FOI Flashcards
(104 cards)
1
Q
Cognitive Domain (facts, concepts, relationships)
A
Knowledge, Comprehension, Application, Analysis, Synthesis
Evaluation
2
Q
Building block technique of instruction
A
Ea task performed acceptably & correctly before next task intro’d
Facilitates positive transfer of learning
3
Q
Retrieving Knowledge/skills from memory dependent on?
A
How often knowledge is used (frequency)
How recent knowledge used (Recency)
4
Q
Retention in short term memory aided by?
A
Systematic chunks (coding) Repetition/rehearsal of info (rote learning)
5
Q
Memory parts
A
Sensory register
Short term
Long term
6
Q
Insight
A
Occurs when perceptions grouped into meaningful wholes
Instructor’s responsibility to evoke insight
Develop insight by providing secure, non-threatening ennvironment
7
Q
Perceptions
A
Result when person gives meaning to sensations
Basis of all learning
8
Q
Principles of Learning (REEPIR)
A
Readiness, Exercise, Effect, Primacy, Intensity, Recency
9
Q
Types of practice
A
Deliberate: practice spec areas, avoid distractions
Blocked: Same drill until automatic, good short term, poor long term
Random: Mixes skills in session, better retention, more long term
10
Q
Skill acquisition stages
Automatic Response stage steps
A
1) Less attention req to do procedure 2) Performance rapid/smooth
3) Fewer/smaller adjustments 4) No longer remembers individual steps
5) Better able to multitask
11
Q
Skill acquisition stages
Associative stage steps
A
1) Associate steps w/ likely outcomes
2) Assess progress, make adjustments in performance
3) Req deliberate attention can better deal w/ distractions
12
Q
Skill acquisition stages
Cognitive stage steps
A
1) Student memorizes steps
2) Unaware of progress, may fixate
3) Req full attention, distractions cause performance to deteriorate
13
Q
Instructors can cause learning plateaus by?
A
Over-practice
Take breaks after repeating task 3-4 times
Move to diff place in curriculum
14
Q
Best way to prepare a student to perform a task
A
Provide clear step by step example
15
Q
Affective Domain
Attitudes, beliefs, values
A
Receiving - willing to pay attention Responding - Reacts/complies Valuing - acceptance Organization - Rearrange value system Characterization - Incorporates values into own life
16
Q
Levels of Learning
A
Rote
Understanding
Application
Correlation
17
Q
Purpose of a lesson plan?
A
Eliminate unimportant details present in suitable sequence Outline for teaching procedure Uniformity of instruction Relate objectives of crs to lesson
18
Q
Perceptions result when?
A
A person gives meaning to sensations being experienced
19
Q
Properly planned training syllabus allows?
A
sufficient time and opportunity for key perceptions to occur
It takes time and opportunity to perceive
20
Q
A person’s basic need is to?
A
Maintain, enhance, preserve, and perpetuate the organized self
All perceptions affected by this basic need
21
Q
Has great influence on the total perceptual process?
A
Self concept, or self image
22
Q
What narrows the student’s perceptual field?
A
Fear or the element of threat
Resulting anxiety can limit ability to learn from perceptions
23
Q
Insights
A
Instructor’s major responsibility to evoke insights
Speed learning process by teaching relationships as they occur
Help develop insights w/ secure & non-threatening environment
24
Q
Memory parts?
A
Sensory register
short term
long term
25
Short term memory aided by?
Repetition or rehearsal of information (rote learning)
| Info retains longer if it can be related to previous knowledge
recoding
26
Recoding?
Process of relating incoming information to concepts or knowledge already in memory
27
Methods of recoding?
Involve some type of association
Mnemonics: acronyms, acrostics, rhymes, chanting
28
Ability to retrieve knowledge or skills from memory related to?
How often that knowledge has been used in the past
How recently the knowledge has been used
Called frequency and recency of use
29
Forgetting/Retention theory of fading
Forgets info not used for extended period of time
30
Forgetting/retention theory of interference
Forget info because a certain exp has overshadowed it or similar info has intervened.
Similar info interferes most. Info not well learned suffers most
31
Forgetting/retention theory of repression or suppression
Memories pushed out of reach due to negative feelings assoc w/ them
Repression: Unintentional forgetting
Suppression: Conscious and intentional
32
Building block tech of learning aids in?
Positive transfer of learning
Ea task performed acceptably & correctly before next task
33
A learning plateau may signify?
Student reached capability limits
Be consolidating levels of skill (perfection not advancement)
Have lost interest
Need a more efficient method for increasing progress
Overpractice
34
How may an instructor help develop insights?
Provide secure/non threatening learning environment
Help student acquire & maintain favorable self concept
35
Distractions interjected by instructors during training may help...
Students determine whether or not a distraction warrants further attention or action on their part
36
How can an instructor help student achieve favorable self concept?
