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FOI: Acronyms (baby steps) Flashcards

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1
Q

Maslows Hiarchy

Human Behavior

A

PSBECS
P - Physiological
S - Safety/Security
B- Belonging
C - Cognitive/Aesthetic
S - Self Actualization

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2
Q

Barriers to Effective Communication

Human Behavior

A

COIL
C - Confusion between Symbol & Object
O - Overuse of Abstractions
I - Interference
L - Lack of Common Experience

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3
Q

What is Human Behavior?

A

The attempt to satisfy a need

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4
Q

What is Normal Anxiety?

Human Behavior

A

A rapid & exact response within the limits of training

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5
Q

What is Learning?

Learning Process

A
  1. A permenant change in behavior based on experience
  2. Acquiring Knowledge or Understanding, of a Skill or Subject, through Education, Experience, or Study
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6
Q

What are Perceptions?

Learning Process

A

The gathering of data (stimuli) through our senses

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7
Q

What is Insight?

Learning Process

A

The grouping of Perceptions into meaningful wholes

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8
Q

Explain the Perception/Insight process

A

Our body receives stimuli from the senses that lead to perceptions, & then Perceptions lead to Insights

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9
Q

Basic Elements of Communication

Human Behavior

A

SSR
S - Source
S - Symbol
R - Receiver

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10
Q

Abnormal Reaction to Stress

Human Behavior

A

PRESIM
P - Painstaking self control
R - Rapid change in emotions
E - Extreme Overcooperation
S - Severe Anger
I - Innapropriate Laughing or Singing
M - Marked changes in Mood

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11
Q

Defense Mechanisms

Human Behavior

A

DR DR F CPR
D - Denial
R - Repression
D - Displacement
R - Rationalization
F - Fantasy
C - Compensation
P - Projection
R - Reaction Formation

Recall Aid: Dr Dr! Save me from my Defense Mechanisms

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12
Q

Developing Communication Skills

Human Behavior

A

LIQIR
L - Listening
I - Instructional Communication
Q - Questioning
I - Instructional Enhancement
R - Role Play

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13
Q

Obstacles to Learning

Learning Process

A

WI PA UA
W - Worry/Lack of Interest
I - Impatience
P - Physical Discomfort
A - Anxiety
U - Unfair Treatment
A - Apathy due to poor Instruction

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14
Q

Types of Assessment

Techniques of Flight Instruction

A

OAT
O - Oral
A - Authentic
T - Traditional

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15
Q

Demonstration - Pereformance Method of Instruction

Learning Process

A

EDSIE
E - Explanation
D - Demonstration
S - Student Performs
I - Instructor Supervises
E - Evaluation

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16
Q

Decision Making Process

Techniques of Flight Instruction

A

DECIDE
D - Define the problem
E - Evaluate options
C - Choose an action
I - Implement Action
D - Do the action
E - Evaluate the Outcome

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17
Q

Theories of Learning

Learning Process

A

BICC
B - Behaviorism
I - Information Processing
C - Cognitive
C - Constructivism

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18
Q

Forgetting

Learning Process

A

RIFRS
R - Retrieval Failure
I - Interference
F - Fading
R - Repression
S - Supression

Recall Aid: Smoking the RIFRS makes you forget

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19
Q

Laws of Learning

Learning Process

A

REEPIR
R - Readiness
E - Excersize
E - Effect
P - Primacy
I - Intensity
R - Recency

Recall Aid: If you dont follow the Laws, the REEPIR will come after you

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20
Q

Levels of Learning

Learning Process

A

RUAC
R - Rote memorization
U - Understanding
A - Application
C - Correlation

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21
Q

Factors Effecting Perception

Learning Process

A

GSTEP
G - Goals & Values
S - Self Concept
T - Time & Opportunity
E - Element of Threat
P - Physical Organism

Recall Aid: GSTEP on my Perception

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22
Q

Scenario Based Training (SBT)

Learning Process

A

CTC
C - Clear Objective
T - Tailored to the Student
C - Capitalizes on Local Environment

