FOI Flashcards
(106 cards)
1
Q
What is human behavior?
A
Product of factors that cause people to act in a certain way.
The result of a persons attempt to satisfy certain needs.
2
Q
Physiological
A
Need for food, water, air
Need these in order to concentrate
3
Q
Security
A
Need to feel safe in order to concentrate
4
Q
Belonging
A
Need for association and belonging
5
Q
Self-esteem
A
Humans have a need for stable, high levels of self-respect and respect from others.
6
Q
Cognitive
A
Need to understand what is going on around them.
When understanding what is going on around them, he or she can control the situation or make an informed choice of what to do next.
7
Q
Aesthetic
A
Need to connect directly with human emotions.
When he or she likes another person, they will simply enjoy the training.
8
Q
Self-actualization
A
Helping a student achieve his or her potential in aviation.
9
Q
What is a defense mechanism?
A
Subconscious ego protecting reactions to unpleasant situations.
10
Q
What are the 8 most common defense mechanisms?
A
DR DR FCPR
Denial Repression Displacement Rationalization Fantasy Compensation Projection Reaction formation
11
Q
What is repression?
A
A person places uncomfortable thoughts into inaccessible areas of the unconscious mind.
Thoughts or information are to be dealt with at a later time.
12
Q
What is denial?
A
Refusal to accept external reality because it is too threatening.
Refusal to acknowledge what is happening.
13
Q
What is compensation?
A
Students disguise the presence of a weak or undesirable quality by emphasizing a more positive one.
14
Q
What is projection?
A
Students blame their own shortcomings and mistakes to others or attribute their motives and characteristics to others.
15
Q
What is rationalization?
A
Justifying actions that otherwise would be unacceptable.
The substitutions of excuses for reasons.
16
Q
What is reaction formation?
A
Faking a belief opposite to the true belief because the true belief causes anxiety.
17
Q
What is fantasy?
A
A student engages in daydreaming about how things should be rather than doing anything about how things are.
18
Q
What is displacement?
A
An unconscious shift of emotion to a more acceptable, less-threatening substitute.
It avoids the risk of feeling unpleasant emotions by transferring them toward something unthreatening.
19
Q
What are the 3 elements of communication?
A
Source - speaker, writer, instructor
Symbols - words or signs
Receiver - listener, reader, or student
20
Q
What are 3 characteristics that instructors must understand about their students before effective communication can take place?
A
Abilities
Attitudes
Experiences
21
Q
What are emotional ways students will react?
A
Anxiety or stress
22
Q
Your student feels anxiety:
A
Freaked out about flying. Reinforce confidence in them that they can do these things. Give confidence and provide a clear path throughout flight instruction.
23
Q
Your student is stressed:
A
When you get past 145BPM or over stressed, your vision gets narrow and start to tune things out.
Calm down your student, maybe take controls and let the, regroup.
24
Q
What are some abnormal reactions to stress?
A
Singing or whistling
Nervous ticks
Laughing at weird times
25
What kind of barriers to communication exist?
COIL
Confusion between symbol and symbolized object
Overuse of abstractions
Interference
Lacking common experience
26
What’s an example of an overuse of abstractions?
Saying you’re high, you’re low, you’re fast is abstract.
You were at 100kts, should have been at 90.
You were 50 feet high.
Much more clear for the student.
27
Common experience between student and CFI
Using examples from other experiences make things easier to understand.
Talking about a boat getting on plane and comparing it to takeoff roll.
Nav lights on a boat compared to a plane.
28
An example of developing communication skills:
Question the student in the debrief - rote memory questions
Ex. Describe P-Factor
What color is the beacon at this airport?
29
Communication skills to student
If you’re going to teach something, know it well. Confidence is more effective in sending a message.
Be an expert on that days flight lesson.
30
When do you know learning has occurred?
Learning has occurred when there is a change in behavior.
31
What is behavior?
Basically what you see your student doing.
32
What are the two separate ways of learning?
Cognitive
Behaviorism
33
What is cognitive learning?
Is the learning through organized thoughts, mood of the student and process of how they think and learn.
34
What is behaviorism?
A result of what was done in the past.
Bad experience led them to doing something in a different way - changed behavior.
35
What is insight?
Insights are what you get from perceptions.
Perceptions grouped together form insights.
Brain organizes what you’re taking in, into a logical pattern.
36
What factors effect perception?
Time and opportunity can’t be rushed, element of threat/fear.
Student gets scared doing stalls - that’s their perception of it.
37
How can an instructor ensure the student is developing insights during flight training?
Make sure student develops a favorable self-concept of themselves.
Introduce them to students on the same level as them to make them feel like they belong.
Secure a non-threatening environment for them.
