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FOI Flashcards

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1
Q

Maslows

A

(PSBECS)
Physiological
Security
Belonging
Esteem
Cognitive
Self Actualization

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2
Q

Basic Elements of Communication

A

SSR
Source
Symbol
Receiver

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3
Q

Human Behavior

A

An attempt to satisfy needs

Is a product of innate human nature, experience, and environment

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4
Q

Defence Mechanisms

A

DRDRFCPR

Denial
Repression
Displacement
Rationalization
Fantasy
Compensation
Projection
Reaction Formation

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5
Q

Barriers of Effective Communication

A

COIL

Confusion of symbol/object
Overuse of Abstractions
Interference
Lack of Common Experience

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6
Q

Normal Anxiety

A

Respond rapidly and exact but with the limits of training

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7
Q

Abnormal Reactions to Stress

A

PRESIM

Painstaking self control
Rapid changes in Emotions
Extreme Over-cooperation
Severe Anger
Inappropriate Laughter
Marked Changes in Mood

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8
Q

Developing Communication Skills

A

LIQIR

Listening
Instructional Communication
Questioning
Instructional Enhancement
Role Playing

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9
Q

Learning Theories

A

BICC

Behaviorism
Information Processing
Cognitive
Constructivism

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10
Q

The Laws of Learning

A

REEPIR

Readiness
Exercise
Effect
Primacy
Intensity
Recency

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11
Q

Levels of Learning *

A

RUAC

Rote
Understanding
Application
Correlation

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12
Q

Scenario based Training

A

HIC

Has clear objective
Is tailored on the student
Capitalizes on local environment

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13
Q

Forgetting

A

FIRRS

Retrieval-Failure
Interference
Fading
Repression
Suppression

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14
Q

Factors that Effect Perception

A

G-STEP

Goals and Values
Self Concept
Time and Opportunity
Element of Threat
Physical Organism

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15
Q

Characteristics of Learning

A

PEAM

Purposeful
Experience
Active Process
Multi- faceted

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15
Q

Affective Domain

A

ARVOI

Awareness
Response
Value
Organizing
Integration

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15
Q

Reducing Errors

A

DR- CULT

Developing Routines
Raising Awareness
Checking for Errors
Using Reminders
Learning and Practicing
Taking Time

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16
Q

Perception and Insight

A

Perception - Giving meaning to stimuli from the senses
Insight - Grouping of perceptions into meaningful wholes

Senses lead to perceptions, perceptions lead to insights

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17
Q

Retention of Learning

A

MR.LAMP

Meaningulf Repetitions aids Recall
Recall is prompted by association
Learning with all Senses
Attitudes will aid retention
Mnemonics
Praise stimulates recall

