FOI: Explanations Flashcards
1
Q
Do all of Maslow’s Hiarchy need to be filled to 100% for a student to focus?
A
No, students are able to focus as on the task at hand with less than 100% fulfillment as long as they are not at a critically low level
2
Q
A
3
Q
Explain the ‘P’ step of Maslow’s Hiarchy
A
These are biological needs
* Air
* food
* water
* Pee pee, Poo poo
If these needs are not fulfilled to a certain level, a student will not be able to focus on learning
4
Q
Explain the first ‘S’ step of Maslow’s Hiarchy
A
After the physiological needs are met, Physical & Mental safety and security must be met
* Keeping oneself from harm
* If learner does not feel safe, they cannot concentrate on learning
Instructor Responsibilty
* Must emphasize safety will mitigate feelings of anxiety around flying
* Be aware of learners fear around certain areas of training (stalls, spins, landing)
5
Q
Explain the ‘B’ step of Maslow’s Hiarchy
A
After Physiological & Security needs are met, the social need of belonging must be met.
* Students need to overcome lonliness and alienation
* Give & recieve love
* Have friends & a good home life
* Students may lack motivation when this need is not met
Instructor Responsibility
* The instructor should facilitate the student making friends with fellow students
* Be on the lookout for students who may be depressed when their sense of belonging is not met
6
Q
Explain the ‘E’ step of Maslow’s Hiarchy
A
Esteem:
After, Physiological, Safety, and Belonging have been met, this need is next
* Based on Self-Respect & Respect from others
* Having a good self perception
* Self confidence
* can be both internal and external
Instructor Responsibility
* Instructor can increase esteem in a student via praise for satisfactory flying
* Do not belittle or make a student feel stupid
7
Q
Explain the ‘C’ step of Maslow’s Hiarchy
A
After Pysiological, Safety, Belonging, & Esteem are met Cognitive and Aesthetic are next
* This is the need to know and understand (cognitive), and emotional needs of an artist (aesthetic)
* The Cognative “Eurika” moment often occurs on the students first solo
Instructor Responsibilty
* Facilitate the Eurika moments
* Be wary of the aesthetic subconcsious posibilty to not like student, as this can affect your ability to teach them
8
Q
Explain the last ‘S’, step of Maslow’s Hiarchy
A
After all other needs are met, this is the highest level of the hiarchy
* The need to be and do what you were ‘born to do’
* Feeling of ongoing freshness & appreciation of life
* Concerned with personal growth
Instructor Responsibilty
* Help the learner achieve their individual potential in aviation
* Create a safe, fun, & positive learning environment
9
Q
What are the deficiency stages of Maslows Hiarchy?
A
- Physiological
- Safety & Security
- Belonging
10
Q
what are the growth needs of Maslows Hiarchy?
A
- Esteem
- Cognitive & Aesthetic
- Self-Actualization
11
Q
Explain the C, in the acronym for Barriors to Effective Communication
A
Confusion between the Symbol and the Object being symbolized
* Occurs when a word is confused with what it is meant to represent
* Example: An instructor tries to teach a brand new student about Pitch with a pencil, but the student cant yet envision an airplane
* The student needs to be taught what an airplane is first
Instructor Responsibilities
* Speak in simple terms, relative to the students specific needs
* Make your communication clear and concise
12
Q
Explain the ‘O’, in the acronym for Barriers to Effective Communication
A
Overuse of Abstractions
* Words that are general, and not specific
* Things that cannot be directly experienced
* Example: Tell me how an aircraft engine works (the student is left to imagine what type of engine you want them to describe)
* Example: Talking about aerodynamics, airflow cant be seen with the naked eye
Instructor Responsibility
* Abstractions should be linked with specific experiences through examples and illustrations
* Use abstractions only when necessary
13
Q
Explain the ‘I’, in the acronym for Barriers to Effective Communication
A
Interference
* When the overall message gets disrupted, truncated, or a negative transfer occurs
* When learning one thing prohibits the learning of another (example: Learning a new aircraft when you are really familiar with another)
* Being interrupted while learning
14
Q
Explain the ‘L’, in the acronym for Barriers to Effective Communication
A
Lack of Common Experience
* An instructors words cannot communicate the desired learning to another person unless the learner has had some experience with the objects or concepts to which the words refer
* Thus, instructors need to learn to teach with the language that the students understand (meet the student where they are at).