The way instructors conduct themselves, their own positive attitudes, & the manner in which they instruct
37
Reasons people develop defense mechanisms
Soften feelings of failure, alleviate feelings of guilt, protect feelings of personal worth and adequacy
38
Types of defense mechanisms
Repression, Denial, Compensation, Projection, Rationalization, Reaction formation, Fantasy, Displacement
39
Normal individual's reaction to stress
Respond rapidly & exactly, often automatically, w/in their exp & training
Underlines need for proper training prior to emergency situations
40
Abnormal reactions to stress
Inappropriate reactions: extreme over cooperation, painstaking self cntrl, inappropriate laughing/singing
Marked changes in mood
Severe, unreasonable anger toward others
41
Counteracting anxiety
Treat fears as normal reaction rather than ignoring them
Reinforcing student's enjoyment of flying
Teaching student to cope w/ fears
42
Acute fatigue characterized by?
Inattention, distractibility, Errors in timing, Neglect of secondary tasks, Loss of accuracy & cntrl, Lack of awareness of error accumulation, irritability
43
Overconfident students
Make few errors so may assume correction of errors unimportant
Leads to faulty performance
Mitigate by constantly raising standard of performance
44
Impatient students
Fail to understand need for preliminary training
Instructor corrects by presenting necessary preliminary training 1 step @ a time w/ clearly stated goals for ea step
Emphasize importance of mastering basics of task
Adapt lessons to fit pace of learner
45
Human Needs Levels: pyramid
Physiological, Safety/Security, Love/belonging, Esteem, Cognitive/aesthetic (need to understand & how well something is liked....,Self actualization (seek to develop self further/think creatively)
46
Motivation
Reason one acts/behaves certain way
Lies at heart of goals
Dominate force governing student's progress/ability to learn
47
Positive motivation vs negative
Pos: promise of achievement/reward, more effective
Neg: cause fear/anxiety, should usually be avoided
48
Maintain motivation by
Reward success w/ positive feedback
relate daily accomplishments to lesson objectives
Comment favorably on student progress
49
Minimize student anxiety by
Emphasizing benefits & pleasurable exp of flying
| Not continuously citing unhappy consequences of faulty performance
50
Overcome drops in motivation & learning plateaus by
Reminding students of their own goals & reassuring them that there will be rewards for their continued efforts
51
When should a flight instructor begin teaching ADM?
When student has ability to control acft confidently during most basic maneuvers
52
Process of communication elements:
Source (instructor)
Symbols used in composing/xsmitting message (words)
Receiver (student)
53
Effective communication:
Measured by similarity between idea xsmitted & idea received
Takes place when receivers react w/ understanding & change behavior accordingly
54
Instruction takes place when...
Procedure has been explained & desired student response has occured
55
Effectiveness of communicator related to 3 factors:
Ability to select symbols that are meaningful to listener
Attitude revealed while delivering message (should be positive)
Speak/write from a broad background of accurate, up to date, stimulating material
56
Gaining/retaining student attention more successful if...
Instructor uses more sensory channels while teaching
| visual, auditory, kinesthetic
57
Greatest barrier to effective communication?
Lack of a common core of exp between communicator & receiver
58
Interference composed of 3 factors outside instructor's control:
Physiological interference
Environmental interference
Psychological interference
59
5 main instructor responsibilities:
```
Help students learn
Provide adequate instruction
Demand adequate standards of performance
Emphasizing the positive
Ensuring aviation safety
```
60
How can instructors help students learn?
Use of standards & measurements against standards key to helping students learn. (PTS...)
Knowing objective of ea period of instruction gives meaning/provides interest to student
61
Demanding adequate standards of performance based on
Evaluation of demonstrated ability modified to apply to student's exp & stage of development as a pilot
In evaluation of pilot, important to keep them informed of progress
62
How do you ensure aviation safety?
Emphasizing safety by example
63
Instructor responsibility before solo endorsement
Student should be req to demonstrate consistent performance of maneuvers w/ out assistance
Student should be able to handle ordinary problems that might occur
64
How to minimize student frustrations
Motivate students (how lesson helps them reach goal)
Keep students informed
Criticize constructively, give credit when due
Be consistent
Admit errors, assign goals
65
Major considerations of professionalism
Must be able to reason logically and accurately
Cant limit actions and decisions to standard patterns and practice
Require good decision making ability
Commit selves to continuous learning and development
Demands code of ethics...
66
Professionalism code of ethics stuff
Straighforward/honest, well prepared, good attitude/demeanor, show that you are working toward same objective as student, accept student as they are, Maintain highest lvl of knowledge/training/currency, Maintain current pubs, fully teach knowledge/skill, Constantly improve
67
In the communication process, the communicator will be more successful in gaining & retaining the receiver's attention by...
Using a varied communicative approach
Variety of channels...
68
3 dynamic elements in communication
Source (speaker)
Symbol (words)
Receiver (listener/student)
69
Greatest single barrier to effective communication in teaching process is a
lack of common experience level between instructor & student...