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23
Q

Characteristics of Learning

Learning Process

A

PEAM
P - Purposeful
E - Experience
A - Active Process
M - Multi Faceted

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24
Q

Types of Memory

Learning Process

A

SSL
S - Sensory
S - Short Term
L - Long term

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25
Stage of Skill Acquisition | Learning Process
**CAA** C - Cognitive stage A - Associative stage A - Automatic Response stage
26
Levels of the Affective Domain | Learning Process
**ARVOI** A - Awareness R - Response V - Valuing O - Organizing I - Integration
27
Levels of the Psychomotor Domain | Learning Process
**OIPH** O - Observation I - Imitation P - Practice H - Habit
28
Retention of Learning | Learning Process ## Footnote Ways that we retain what we have learned
**PUMMPA** P - Praise Stimulates Recall U - Using All Senses M - Meaningful Repetition aids Recall M - Mnemonics P - Prompted by Association A - Attitude Aids Retention ## Footnote Recall Aid: Retain the PUMMPA
29
Reducing Errors when Learning | Learning Process
**DR CULT** D - Developing Routines R - Raising Awareness C - Checking For Errors U - Using Reminders L - Learning & Practice T - Taking your time | Recall Aid: "The *Cult* of *Errors*
30
Types of Errors | Learining Process
1. Mistakes - Errors of Thought 2. Slips - Errors of Action
31
Types of Practice | Learning Process
**DBR** D - Deliberate (specific) B - Blocked (over & over) R - Random
32
Phases of Aqcuiring Knowledge | Learning Process
**MUC** M - Memorization U - Understanding C - Concept Learning
33
Transfer of Knowledge | Learning Process ## Footnote The ways in which Knowledge is Transfered
+Positive Transfer * Task A leads to task B -Negative Transfer * Task A inhibits task B
34
Assesing Risk | Risk Management
**Likelihood - PORI** P - Probable O - Occasional R - Remote I - Improbable **Severity - CCMN** C - Catastrophic C - Critical M - Marginal N - Negligible
35
Likelihood of an Event | Risk Management
**PORI** P - Probable (Occur several times) O - Occasional (Will Occur sometime) R - Remote (unlikely but possible) I - Improbable ( highly unlikely)
36
Severity of an Event | Risk Management
**CCMN** C - Catastrophic (Death, Aircraft total loss) C - Critical (Severe injury & Damage) M - Marginal (Minor injury & Damage) N - Negligible (Less than Minor injury & damage) ## Footnote Recall Aid: Catastrophically dead, Critically Severe, Marginally minor, & Negligibly less.
37
Risk Management Principles | Risk Management
**RAIN** R - Risk Decision Made at the Appropriate Level A - Accept Risk Only when the Benefits outweigh the Costs I - Integrate Risk Management at All Levels N - No Unnecessary Risk!
38
Pilot Self Check | Risk Management
**IMSAFE** I - Illness M - Medication (disqualifying, Do not issue, do not fly) S - Stress A - Alcohol (91.17)(0.04, 8hrs, No influence) F - Fatigue (8hrs sleep) E - Emotions (Hazardous attitudes)
39
5 P's | Risk Management
1. Pilot - Documents, IMSAFE, Currency 2. Plane - SPARROW, AV1ATE 3. Passengers - briefed, concerns, well-being 4. Plan - NWKRAFT, route, airspace 5. Programming - Familiarity with aircraft, avionics
40
Hazardous Attitudes | Risk Management
**RAIIM** R - Resignation - Theres nothing I can do A - Anti Authority - Rules dont apply to me I - Impulsivity - Do something NOW I - Invulnerability - Will never happen to me M - Macho - I can do it
41
Pave Checklist | Risk Management
**PAVE** P - Pilot (IMSAFE, Currency, Docs) A - Aircraft (SPARROW, AV1ATE, Proficency) V - enVironment (NWKRAFT, Airspace, terrain) E - External Pressures (Pax, time, goal orientation, have a back up plan)
42
Risk Management Process | Risk Management
**IA AM IS** I - Identify the Hazard A - Asses the Risk (FRAT) A - Anylize Risk Controls M - Make Risk Control Decisions I - Implement the Risk Controls S - Supervise & Evaluate
43
Purpose of Assessment | Assessment & Critique
**PACH** P - Provides Feedback A - Allows the learner to know progress C - Contributes to learners ADM development H - Helps Instructor See deficiencies ## Footnote Recall Aid: PACHy Purpose
44
Characteristics of Effective Questions | Assessment & Critique
**ABCAP** A - Applies to subject B - Brief & Concise C - Centers on one idea A - Adapted to ability of the student P - Presents a challenge to the learner
45
Characteristics of Collaborative Assessment | Assessment & Critique
**4 Re's** R - Replay (go over what happned) R - Reconstruct (Coulda, woulda, shoulda done) R - Reflect (What were the overall takeaways?) R - Redirect (direct lessons learned here to to other lessons or real world scenarios) ## Footnote Recall Aid: Re-Collab
46
Different Kinds of Critiques