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18
Q

Erros

A

Mistake - Error of Thought
Slip - Error of Action

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19
Q

Acquiring Knowledge

A

MUC

Memorization
Understanding
Concept- Learning

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20
Q

Acquiring skill Knowledge

A

CAA

Cognitive
Associative
Automatic Response

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21
Q

Psychomotor Domain

A

OIPH

Observation
Imitation
Practice
Habit

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22
Q

Memory

A

SSL

Sensory
Short Term
Long Term

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23
Types of Practice
DBR Deliberate Blocked Random
24
Transfer of Learning
Positive - Task A aids in Task B Negative - Task A hurts Task B
25
Essential Teaching Skills
PAMS People skills Assessment skills Management Skills Subject Matter Expertise
26
Training Delivery Methods (Lecture)
IB FIT Illustrated Talk Briefing Formal Informal Teaching Lecture
27
Types of Problem-Based Learning
SCC Scenario- Based Collaborative Problem Solving - group Case Study - Actually happened
28
Essential Parts to a Lesson Plan
OESEISC Objective Elements Schedule Equipment Instructor Actions Student Actions Completion Standards
29
Guided Discussion
HICSRR Has a specific purpose Is clear and meaningful Contains a single idea Stimulates Thought Requires a definite answer Relates to previous information
30
Training Delivery Method
LEGCCDD L* IBFIT G* HICSRR D* EDSIE Lecture Method - Illustrated talk - Briefing - Formal - Informal - Teaching Lecture E-learning Guided Discussion - Has a specific Purpose - Is clear and meaningful - Contains single Idea - Stimulates Thought - Requires a definite answer - Relates to previous Information Computer Assisted Learning Cooperative/ Group Learning Demonstration-Performance - Explain - Demonstrate - Student Performs - Instructor Supervises - Evaluate Drill and Practice
31
Characteristics of a Good Scenario
IWDSS Is not a test Will not have one right answer Does not offer an obvious answer Should not promote errors Should promote situational awareness
32
Organization of Material
IDC + AMO Introduction - Attention - Motivation - Overview Development Conclusion
33
Demonstration- Performance
EDSIE Explain Demonstrate Student Performs Instructor Supervises Evaluate
34
Guidelines for Effective Instructional Aids
CGOS Clearly establish the Objective Gather necessary data by researching Organize the material into an outline Select the ideas to be supported with instructional aids
35
Purpose of Assessment
PACH Provides feedback Allows students to know progress Contributes to Dev. Of ADM Helps instructor see deficiencies
36
Collaborative Assessment
RRRR Replay Reconstruct Reflect Redirect
37
Critiques
SWISSI Student led Written Instructor - Student Small group Self Individual stud to stud
38
Characteristics of An Effective Assessment
FASTCOCO Flexible - roll with the punches Acceptable - student accepts instruction Specific- not broad Thoughtful - Be nice about it Comprehensive - complete Objective - leaving out your ego Constructive - Beneficial Organized
39
Characteristics of Effective Questions
ABCAP Apply to the subject Brief and Concise Center on only one idea Adapted to the ability of student Present a Challenge
40
Types of Assessments
TAO Traditional - writtens Authentic - Checkride Oral - the oral portion
41
Traditional Assessments (Ground test) (Characteristics of a Good test)
DR CUVO Discriminate - compares students Reliable - yields same results Comprehensive - complete Usable - Understandable Valid- measure what it's supposed to Objectivity - not biased
42
In airplane instruction
DSOC Description Safety Objective Completion standards -> common errors -> Critique
43
Types of questions to AVOID
POTBIT Puzzle Oversized/Broad Toss Up Bewilderment Irrelevant Trick
44
Aviation Instructor Responsibility
HEMPSS and MACKBAG Helping students learn Emphasizing the positive Minimizing student frustration - Motivate - Approach as individual - Constructive Criticism - Keep them informed - Be consistent - Admit errors - Give credit when due Provide adequate instructions Standards Safety ensured
45
Flight Instructor Responsibility
PEEPPASS Pilot supervision Evaluation of student ability Endorsements for Instruction given Practical Test Recommendations Pilot Proficiency Additional Training See and Avoid Student pre-solo thought process
46
Evaluation of Student Ability
DKC Demonstrated ability Keep student informed Correction of errors
47
Professionalism
SAD SAPS Sincerity Acceptance of student Demeanor Safety Appearance Proper language Self Improvement
48
Professional Development
GECI Government Educational Commercial Industry
49
Physiological Obstacles
GUAM G- Forces Unfamiliar environment A Sick student does not learn well Motion sickness
50
Ensuring Student Ability
LAAEE Landings/ Takeoff ATC communication Air traffic management Emergencies Everything
51
Obstacles to learning
WIPAUA Worry/Lack of interest Impatience Physical discomfort Apathy - losing interest because of instructor Unfair Treatment Anxiety
52
Demonstration - Performance
ED SIE Explain Demonstrate Student Performs Instructor Supervises Evaluate
53
Common Types of Assessments
RCWP Review Collaborative Written Performance- Based
54
Examples (techniques of flight instruction)
PUSIA Positive Exchange of Controls Use of Distractions Sterile Cockpit Integrated flight Instruction- (Outside, inside references) Assessment of piloting ability
55
Decision Making Process (Techniques of Flight Instruction)
DCIE Define the problem Choose a course of action Implement the decision Evaluate the Outcome
56
4 Principles of Risk Management
AMAI Accept no unnecessary risk Make risk decisions at the appropriate level Accept risk only when benefits outweigh the cost Integrate risk management into all levels of planning
57
Assessing Risk
PORI CCMN Likelihood of an event - Probable - Occasional - Remote - Improbable Severity of an Event - Catastrophic - Critical - Marginal - Negligible
58
Imsafe
Illness Medication Stress Alcohol Fatigue Eating/ Emotion
59
Risk Management Process
IAAMIS Identify the Hazard Assess the Risk Analyze risk control measures Make control decisions Implement Risk Controls Supervise and Review
60
5 P Checklist
PPPPP Pilot Plane Plan Passengers Programming
61
Hazardous Attitudes
MARII Macho - Don't take chances Anti-authority - Follow the rules Resignation - I'm not helpless, don't give up Invulnerability - It could happen to me Impulsivity - Not so fast
62
Acute Fatigue is Characterized by:
NEIL LID Neglection of Secondary Tasks Errors in Timing Irritability Lack of Accuracy and Control Lack of Awareness of error accumulation Inattention Distractibility

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