of performance, suitably modified to apply to the learner’s experience and stage of development
considers the learner’s mastery of the elements involved in the maneuver or procedure, rather than merely the overall performance. For example, qualification of learner pilots for solo and solo cross-country privileges depends upon demonstrations of performance.

Keeping the learner informed
Inform on progress made
Written format, notes, write down deficiencies and suggest possible origins and corrective actions

84
Q

Professional Development

A

Aviation changes, keep up with current information
Never become complacent

Ways to continue education
Keep current material in your library.
FAA courses
Attend classes or courses
Talk to others in the industry

85
Q

Hazard

A

a present condition, event, object, or circumstance that could lead to or contribute to an unplanned or undesired event, such as an accident

86
Q

Risk

A

the future impact of a hazard that is not controlled or eliminated. It is the possibility of loss or injury

87
Q

Safety

A

freedom from those conditions that can cause death, injury, occupational illness, or damage to or loss of equipment or property, or damage to the environment. Note that absolute safety is not possible

88
Q

Principles of Risk management

A

Accept no unnecessary risk
Make Risk Decisions at the Appropriate Level
Accept Risk When Benefits Outweigh the Costs
Integrate Risk Management into Planning at All Levels (constantly reevaluating Risk)

89
Q

Risk management Process

A

Step 1: Identify the Hazard
Step 2: Assess the Risk
Step 3: Mitigate the Risk

90
Q

Assessing risk

A

Use a Flight Risk Assessment Tool
See the risk profile based on the certain conditions there are for that day

91
Q

How to Mitigate Risk

A

⦁ Drive. ⦁ Wait for the weather to improve to good visual flight rules (VFR) conditions. ⦁ Take a pilot who is rated as an IFR pilot. ⦁ Delay the flight. ⦁ Cancel the flight.

92
Q

IMSAFE

A

Illness, medication, Stress, Alcohol, Fatigue, Emotion

93
Q

PAVE

A

Pilot, Airplane, Environment, External Pressures

94
Q

5P

A

Plan, Plane, Pilot, Passengers, Programming

95
Q

Left-brain dominance

A

● Verbal, analytical, and objective
● Prefer things in sequence
● Learn best from parts to wholes
● Like words, symbols, and letters
● Rather read about a subject first
● Prefer detailed, orderly instructions
● Want structure and predictability

96
Q

Right-brain dominance

A

Responds well to demonstrations
General to specific ideas
Prefers open ended questions
Responds to tone of voice
Impulsive
Recalls faces
Holistic

97
Q

How our brain works

A

Generally, the brain functions as a whole. For example, the right hemisphere may recognize a face, while the left associates a name to go with the face.

98
Q

Describe four of the operational pitfalls a pilot could experience on a flight

A

Getting behind the aircraft- allowing events to control pilot actions, not knowing what to expect next. You are being completely reactive and not proactive

Get there itis- has a fixation on the destination and disregards any possible risk between where they are and the destination. Weather or unplanned overweight.

Scud running- flying low to the ground trying to maintain vfr when ifr conditions exist

Mind set- not able to recognize changing conditions in a given situation. Then not reacting accordingly.

99
Q

Motivation and how to maintain it/ increase

A

The reason one acts or behaves in a certain way
Positive motivation is provided by the promise or achievement of rewards.
Positive motivation can be achieved and maintained by…
Keeping the student informed on their progress (TCO)
Always having small goals in place
First solo, mastering a maneuver/skill, first cross country, certificate…
Emphasizing the importance of each lesson
Moving onto something new if a lesson becomes too repetitive
Praise the good students do

100
Q

Counter a plateau

A

Continue hard work, results will come
Remind them of their goals/have discussion
Reward success/Add new challenges
Remind that plateaus are normal and improvement will come

101
Q

Having problems landing and what would you do for someone like that

A

Ensure all maslow needs are met, review procedures, do landing lessons, have them fly with another instructor
Assuming the above have already been done, move the learner to a different place in the curriculum and give the current task a break. Can bring on a learning plateau by over-practice. Can be fixed by better explaining the lesson, the reason, and how it applies

102
Q
A
103
Q

Positive learning or positive transfer of learning

A

If the learning of skill A helps to learn skill B, positive transfer occurs

104
Q

Hazardous attitudes

A

RIMIA
Resignation- what’s the use → I am not helpless, I can make a difference
Invulnerability- it won’t happen to me → it could happen to me
Macho- I can do it → Taking chances is foolish
Impulsivity- Do something quickly → Not so fast, think first
Anti-authority- Don’t tell me what to do → Follow the rules

105
Q

Integrated flight instruction

A

flight instruction during which learners are taught to perform flight maneuvers both by outside visual references and by reference to flight instruments.

106
Q

Defense Mechanisms

A

Denial
The refusal to accept what happened, will happen or is happening
They may all minimize a situation to sound better in their head (dilute the problem)
Ex: Refusing to admit the truth or a fault- a student almost landed while another aircraft was on the runway
The student minimizes the situation by stating that they could have landed safely regardless
Or they may say that the aircraft had already turned off even though they did not
Repression
Placing uncomfortable thoughts into inaccessible parts of the brain to forget
A flight where the student got the aircraft into a spin when practicing stalls may repress that memory which will inhibit them from wanting to practice stalls again
Displacement
Taking anger out or placing feelings onto someone less intimidating
A student who does not get an airplane for the day may take their frustration out on their partner or roommate as opposed to the dispatcher/instructor who did not give them an airplane
Rationalization
Making unacceptable actions seem less severe
A student who performs poor on a phase quiz will rationalize the bad grade by stating they didn’t have enough time to prepare
Compensation
Hiding weakness by emphasizing an area of strength
A student who failed their stage check for specialty landings may try to justify that they should have passed because their maneuvers were all within ACS standards
Projection
Projecting blame onto someone else
A student cannot go on their local flight because the student did not ask line for fuel in the plane when it was low. The student may blame the instructor for not letting the flight occur when it is the student’s fault for not having the aircraft prepared
Reaction Formation
Faking a belief contrary to the actual belief
A student may pretend to not care about their instructor’s critiques and criticism when they actually care deeply
Fantasy
Thinking about what should be instead if what is
A student may only want to fly the plane and not put in any work with ground schools and sim lessons

107
Q

Maintain or Increase Motivation

A

The reason one acts or behaves in a certain way
Positive motivation is provided by the promise or achievement of rewards.
Positive motivation can be achieved and maintained by…
Keeping the student informed on their progress (TCO)
Always having small goals in place
First solo, mastering a maneuver/skill, first cross country, certificate…
Emphasizing the importance of each lesson
Moving onto something new if a lesson becomes too repetitive
Praise the good students do

CFI (7 decks)

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