**SWISSI** S - Student Led (one student leads critique of class) W - Written (able to put more thought into them, permenant record) I - Instructor-Student (group critique of a performance) S - Small Group (each group critiques specific area of performance) S - Self Critique I - Individual learner, to learner | Recall Aid: Swiss army knife of Critiques
47
Characteristics of a Good Traditional Assessment | Written assessment
**DR COVU** D - Discriminatory - compares students knowledge R - Reliable - yeilds consistent results C - Comprehensive - Fully measures all important aspects O - Objectivity - No open ended questions V - Valid - Measures what its supposed to U - Usable - Easy to understand | Recall Aid: Corvu is a Traditional Doctor
48
What are the Characteristics of Effective Assessment?
**FASTCOCO** F - Flexible - Can chanage with student needs A - Acceptable - To the learner S - Specific - specific suggestions & criticisms T - Thoughtful - Respectful to the student C - Comphrehensive - tests every area of competence, strengths and weaknesses O - Objective - Instructor feelings must not interfere, must be honest C - Constructive - learner must get something out of it, learn something O - Organized - has a logical pattern | Recall Aid: FAST Effective Assessment
49
What are the Types of Questions to Avoid?
**POTBIT** P - Puzzles - Dont make them too complicated O - Oversized - keep em short and sweet T - Tossup - Contradictory type questions. 'should you squawk 7700 OR pick a landing spot?' B - Bewilderment - Nonsensical questions I - Irrelevant - includes irrelevant info or does not relate to objective T - Trick - Cause the learner to feel inferior | Recall Aid: a POT of Bad Questions
50
Essential Teaching Skills | Teaching Process
**PAMS** P - People skills A - Assessment skills M - Management Skills S - Subject Matter Expert | Recall Aid: PAMS Essential Teaching Skills
51
Lesson Organization
**I(AMO)DC** I - Introduction (**AMO**) - Attention - Motivation - Overview D - Development - Past to Present - Simple to Complex - Known to Unknown - Most common to least common C - Conclusion | Recall Aid: IDC about the Lesson AMO
52
Elements of an Introduction to a Lesson | Teaching Process
**AMO** A - Attention grabber M - Motivation O - Overview | Recall Aid: AMO for my Intro
53
Training Delivery Methods | Teaching Process
**LEG CC** L - Lectures E - E Learning G - Guided Discussion C - Computer Assisted C - Cooperative (group learning) | Recall Aid: LEGG day Training
54
Essential Parts of a Lesson | Teaching Process
**O ESE ISC** O - Objective E - Elements S - Schedule E - Equipment I - Instructor Actions S - Student Actions C - Completion Standards | Recall Aid: Oh, Ese parts of a lesson
55
Problem Based Learning types | Teaching Process
**SCC** S - Scenario Based (what iffs) C - Cooporative Based (group) C - Case Studies(CAROL Query or Aviation Safety Institute) | Recall Aid: I See See Problem Based Learning
56
Guidlines for effective Instructional Aids? | Teaching Process
**C GOS** C - Clear objective G - Gather necessary data O - Organize material into outline S - Select ideas to support with Instructional Aids | Recall Aid: seagulls (CGOS) have Aids (this is harder than it looks....)
57
Characteristics of a Good Scenario | Teaching Process
**NNNN P** N - Not a test N - Not Promote Errors N - No one right answer N - No obvious answer P - Promotes Situational Awareness | Recall Aid: Good Not Not No no Scenario
58
How does the Aviation Instructor Minimize Student Frustration?
**MACKBAG** M - Motivate A - Approach them as individuals C - Constructive Criticisms K - Keep them informed of progress & objectives B - Be consistent A - Admit Errors G - Give credit when due | Recall Aid: A MACKBAG of Frustration
59
What are the Responsibilities of the Aviation Instructor | THings that make a good Instructor
**HEM (MACKBAG) PSS** H - Helping Students learn E - Emphasizing the positive M - Minimizing Frustration (MACKBAG) P - Provide adequate instructions S - Standards S - Safety ensured | Recall Aid: HEMing our Aviation Responsibilities ## Footnote M - Motivates A - Approach them as individuals C - Constructive Criticism K - Keep them informed of progress & the objective B - Be Consistent A - Admit Errors G - Gives Credit
60
What are the Responsibilities of the Flight Instructor? (in flight instruction) | Job Duties of a Flight Instructor:
**PEEP PASS** P - Pilot Supervision E - Evaluation of Student Ability E - Endorsements for instruction given P - Practical Test recomendations P - Pilot Proficiency A - Additional Training S - See & Avoid S - Student pre-solo process | Recall Aid: PEEPING Flight Instructor

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