15
Q
Who is the Communicator?
A
The instructor
16
Q
Who is the Reciever?
A
The learner
17
Q
How can you attach Maslows Hiarcy to aviation broadly and specifically using examples?
A
A. We go through phases of Maslows Hiarchy throughout our training. From the beggining of a rating to the end of a rating. And each time we begin a new rating
* We experience fluctuations in Esteem, Cognitive, & Self-Actualization
B. When learning stalls for the first time as a student you may go through several steps in the Hiarchy:
* Safety - Learners need to be encouraged and taught how to safely perform them
* Esteem - Learners gather more esteem when they become more competent with performance
* Cognitive - Learners fulfill this need by learning the ins and outs of stalls
* Self-Actualization - This is achieved once the student can perform the manuever to the standards consistently
18
Q
What are some good examples of an Abstractions in aviation
A
- Talking to ATC
- Discussing Aerodynamics
- Discussing aircraft systems
19
Q
What is the hardest barrier to overcome when considering effective communication?
A
Lack of Common Experience between the Instructor and the Learner
20
Q
What is Human Behavior?
A
An attempt to satisfy needs
21
Q
What is Learning?
A
- A change in behavior as a result of experience
- Acquiring knowledge or understanding of a subject or skill through education, experience, practice, or study
22
Q
What is normal anxiety?
A
A rapid and exact response that is within the limits of training
23
Q
What is the most significant Psychological factor affecting flight instruction?
A
Anxiety - Fear of falling/dying is universal in humans
24
Q
How can the Instructor counteract Learner Anxiety
A
- Reinforcing enjoyment of flying
- Teaching them to cope with fears
- Introduce scary manuevers with great care
25
What does it mean to, *Accept by unnecessary risk?*
Don't accept any risk that does not offer a sizable return that outweighs it
| This is one of the 4 principles of Risk Management
26
What does it mean to, *Make Risk Decisions at the appropriate level?*
Don't let other people make risks decisions for you, especially if they arent the one developing or implementing risk controls.
| This is one of the 4 principles of Risk Management
27
What is meant by, *Accept risk when the benefits outweigh the costs?*
Many risks are acceptable, given that they can be managed in a way that makes accepting them worthwhile
| This is one of the 4 principles of Risk Management
28
What is meant by, *Integrate risk management into planning at all levels?*
Doing so allows us many opportunities to ensure risks do not go unchecked (swiss cheese model)
29
What are the two lenses through which we assess risk?
1. Likelihood
2. Severity
| These are the X & Y axis of the Risk Assessment Matrix
30
What are the categorization levels we use to determine the *likelihood* of a risk event?
Likelihood
1. Probable
2. Occasional
3. Remote
4. Improbable
31
What are the categorization levels we use to determine the *Severity* of a risk event?
Severity
1. Catestrophic - Fatalities, total loss
2. Critical - Severe injuries, major damage
3. Marginal - Minor injury, minor damage
4. Negligible - Less than minor injury & damage
32
What is a better way to ask a Learner this question? "Does that make sense?"
**"Am I making sense?"**
* Less likely to make the Learner feel inferior
* Places the responsibilty for teaching on the instructor and not on the Learners ability to understand concepts
33
What is a FRAT?
Flight Risk Assessment Tool
34
What are some tools we can use to Assess Risk?
1. Risk Assessment Matrix (Likelihood vs Severity)
2. FRAT
35
What is the 3P Model and what are its elements?
