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Instructor Rating > Manual of Standards > Flashcards

Manual of Standards Flashcards

1
Q

Privileges and Limitations of Flight Instructor Rating

A

Privileges

Conduct flight training for:

  • Pilot licenses and
  • Ratings on pilot licenses other than:
  • Cruise relief flight engineer type and
  • Flight examiner ratings
  • Endorsements on pilot licenses other than:
  • Flight examiner endorsements
  • Grant endorsements to holders of pilots licenses other than:
  • Flight examiner
  • Training
  • Endorsements for flight test
  • Conduct multi-crew cooperation
  • Conduct different training for a variety of type ratings
  • Conduct training to meet general competency
  • Conduct flight reviews for ratings on licenses other than:
  • Flight examiner
  • Cruise relief
  • Approve a person for solo flight
  • Dual flight checks for a student pilot
  • Approve person without rating or endorsement to pilot an aircraft for the purpose of receiving flight training
  • Approve person to transmit on radio frequency
  • Assess knowledge on any item of applicants KDR
Limitations General
- Authorised to exercise privileges of rating in an aircraft of particular category only if the holder has:
- Completed aeronautical experience 
- Passed flight test 
in aircraft of that category
  • Authorised to exercise privileges of rating in a flight simulator of particular category only if the holder has:
  • Completed aeronautical experience
  • Passed flight test
    in aircraft of that category
  • Authorised to conduct flight training of rating or endorsement only if the instructor is engaged to conduct training by part 141 or 142 operator
  • Can only conduct flight training if they hold a medical certificate
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2
Q

Associated training endorsements with Instructor Rating…..

A

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3
Q

Flight training that must be conducted under the authority of 141 or 142 of CASR 1998….

A

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4
Q

Describe the adult learning process….

A
  1. Provide a training syllabus that is organized with clearly defined course objectives to show the learner how the training helps him or her attain specific goals
  2. Help learners integrate new ideas with what they already know to ensure they keep and use the new information
  3. Assume responsibility only for his or her own expectations, not for those of learners. It is important to clarify and articulate all learner expectations early on.
  4. Recognise the learner’s needs to control the pace and start/ stop time
  5. Take advantage of the adult preference to self-direct and self-design learning projects by giving the learner frequent scenario-based training frequently
  6. Remember that self-direction does not mean isolation. Studies of self-direct projects involve other people as resources and guides
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5
Q

Explain what is meant by perception…

A

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6
Q

Explain the relative importance of each of the physical senses in learning…

A

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7
Q

Explain how the defence mechanism listed below hinders learning…
Rationalisation

A

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8
Q

Explain how the defense mechanism listed below hinders learning…
Flight

A

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9
Q

Explain how the defense mechanism listed below hinders learning…
Aggression

A

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10
Q

Explain how the defense mechanism listed below hinders learning…
Resignation

A

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11
Q

Explain how the level of stress may affect learning…

A

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12
Q

Explain the relation between perception and understanding…

A

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13
Q

State how positive and negative motivation affects learning….

A

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14
Q

Explain the application of the levels of learning….

A

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15
Q

Explain how the rate of learning may vary with practice…

A

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16
Q

Explain the role of each of the memory systems in terms of the model of information processing:
Sensory register….

A

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17
Q

Explain the role of each of the memory systems in terms of the model of information processing:
Short-term memory…

A

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18
Q

Explain the role of each of the memory systems in terms of the model of information processing:
Long-term memory…

A

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19
Q

Explain how a flight instructor could assist the process of perception and understanding…

A

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20
Q

State examples of how rote learning, understanding of knowledge, and correlation apply to flight training…

A

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21
Q

Identify the outcomes of aeronautical knowledge instruction associated with each domain of learning:
Cognitive (Knowledge)…

A

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22
Q

Identify the outcomes of aeronautical knowledge instruction associated with each domain of learning:
Affective (Attitudes, beliefs, and values)…

A

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23
Q

Identify the outcomes of aeronautical knowledge instruction associated with each domain of learning:
Psychomotor (Physical skills)…

A

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24
Q

State the factors that hinder learning with respect to aeronautical knowledge training…

A

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25
Q

Explain the advantages and disadvantages of guided discussion in flight training and identify flight training activities for which this technique could be suitable…

A

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26
Q

Give examples of positive and negative transfer in aeronautical knowledge training…

A

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27
Q

Explain the role of each factor listed in the communication process:
Source…

A

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28
Q

Explain the role of each factor listed in the communication process:
Symbols…

A

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29
Q

Explain the role of each factor listed in the communication process:
Receiver…

A

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30
Q

Recall how these common barriers affect communication:

Lack of common experience…

A

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31
Q

Recall how these common barriers affect communication:

Confusion…

A

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32
Q

Recall how these common barriers affect communication:

Abstractions…

A

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33
Q

Explain how an instructor may monitor, whether communication has been achieved…

34
Q

Identify adult learning issues applicable to aeronautical knowledge training…

35
Q

Explain each of the basic steps of the teaching process:

Preparation…

36
Q

Explain each of the basic steps of the teaching process:

Presentation…

37
Q

Explain each of the basic steps of the teaching process:

Application…

38
Q

Explain each of the basic steps of the teaching process:

Review and evaluation…

39
Q

State the purpose of behavioural (performance-based) outcomes in flight training…

40
Q

Explain the following attributes of effective communication:

Achievable…

41
Q

Explain the following attributes of effective communication:

Observable…

42
Q

Explain the following attributes of effective communication:

Measurable…

43
Q

Explain how to develop the 3 essential elements of behavioral outcomes:
Performance (what has to be done)…

44
Q

Explain how to develop the 3 essential elements of behavioral outcomes:
Performance criteria…

45
Q

Explain how to develop the 3 essential elements of behavioral outcomes:
Conditions…

46
Q

Explain the advantages and disadvantages of the teaching methods listed and give examples of situations best suited to each of these techniques in flight training:
Lecture…

47
Q

Explain the advantages and disadvantages of the teaching methods listed and give examples of situations best suited to each of these techniques in flight training:
Theory or skill lesson…

48
Q

Explain the advantages and disadvantages of the teaching methods listed and give examples of situations best suited to each of these techniques in flight training:
Group learning…

49
Q

Explain the advantages and disadvantages of the teaching methods listed and give examples of situations best suited to each of these techniques in flight training:
Guided discussion…

50
Q

Explain the advantages and disadvantages of the teaching methods listed and give examples of situations best suited to each of these techniques in flight training:
Briefing…

51
Q

Explain the role of the instructor in each 5 steps involved in providing skill practice to trainees:
Explanation…

52
Q

Explain the role of the instructor in each 5 steps involved in providing skill practice to trainees:
Demonstration…

53
Q

Explain the role of the instructor in each 5 steps involved in providing skill practice to trainees:
Performance…

54
Q

Explain the role of the instructor in each 5 steps involved in providing skill practice to trainees:
Supervision…

55
Q

Explain the role of the instructor in each 5 steps involved in providing skill practice to trainees:
Evaluation…

56
Q

Explain the difference between a training syllabus and comptency based standards…

57
Q

Explain the general purpose and content of each of the componenets of a typical aeronuatical knowledge lesson plan:
Aim/ motivation/ revision…

58
Q

Explain the general purpose and content of each of the componenets of a typical aeronuatical knowledge lesson plan:
Outcomes…

59
Q

Explain the general purpose and content of each of the componenets of a typical aeronuatical knowledge lesson plan:
Explanations of principles…

60
Q

Explain the general purpose and content of each of the componenets of a typical aeronuatical knowledge lesson plan:
Explanation/ demonstration of technique…

61
Q

Explain the general purpose and content of each of the componenets of a typical aeronuatical knowledge lesson plan:
Threat and error managemnt…

62
Q

Explain the general purpose and content of each of the components of a typical aeronautical knowledge lesson plan:
Practice…

63
Q

Explain the general purpose and content of each of the components of a typical aeronautical knowledge lesson plan:
Review…

64
Q

State the reasons for limiting the duration of lessons and indicate the desirable duration of a typical lesson…

65
Q

Explain the purpose and content of a training syllabus ( or curriculum)…

66
Q

Explain the purpose and use of training aids…

67
Q

Give examples of training aids particularly suited to aeronautical knowledge training…

68
Q

Explain the role of instructor in each of the following phases of review and evaluation:
Fault analysis…

69
Q

Explain the role of instructor in each of the following phases of review and evaluation:
Competency assessment…

70
Q

Explain the role of instructor in each of the following phases of review and evaluation:
Trainee self-assessment….

71
Q

Explain the role of instructor in each of the following phases of review and evaluation:
Training effectiveness…

72
Q

Explain the reasons for questioning trainees…

73
Q

Explain the characteristics of an effective or open question…

74
Q

Give examples of good and poor questions…

75
Q

Explain how oral questions can promote mental activity…

76
Q

Explain why oral questions maintain student interest during a lesson…

77
Q

Explain why is it essential that the instructor always confirm answers to questions…

78
Q

Explain the purpose of oral questions…

79
Q

Describe the desired qualities of good oral questions…

80
Q

Describe the procedure to follow when asking a question…

81
Q

Explain the key points to observe in the handling of student answers…

82
Q

Explain the key points to observe in the handling of student questions…

Instructor Rating (12 decks)

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