Use a lesson plan, the goal and tasks are clearly defined.
38
What are the laws of learning?
REEPIR
```
Ready
Effective
Exercise
Privacy
Intensity
Recency
```
39
Ready
Ready to learn, not hungry or tired
40
Effect
Make connection and make it effective.
41
Exercise
Connections are strengthened with practice.
42
Privacy
What’s learned first is learned best.
Really hard to change what they learned first.
Teach the student the right way the first time.
Use proper procedures.
43
Intensity
The things that are intense, you remember.
Vivid lessons (drawing on a board)
44
Recency
We forget things. If a student hasn’t done something in a while, it’s not going to be fresh.
Make sure what’s important was done recently.
Stress currency and proficiency.
45
Hypoxia
Not getting enough oxygen.
Fingers and lips turn blue. Start to feel dizzy.
46
Hyperventilation
Lack of co2
Breathe in a bag, try to have a conversation with the person to calm them down.
47
Spatial disorientation
Illusions
Accelerating thinking you are pitching up.
Pulling power back and thinking you are pitching down.
Runway illusions
Narrow runway makes you feel high
Wide runway makes you feel low
Trust your instruments!
48
Runway illusions
Down-sloping runway makes you think you are low. This leads to a higher approach.
Up-sloping runway makes you think you are high. Leads to a lower approach.
Use glide path references.
Reference your altimeter. Compare altimeter to field elevation.
49
Carbon monoxide poisoning.
Exhaust getting into cabin.
Open windows, turn off heater.
Might be able to smell it due to it being a part of the exhaust.
Feel dizzy and light headed.
Land ASAP
50
Acute fatigue.
I didn’t sleep well last night, can recover in a day or two.
51
Chronic fatigue
I haven’t slept well in weeks. Need longer to recover.
52
Maslow’s Hierarchy of Needs
Self-Actualization
Esteem
Love and Belonging
Safety needs
Physiological
53
Over the counter drugs
Look at FAA approved list.
If not on list, call AME.
Best thing to do is not fly on any drugs or meds.
54
What’s the legal limit for alcohol and flying?
8 hours bottle to throttle
.04 limit
55
What are the rules on scuba diving and then flying?
Don’t fly within 12 hours of scuba.
Don’t fly within 24 hours of deep scuba.
Risk of decompression sickness.
Nitrogen dissolved in blood and tissues forms bubbles, results in severe pain and fatigue.
AIM 8-1-2
56
What are the 4 levels of learning?
RUAC
Rote
Understanding
Application
Correlation
57
Rote Memorization
I tell you P-Factor makes the plane turn left and you tell me that P-Factor makes the plane turn left.
Just repeating rather then fully understanding.
58
Understanding
I understand the propellor is turning which makes the plane turn left.
59
Application
I can apply that if the plane is turning left, I need right rudder. Performing a skill off what we learned.
60
Correlation
Correlate the learning to other things. Use of right and left rudder when needed in different phases of flight.
61
Characteristics of Learning:
Needs to be an interactive process
You need to be engaged
Multifaceted; audio, visual, demonstrate, kinesthetic (homework)
62
What is learning a result of?
Experience!
63
Learning is purposeful:
Setting goals that are attainable is very important. Need to have the motivation to learn.
64
What are types of practice you can do with your student?
Random practice
Blocked practice
Deliberate practice
65
What is random practice?
Mix of all different skills
Chantelles, lazy 8’s, steep turns, pattern work
66
What is blocked practice?
Your lazy 8’s won’t pass, so we go out and do 20 of them
67
What is deliberate practice?
You practice a certain area that needs improvement.
Ex. We’re going to do 5 really good lazy 8’s and then move on.
68
Examples of scenario based training:
Re working a weight and balance because you picked up a passenger
Winds are coming from this direction, which runway would you use?
Your engine just failed, perform an emergency descent
Turns around a point apply to real life scenarios
69
What are two errors in the learning process?
Mistake or slip
70
What is a mistake?
Wrong power setting on climb out.
You consciously retract the gear too early or too late
71
What is a slip?
You plan to do something but inadvertently do something else.
I go to retract flaps but bump the gear handle instead.
72
What are the 3 different types of memory?
Sensory
Short-term
Long-term
73
What is sensory memory?
Initial stimuli, you take it in then it goes to either short-term or long-term.
74
Short-term memory:
Quick recall, it will fade or you forget it.
Unless it goes into long-term (you move it into long-term by making it intense/vivid)
75
Long-term memory:
Permanent storage, won’t forget things as easily
76
What are some training delivery methods?
Lecture
Guided discussion
Demonstration-performance
Drill and practice
77
Guided discussion:
Draw out what the student knows, get them to explain it.