Its a model for managing risk
1. Perceive, the given circumstances for a flight
2. Process, evaluate teh impact of those circumstances on flight safety
3. Perform, implement the best course of action for mitigation
36
What is Situational Awareness?
An accurate perception & understanding of all the factors & conditions that affect safety before, durring, and after a flight
37
What is SRM?
Single Pilot Resource Management
* The art & science of managing all the resources (internal and external) available to a single pilot (prior to & durring the flight) to ensure the successful outcome of the flight
38
What is the 5P Check?
A practical preflight guide to Risk Management
1. The Plan - The mission, how are you going to accomplish todays flight
2. The Plane - SPARROW, AAVIATE, are you proficient in it?
3. The Pilot - IMSAFE, Are you current and proficient?
4. The Passengers - Have a backup plan for them if WX is spotty, dont allow them to add unnecesary pressures
5. Programming - Do you understand the aircrafts Avionics?, Are you IFR capable for this flight
39
Being a good pilot boils down to what two major skills?
1. Flying skills, stick & Rudder skills
2. Risk Mangement and Assessment skills
40
What is Motivation?
The driving force behind human behavior
1. Promts the learner to engage in hard work in the pursuit of a goal
2. An important part of the Instructors job is to find out what motivates the Learner
41
How can an Instructor help maintain a Learners motivation?
1. Reward Success
- Praise
- Tie goals to a specific lesson
- Comment favorably on student progress
2. Present new challenges
- Push students to a higher level of performance progressively
42
What is the Defense Mechanism known as Repression and provide an example
When a person places uncomfortable thoughts into inaccessible areas of the unoconscious mind
* Example: A Learner may have a repressed fear of flying that is discovered on the first flight
43
What is the Defense Mechanism known as Denial and provide an example
A refusal to accept external reality because it is to threatening or uncomfortable, a person will minimize or accept what has happened in a diluted form
* Example: Student Pilot leaves a water bottle in the aircraft & it is found by the instructor underneath the rudder pedal. The student denies that they left it there or claims that it is not a big deal because nothing bad happened
44
What is the Defense Mechanism known as Compensation and provide an example
Counterbalancing percieved weakness by emphasizing strength in other areas
* Example: I had unsat a lesson for power off 180s but at least my steep turns were good
45
What is the Defense Mechanism known as Projection and provide an example
Placing blame for your own shortcomings on someone else
* Example: I failed my checkride because I had a hard DPE
46
What is the Defense Mechanism known as Rationalization and provide an example
Making Excuses
Example: Failing the written exam and saying you did not have enough time to study when in reality you were lazy and did not study
47
What is the Defense Mechanism known as Reaction Formation and provide an example
Overcompensating to cover up your real feelings
* Example: Having a fear of flying & covering it up by acting overly confident
48
What is the Defense Mechanism known as Fantasy and provide an example
Using your imagination to escape from reality
* Example: Daydreaming about being an airline pilot instead of studying to be one.
49
What is the Defense Mechanism known as Displacement and provide an example
Unconsciously redirecting an emotional reaction from the rightful recipient onto another person or object
* Example: Doing poorly on a checkride and taking your anger out on your dog
50
Explain what the 'P' is in the acronym for Abnormal Reactions to Stress
Painstaking Self-Control
* Example: Death gripping the controls
51
Explain what the 'R' is in the acronym for Abnormal Reactions to Stress
Rapid Changes in Mood
* Example at the beginning of the flight the learner is in a good mood, but quickly changes to a bad mood
52
Explain what the 'E' is in the acronym for Abnormal Reactions to Stress
Extreme Over Cooperation
* Example: Doing whatever the DPE says to an unreasonable or unsafe degree, because you are stressed.
