FOI

Question 1

Characteristics of Learning

Answer 1

RAMP

Result of Experience
Active Process
Multifaceted
Purposeful

Question 2

Laws of Learning

Answer 2

REEPIR

Readiness
Exercise
Effect
Primacy
Intensity
Recency

Question 3

Factors that Effect Perceptions

Answer 3

GSTEP

Goals/Values
Self-Concept
Time/Opportunity
Element of Threat
Physical Organisms (Senses)

Question 4

Levels of Learning

Answer 4

RUAC

Rote
Understanding
Application
Correlation

Question 5

Theories of Forgetting

Answer 5

RIDR

Repression
Interference
Disuse (Fading)
Retrieval Failure

Question 6

Retention of Learning

Answer 6

PRAAMS

Praise
Repetition
Association
Attitude
Mnemonic
Senses

Question 7

Barriers to Effective Communication

Answer 7

ECOIL

External Factors
Confusion of Symbols
Overuse of Abstractions
Interference
Lack of Common Experience

Question 8

Characteristics of Effective Questions

Answer 8

SCRRBS

Stimulates Thought
Clear in meaning
Relates to material taught
Requires specific answer
Brief/Concise (one single idea)
Specific purpose

5 Ws - Who, What, Where, When, Why

Question 9

Defense Mechanisms

Answer 9

DR FDR CPR

Denial
Rationalization

Fantasy
Displacement
Repression

Compensation
Projection
Reaction Formation

Question 10

Traditional Teaching Process

Answer 10

PPARE

Preparation
Presentation
Application
Review
Evaluation

Question 11

Demonstration-Performance Method

Answer 11

EDSIE

Explanation
Demonstration
Student Performance
Instructor Supervision
Evaluation/Critique

Question 12

Characteristics of an Effective Critique

Answer 12

FAST COCO

Flexible
Acceptable
Specific
Thoughtful

Comprehensive
Organized
Constructive
Objective

Question 13

Why Use Instructional Aids

Answer 13

RAVE

Retain Knowledge
Attention Getter
Visualize
Efficient use of time

Question 14

Guidelines for Instructional Aids

Answer 14

ROES

Research supporting material
Organize into outline
Establish lesson objective
Support specific ideas/concepts

Question 15

Instructor Professionalism

Answer 15

MS SALADS

Minimize Frustration
Safety

Sincerity
Acceptance
Language
Appearance
Demeanor (Calm)
Self-Improvement

Question 16

Definition of Human Behavior

Answer 16

Explains how and why humans behave and act the way they do

The product of factors that cause people to act in predictable ways

Question 17

Define Learning

Answer 17

A change in behavior as a result of an experience or practice

Question 18

Domains of Learning

Answer 18

CAP

Cognitive (Thinking)

Affective (Feeling)

Psychomotor (Doing)

Question 19

Minimizing Student Frustration

Answer 19

BIGMACK

Be consistent
Individuals (Approach students as)
Give credit when due
Motivate
Admit errors
Criticize constructively
Keep student informed

Question 20

Characteristics of Well Planned Lesson

Answer 20

PReFoCUS

Practical
Relates to course of training
Flexible (outline)
Content (new info)
Unity
Scope (not too much/too little)

Question 21

Purpose of the Lesson Plan

Answer 21

MS OCCUR

Material (selection)
Suitable Sequence

Outline for teaching
Confidence for instructors
Considers all lesson parts
Unity of Instruction
Relates to course objectives

Question 22

Characteristics of Effective Written Test

Answer 22

VCROUD

Validity - measures what it is supposed to

Comprehensive - samples all objectives

Reliability - consistent repeated measurements

Objective - supported by a standard not an opinion

Useability - ease of use; font and images are clear

Discriminatory - distinguishes between types of learners

Question 23

Kinds of Learning

Answer 23

Behaviorism - outward actions change

Cognitivism - change in thought process

Combined

Question 24

Types of Memory

Answer 24

SSL

Sensory - lasts a few seconds before transferring to short term memory

(3) kinds: Auditory / Visual / Kinetic

Short term memory - information is stored for about 30 seconds unless transferred to long term memory

Long term memory - reconstructions of short term memory, susceptible to time and bias errors

Question 25

Maslow’s Hierarchy of Needs △

Answer 25

These needs build upon each other, survival needs must be must before achieving higher level needs Physiological - basic needs: food / water / shelter Safety / Security Love / Belonging Self-Esteem - they need to be able see themselves as a pilot before they can be one (Cognitive & Aesthetic - need to understand and need to express emotion) Self Actualization - to achieve and maintain the higher / organized self

Question 26

Rules for Critiquing

Answer 26

DW CAST Don’t be forced to defend (complete/thorough) Written matches verbal Concise (don’t cover too much) Avoid absolutes Switzerland - Don’t take sides Time (set aside & don’t overrun)

Question 27

Flight Instructor Responsibilities

Answer 27

PHEED PREP Provide adequate instruction Help students learn Emphasize positive Evaluation of student abilities Demand adequate standards Pilot proficiency Recommendations (checkride) Endorsements Pilot Supervision

Question 28

Types of Critiques

Answer 28

ISWISS Instructor/Student Student Led Written Individual student by another student Self-Critique Small Group

Question 29

Difference B/N Critique & Evaluation

Answer 29

Critique - informal (during training); immediate feedback to help student achieve goals Evaluation - formal based on standard

Question 30

Methods of Evaluation

Answer 30

Oral - assess knowledge/effectiveness Written - assess level knowledge Performance - assess ability

Question 31

Teaching Methods

Answer 31

Lecture Guided Discussion Demonstration/Performance Computer Based Training

Question 32

Types of motivation

Answer 32

The reason one acts/behaves in a certain way; lies at the heart of goals -Positive (praise, promise of rewards) -Negative (element of threat)

Question 33

Transfer of Learning

Answer 33

Ability to apply knowledge or procedures in one context to new contexts -Positive (steep approach to pinnacle) -Negative (fixed to rotor)

Question 34

Reaction to Stress

Answer 34

-Normal (reacting within level of training) -Abnormal (freezing up; uncharacteristic behavior)

Question 35

Elements of Effective Communication

Answer 35

Source Symbol Receiver

Question 36

Types of Written Test

Answer 36

Supply (Essay, Fill in Blank) Selection (T/F, Matching, Multiple Choice)

Question 37

Blocks of Learning

Answer 37

Individual lessons that support the total objective (building blocks) Simple - Complex Known - Unknown Past - Present Frequently Used - Least Used

Question 38

Guided Discussion Questions

Answer 38

ORDRR Overhead (Directed to entire group) Rhetorical (Asked/answered by instructor) Direct (To get response from specific person) Reverse (Redirect question back to student) Relay (Redirect student's question to group)

Question 39

Define Perceptions

Answer 39

The brain giving meaning to the senses; all learning comes from perceptions

Question 40

Define Insights

Answer 40

Grouping perceptions into meaningful wholes

Question 41

Organizational of Material

Answer 41

I AM ODC Introduction Attention Motivation Overview Development Conclusion