78
Demonstration-Performance:
Explain something, demonstrate for the student, have the student do it, then evaluate.
Student does it and then tells instructor what they are doing.
79
Drill and practice:
Practice what they’ve learned
80
Problem-based learning:
A learning environment where lessons are structured in such a way to give students problems encountered in real life and force them to reach a real world solution.
81
What’s the purpose of an assessment?
You want to see where the student is, if they are absorbing the material.
82
What can you do to promote retention with the students?
Give praise when it’s due, make sure they learn with all of their senses. Pneumonic’s to help memory. Meaningful repetitions. Maintain favorable attitude. Use associations regarding material.
83
What are the two types of transfer learning?
Positive transfer - student learns how to do a power off stall, and helps them with a full stall landing.
Negative transfer - plane starts taxiing left, turn yoke all the way to the right, we taxi left off the taxiway. Learned to turn in a car previously and doesn’t help them with flying.
84
How would you prepare for a lesson?
Have an objective
Determine what the standards for the lesson are - refer to the ACS or PTS.
Outline elements of the lesson.
What equipment is needed?
85
What are the CFI’s responsibilities?
Maintain professionalism
Deliver adequate instruction
Uphold ACS standards - train to those standards
Minimize the frustrations the student has throughout flight training
Let student know how they are progressing, what they’re doing well specifically
86
What kind of critiques are there for students?
Instructor-student critique: students critique and instructor manages
Student-led critiques: student runs the critique and describes everything
Small group critiques: present findings to the class
Self-critiques: personal performance, ask the student how they think they did
Written critiques: have the student write out how they’re doing, their progression
87
Example of instructor professionalism:
Clean cut
On time
Right attitude
Do the right thing, your students will mirror you. Get the weather, preflight, NWKRAFT.
88
General characteristics of effective assessment:
The test should be flexible, objective, comprehensive, acceptable, and constructive.
Identifies students performance objectively. Flexible so it meets the needs of different students. Acceptable so student and CFI both accept the results of it.
89
What’s a traditional assessment?
Written test
Matching
True or false
90
What’s an authentic assessment?
In an airplane, perform real world tasks, shows the application of what was learned.
91
Oral assessment?
Questions after something has been done. How was that approach? How was your speed?
92
Characteristics of effective questioning:
Need to apply to the subject
Give the student a challenge
Should be focused on the idea, can’t be too broad
Brief, clear, concise
Adapt to where the student is in their training and their knowledge
Don’t give toss up questions, trick questions, or irrelevant questions.
93
What is integrated flight instruction?
Teaching students to perform maneuvers by outside visual reference and reference to flight instruments.
Use altimeter and attitude indicator for reference, but look outside more.
94
Example of an assessment of someone piloting ability:
Run through a mock check ride/pre stage check
Have a set of standards in the airplane and see how they meet the standards. Rate them
95
What is ADM?
A systematic approach used by pilots to consistently determine the best course of action in response to a given set of circumstances.
96
PAVE
Pilot
Aircraft
Environment
External
97
IMSAFE
Illness
Medication
Stress
Alcohol
Fatigue
Emotion
98
Principles of risk management:
Don’t accept unnecessary risk
Only accept risk when benefits outweigh the costs
Integrate ADM through all phases of flight
99
Risk management process
Identify the hazard
Assess risk
Analyze any risk control measures we have - its icing but we have a plane with anti ice or deicing equipment.
Implement risk control - here’s the weather and these are my personal minimums.
Supervise and review
100
DECIDE
Detect the problem
Estimate the risk
Choose a desirable outcome for success of flight
Identify actions which could mitigate risk
Do the action
Evaluate
101
What are the 3 domains of learning?
Cognitive
Effective
Psychomotor
102
Cognitive domain of learning
Grouping levels of learning associated with mental activity.
```
Six major levels:
Knowledge
Comprehension
Application
Synthesis
Evaluation
Analysis
```
103
Effective domain of learning
Grouping levels of learning associated with a persons attitude, personal beliefs and values and how they receive, respond, value, and characterize what they’re learning.
104
Psychomotor (the doing) domain of learning
Grouping levels of learning with physical skills
Perception
Guided response
Mechanism
Complex overt response, any sort of adaptation and origination
105
Minimizing student frustrations
MACKBAG
```
Motivate students
Approach students as individuals
Criticize constructively (praise in public, criticize in private)
Keep students informed
Be consistent
Admit errors
Give credit when credit is due
```
106
Professionalism acronym
SAD PP
Sincerity - be honest and straightforward
Acceptance of the student - every student is different, encourage and support them
Personal appearance and habits - dress appropriately, look clean
Student emulates instructors - students copy what they see. Safety
Demeanor - positive, understanding, accepting
Proper language - avoid profanity