53
Explain what the 'S' is in the acronym for Abnormal Reactions to Stress
Sever Anger
* Example: Punching the ceiling of the aircraft, your leg, or screaming because you messed up a flight manuever
54
Explain what the 'I' is in the acronym for Abnormal Reactions to Stress
Inappropriate Laughter
* Explanation: Sign of being highly stressed, coping mechanism
55
Explain what the 'M' is in the acronym for Abnormal Reactions to Stress
Marked Changes in Mood
* Example: Your normally chipper student comes in for a flight depressed/sad
56
Explain what the 'L' is in the acronym for Developing Communication Skill?
Listening
* The Instructor & the Learner must be ready to listen to eachother (BE FOCUSED)
* Dont interrupt eachother
* Listening is hearing with comphrehension
* Check in with the student
* Emotions can block effective listening
57
Explain what the first 'I' is in the acronym for Developing Communication Skill?
Instructional Communication
* Talking a student through a manuever durring practice instead of being silent
* Inserting personal anecdotes, relaying your experiences
* Conveying information in an instructional manner
* "watch your altitude, "what radial are we on"?
58
Explain what the 'Q' is in the acronym for Developing Communication Skill?
Questioning
* Make a safe space for Learners to ask questions
* Ask the Learner Open Ended questions to gauge their knowledge as well as your teaching effectiveness. Begin with "how" or "why"
* Limit questions to ONE idea, dont make them too complex
59
Explain what the second 'I' is in the acronym for Developing Communication Skill?
Instructional Enhancement
* The more you know about a topic the better you will be able to help the Learner
* Use your stories, add your flair
* Find new & creative ways to challange the student
60
Explain what the 'R' is in the acronym for Developing Communication Skill?
Role Play
* Scenario Based Training
* Role play as ATC
61
When has instruction taken place?
When the Instructor explains a procedure & determines that the Learner exhibited the desired response
62
What is the 'B' in the acronym for Learning Theories?
**Behaviorism**
* *Monkey see, monkey do*
* Explains human learning in terms of observable & measurable *response to stimuli*
* Empiricism (we only know what we can see, touch, smell, taste)
63
What is the 'I' in the acronym for Learning Theories?
**Information Processing**
* Brain works like a computer or machine
* Gathering, retaining, and recaling information
64
What is the first 'C' in the acronym for Learning Theories?
**Cognitive**
* *Problem solving* based on perceptions
* A change in the way a Learner thinks, not just behaves.
* EXAMPLE: Aviation safety training can make a person behave safer in all areas of life, not just aviation.
65
What is the last 'C' in the acronym for Learning Theories?
**Constructivism**
* Building blocks theory
* Learning is the process if building new knowledge based on passed experiences
66
What is the 'R' in the acronym for the Ways We Forget?
**Retrieval Fail**
* Unable to remember previously learned knowledge
67
What is the 'I' in the acronym for the Ways We Forget?
**Interference**
* Old experience overshadowingnew information
* Learning to do something a new & better way when you have done it one way for so long
* EXAMPLE: Going back to the DA40 & calling "Flaps Approach" (from the DA42), instead of "Flaps T/O"
68
What is the 'F' in the acronym for the Ways We Forget?
**Fading**
* Old information becomes 'murky' if it has not been used for a long time
* Memory fades with time
69
What is the 'R/S' in the acronym for the Ways We Forget?
**Repression & Supression**
* Memories pushed out of reach because we dont want to remember the feelings associated with it
* Repression = Unconscious
* Supression = Conscious
70
In regards to the Ways We Forget, what is the difference between Repression and Supression?
1. *Repression* is done Unconsciously
2. *Supression* is done Consciously
71
What is the 'R' in the acronym for the Laws Of Learning?
**Readiness**
* Learners must be willing participants
* Maslows Hiarchy
72
What is the first 'E' in the acronym for the Laws Of Learning?
**Excersize**
* Use it or lose it
* Synapsis in the brain are strengthend through practice & weakend when ignored
* Use real world application
73
What is the second 'E' in the acronym for the Laws Of Learning?
**Effect**
* Behaviors that lead to a satisfying out come are more likely to be repeated & vice versa
* Learner must experience success in order to feel the positive emotions to increase motivation to continue
* Instructors job is to facilitate the success
74
What is the 'P' in the acronym for the Laws Of Learning?
