PMI Flashcards
Maslows Hierachy Of needs
Physical - Food / Shelter
Security - protection from perceived danger / fear
Special - Need to belong / be accepted
Egoistic - Self esteem / Social status
Self fulfillment - achieve personal goals / dreams
Basic Principles of learning
MARS
M A R S
Motivation-
Student starts with it, instructor must maintain it, goal orientated
**Active Learning **
feedback and engagement
Reinforcement -
Praise earned is positive feedback but given to easily it becomes meaningless
Spaced learning
Breaks every 40 mins
Basic Principles of learning
Retention Aids
Primacy -
whats learnt first remains
Recency
whats recently learnt can be recalled
Over learning
Reinforced and questioned on periodically
Basic Principles of learning
Principles assisting Understanding
Multi sense learning - different mediums, movement
Appropriate content - pitched at student not teacher
Define Learning
a change in behaviour as a result of experience (Or teaching)
List the defence mechanisms
Rationalisation - make excuses for performance
Projection - blaming others for own errors
Denial - refuse to see or recognise truths
Flight - physical or emotion withdrawal
Aggression - maybe subtle or overt, disruptive and uncommuncative
Resignation - give up or lose interest
What is the relationship between Perception and understanding
Perception is what you believe will happen, or is the case
Understanding is knowing what will happen and possibly why
7 Learning Factors
** Readiness: **
Create demand, make sure that that they are redy to learn
** Primacy: **
Teach it right the first time
* Relationship:
Journey from known to unknown
* Exercise:
Keep student active and engaged
* Intensity:
Make it dramatic, but not scary
*** Effect: **
Give them a sense of satisfaction for completing the lesson
* Recency:
Summarise and practise the important points at the end of each lesson,
Explain Readiness
• Readiness:
Ensure students are mentally, physically and emotionally ready to learn.
Explain Primacy
• Primacy:
Present new knowledge or skills correctly the first time. (Teach it right the first time.)
Explain Relationship
• Relationship:
• Present lessons in a logical sequence:
known to unknown
easy to difficult
concrete to abstract
simple to complex
familiar to unfamiliar
Explain Exercise
• Exercise:
Ensure students are engaged in meaningful activity.
Explain Intensity
• Intensity:
Use dramatic, realistic or unexpected things, as they are long remembered.
Explain Recency
• Recency:
Summarise and practise the important points at the end of each lesson, as the last things learned and practised will be remembered the longest.
Explain Effect
• Effect:
Ensure students gain a feeling of satisfaction from having taken part in a lesson.
Levels Of Learning
R - Rote
U - Understanding
A - Application
c - Corelation
3 elements of an Objective
Performance
Conditions
Standard
Dealing with nervous student
Solid fundamentals
Positive feedback when deserved even on little things
Take them back to where they can acheive positive result then slowly move forward giving them smal victories to build confidence
Dealing with over confident students
Set harder tasks if they are capable
Set a tighter standard to be achieved
Pick up a small imperfections and make them aware of them
Forgetful students
More time spent reviewing new information and reviewing information from previous lessons
Highlight the importance of studying and reviewing on own time outside of flight school
Inconsistant students
Try to identify any underlying weakness’s or misconceptions
Consider relationship with instructor, maybe try a different instrucot to see if this helps
Consider factors outside of the flying environment maybe affect state of mind and or preparation for flights
Immature students
Set a positive example for them to follow
Be clear about expected behaviours and attitudes at the flying school
Fault analysis (3)
Strengths
Major weakness’s (No more than 3 at a time)
Directed corrective action
Principles of assessment
Validity - Is it req’d / applicable
Flexibility - Are they able to adapt to differrent conditions
Reliability - Is it consistent and accurate
Unit Of Competency
A specification of Knowledge, skill and application to the std excepted in the workplace
CASA Unit of Competency
Unit Description
Elements
Performance Criteria
Range of variables
Underpinning Knowledge
Manual Of Standards
Sched 1 Directory / Requirements
Sched 2 FLT Crew licensing competency Stds - Elements
Sched 3 Aeronautical Knowledge Stds - Theory Req
Sched 4 Exam Details
Sched 5 FLT Test
Sched 6 FLT Prof Checks
Sched 7 FLT Reviews
Sched 8 Tolerances / STD’s
Whats req’d / breakdown / Theory / Exam / FLT Test then Prof’s and Reviews once you hold the licence / Tolerances
I.E chronological order of getting and maintaining the licence
Summative Assessment
Assessment conducted by Instructor or Examiner to evaluate the acquistion of competency at the end of the unit, Lesson, Stage or course
Competent OR Not Yet Competent
Formative Assessment
Conducted by Instructor to monitor student progresssion towards competency.
1/Help students identify weakness and target areas that req work
2/Help management recognise where students are struggling and address problems early
Grades 1- through 5
What is learning
AS A CHANGE IN BEHAVIOR AS A RESULT OF EXPERIENCE
Factors affecting perception
Physical organism - Sight hearing touch realting to their environment
Basic need - self preservation, anything percieved as a threat will hinder learning
Goals and values - students values, goal setting to improve performance
Self concept - self image, confident.insecure - postive that feed image add learning anything that goes against will hinder learning
Time and opportunity - repetition and building from known to unknown
Element of threat - fear will inhibite learning also setting unattainable goals will frustrate and hinder learning
Insight
Similar to correlation, organising perceptions and grouping them together, aids in retention - major goal of instructor to ensure correct links are formed
Communication
Source - Instructor
Symbol - Language or feeling effect
Reciever - Student
Communitcarion can only be confirmed by observing a reaction or change in behaviour in accordance with the intent of the source
Mass Brief Structure
AIM / OBJECTIVES
REVISION
DEFINITIONS
PRINCIPLES
CONSIDERATIONS
APPLICATION
TEM / AIRMANSHIP
REVIEW