70
What is req for communication to be effective?
The student's understanding of the meaning of symbols needs to be the same as the instructor's intended meaning
Spend time making sure students understand terminology & correct or intended use
71
Interference, or prevention of a process or activity from being carried out properly is composed of what 3 factors outside instructor's control?
Physiological
Psychological
Environmental
72
Evaluation of demonstrated ability during flight instruction must be based on?
Established standards of performance suitably modified to apply to the student's experience & stage of development as a pilot
73
Enhance a student's acceptance of further instruction by...
Keeping the student informed of the progress made.
May be one as ea procedure or maneuver is completed or summarized during post flight critiques
74
The use of distractions will...
teach the student to divide attention between the distracting task & maintaining control of the aircraft
75
Before endorsing a student to solo they should be req to consistently...
Perform all of the fundamental maneuvers
76
Student should be capable of handling basic problems that might occur prior to solo, such as...
traffic pattern congestion, change in active rnwy (wind changes), ...
77
5 main responsibilities of aviation instructors
```
Helping students learn
Providing adequate instruction
Demanding adequate standards of performance
Emphasizing the positive....
Ensuring aviation safety
```
78
The key to helping students learn is the use of....
standards, & measurement against those standards
79
What is one of the best actions an instructor can take to emphasize aviation safety?
By setting the example
80
What is one method of keeping students aware of their progress?
Repeating a demonstration, showing the students the standard their performance must ultimately meet
81
Students quickly become apathetic when they...
recognize that the instructor is not adequately prepared
82
True performance as a professional is based on...
study & research
83
The professional relationship between the instructor & the student should be based on what?
A mutual acknowledgment that both the student & instructor are working toward the same objective
84
Lecture primarily used for?
Introducing students to new subject material
Summarizing ideas
Showing relationships between theory & practice
Reemphasizing main points
85
4 types of lectures:
Illustrated talk, relies on viz aids (pwr point/videos)
Briefing, presents concise array of facts to listeners w/ no elaborat.
Formal speech, purpose to inform, persuade, entertain
Teaching lecture, oral presentation to help reach learning outcomes
86
Advantages of teaching lecture:
Can present many ideas in relatively short time
Facts/ideas logically organized & concisely presented in rapid seq.
Most economical w/ time
87
Disadvantages of teaching lecture
no direct reaction (words/actions) from students
Must develop keen perception for subtle response from class
Least useful method for evaluating student performance
88
Formal vs informal lectures
Formal provides no active student participation
Informal has active student participation
Inspire participation w/ questions
89
Cooperative or group learning method characteristics
Continually req active participation of student
Individually achieve greater success than if studying alone
Tend to interact/achieve in ways & lvls greater than other methods
90
Guided discussion method
Instructor uses questions to guide & stimulate discussion
Instructor does not present new ideas
Questions lead to discussion which lead to understanding
91
Demonstration/performance method of teaching:
Based on principle that we learn by doing
Most commonly used by flight instructors
Best for teaching skill req practice
92
Demonstration/performance method of teaching 5 steps:
Explanation (precise steps & desired outcome)
Demonstration (Immed. Acknowledge if you didn't perform well)
Student performance
Instructor supervision (coach as they practice)
Evaluation
93
What are the different teaching methods?
Lecture, Cooperative/group learning, Guided discussion, Demonstration/performance, Problem based learning, Electronic learning, Integrated method of flight instruction
94
What are the 3 types of problem based learning?
Scenario based training
Collaborative problem solving method
Case study method
95
SBT scenarios challenge students to:
manage available resources, exercise sound judgement, make timely decisions w/ the goal of reducing accidents
96
What is necessary before any important instruction can be presented?
A determination of objectives & standards
97
Performance based objectives:
Provide way of stating what perform. lvl necessary to progress
Written objectives clear, measurable, & repeatable
98
Flight training can be broken down into major blocks:
Knowledge/skills necessary for solo flight
Knowledge/skills necessary for x-country solo flight
Knowledge/skills necessary to achieve priv pilot cert
99
How should training syllabus cater to student?
Order of training can/should be altered as necessary to suit progress of student & spec circumstances (wx)
100
Organizing a lesson. Intro broken into 3 parts:
Attention: Video clips, stories, questions, jokes
Motivation: Specific reasons why they need to learn material
Overview
101
Over-learning:
Continued study of skill after initial proficiency achieved
Has effect of develop. of automated routines not concept application skills: Automatic responses that are undesired
102
Reasons for using instructional aids:
Help students remember important info
Gain/hold student attention
Give support when topic involves use of more senses
Clarify relationship between material objects & concepts
(Some relationships easier to understand visually)
103
What is first step in planning instructional activity?
Determine overall objectives & standards
104
4 basic steps in the teaching process:
Preparation
Presentation
Application
Review/evaluation