**Primacy**
* Things learned first are best remembered
* Make sure you dont teach student wrong info & use precise & accurate language
75
What is the 'I' in the acronym for the Laws Of Learning?
**Intensity**
* Exciting, or Dramatic learning connected to real world scenarios break up the more boring aspects of learning
* Keeps learners engaged
76
What is the last 'R' in the acronym for the Laws Of Learning?
**Recency**
* That which is learned most recently is best remembered
* Tie this in with excersize to keep old information 'fresh'
77
What does the 'R' in the acronym for Levels of Learning mean?
**Rote**
* Memorization only
* A surface level knowlege or factoid
78
What does the 'U' in the acronym for the Levels of Learning mean?
**Understanding**
* Ability to explain
* Combining more than one concept to explain, estimate, or describe
79
What does the 'A' in the acronym for Levels of learning mean?
**Application**
* Ability to solve problems with learned knowledge
* The level at which determining, developing and solving occurs
80
What does the 'C' in the acronym for Levels of Learning mean?
**Correlation**
* Tying in new knowledge with old knowledge
* EXAMPLE: Correlating the General use of flaps with the potential need to use them inside or outside of Ground Effect in a Power Off 180
81
What does the 'G' in the acronym for Factors Affecting Perception mean?
**Goals & Values**
* Our experiences shaped by our belief structures
* Things that are valued are prioritized
82
What does the 'S' in the acronym for Factors Affecting Perception mean?
**Self-Concept**
* Negative: Inhibits perceptions by introducing psychological barriers
* Positive: More receptive to new experiences, instruction, & Demonstration
83
What does the 'T' in the acronym for Factors Affecting Perception mean?
**Time & Opportunity**
* You need to have the time & means to gather new perceptions & relate them to new things
* EXAMPLE: You may have flown an airplane once, but you will not become a pilot unless more time is spent gathering perceptions
84
What does the 'E' in the acronym for Factors Affecting Perception mean?
**Element of Threat**
* This narrows our perceptual field
* Inhibits learning
85
What does the 'P' in the acronym for Factors Affecting Perception mean?
**Physical Organism**
* We need to have the senses required to gather perception
* Hearing, tasting, touching, seeing, smelling
86
What does the 'P' in the in the acronym for Factors Affecting Perception mean?
**Purposeful**
* Must have a desirable end goal
* A student just wanting to make Money vs a student who LOVES flying
87
What does the 'A' in the in the acronym for Factors Affecting Perception mean?
**Active Process**
* Just because a student can pass an oral exam doesnt mean they can fly an airplane
* They must have ALL 5 senses engaged in the learning process
88
What does the 'E' in the in the acronym for Factors Affecting Perception mean?
**Experience (result of)**
* Trial & Error learning
89
What does the 'M' in the in the acronym for Factors Affecting Perception mean?
**Multi-Faceted**
* While learning to land, you will also learn, Wind correction, checklist usage, airspeed management, ground effect, crosswind corrections
* EXAMPLE: Writing out knowledge engages Memory, Sight, & the hands
90
What is the first 'S' in the acronym for Kinds of Memory?
**Sensory**
* This kind of memory receives initial stimuli from the environment & processes them according to the individuals priorities
91
What is the second 'S' in the acronym for Kinds of Memory?
**Short Term**
* Stored for roughly 30 seconds
92
What is the 'L' in the acronym for Kinds of Memory?
**Long Term**
* Liftime memory
* Impacted by: Repetition, Effect, & Intensity
93
What doe the 'C' mean in the acronym for the Stages of Acquiring Skill Knowledge?
**Cognitive Stage**
* Basic factual knowledge of a skill
* Learning the individual Blocks or steps of a procedure
94
What doe the first 'A' mean in the acronym for the Stages of Acquiring Skill Knowledge?
**Associative Stage**
* Practicing
* Learning how the building blocks fit together
95
What doe the second 'A' mean in the acronym for the Stages of Acquiring Skill Knowledge?
**Automatic Response Stage**
* Learner performance of the skill is rapid & smooth
* Learner does not need intense focus to perform task
96
What does the 'A' in the acronym for Levels of the Affective Domain mean?
**Awareness**
* Learner becomes aware of new information
* Learning begins here & is open to learning
97
What does the 'R' in the acronym for Levels of the Affective Domain mean?
**Response**
* Learner responds by actively participating in training
98
What does the 'V' in the acronym for Levels of the Affective Domain mean?
**Value**
* Learner decides that the training is valuable
99
What does the 'O' in the acronym for Levels of the Affective Domain mean?
**Organizing**
* Learner organizes the training into their mental framework or belief system
100
What does the 'I' in the acronym for Levels of the Affective Domain mean?
**Internalizing**
* Learner has fully internalized the knowledge or skill
101
What does the 'O' in the acronym for Levels of the Psychomotor Domain mean?
**Observation**
* Student observes the Instructors example
* First level
102
What does the 'I' in the acronym for Levels of the Psychomotor Domain mean?
**Imitation**
* The student copies the instructor under supervision
* Second level
103
What does the 'P' in the acronym for Levels of the Psychomotor Domain mean?
**Practice**
* Student builds proficiency on their own or with the instructor
* Third level
104
What does the 'H' in the acronym for Levels of the Psychomotor Domain mean?
**Habit**
* Student can do the skill quickly from memory
* Able to complete the task in at least twice as long as the instructor
* Fourth & final level
105
106
What is a Learning Plateau?
A slowdown in learning progress, or even a small decline.
## Footnote
This is normal & even expected after a period of rapid improvement
107
How can an Instructor help a student who is experiencing a Learning Plateau?
Taking a break from that task & moving to a different place in the curriculum.
108
What does the first 'M' in the acronym for Retention of Learning mean?
**Meaningful Repetition Aides Recall**
* Learners who are actively engaged in the learning process have a much higher retention rate.
* 10-15 min chuncks of learning
* 3-4 repetitions provide the max effect
109
What does the first 'P' in the acronym for Retention of Learning mean?
**Prompted By Association**
* Building Blocks
* Information associated with something to be learned tends to facilitate later recall
* Non-associated or isolated facts are harder to remember
110
What does the 'U' in the acronym for Retention of Learning mean?
**Using All Senses is most effective**
* When we combine the use of mulitple senses, there is a greater chance of recall
* Creates a more immersive learning experience
111
What does the 'A' in the acronym for Retention of Learning mean?
**Attitude Aids Retention**
* An eagerness to learn
* People remember only what they wish to know
* Motivation
112
What does the second 'M' in the acronym for Retention of Learning mean?
**Mnemonics**
* Encode difficult information in a way that makes it easy to remember
* EXAMPLE: IMSAFE, PAREFRE
113
What does the first 'P' in the acronym for Retention of Learning mean?
**Praise Stimulates Remembering**
* Outcomes with a pleasurable return tend to be repeated
114
What does the 'D' in the acronym for Reducing Errors when Learning mean?
**Developing Routines**
* The occurance of errors is reduced by standardized procedures
* Checklists
115
What does the 'R' in the acronym for Reducing Errors when Learning mean?
**Raising Awareness**
* Make it known that specific errors are common durring specific times
* During times of task saturation, be vigilant
116
What does the 'C' in the acronym for Reducing Errors when Learning mean?
**Checking For Errors**
* POINT TO EACH ITEM ON THE CHECKLIST AS YOU READ IT!!!
* Actively looking for errors can help increases the chances they get spotted
* Example: AP Acronym CAMI & Flight plan programming
117
What does the 'U' in the acronym for Reducing Errors when Learning mean?
**Using Reminders**
* Checklist
* Bugging assigned headings & altitudes
* Timers, for fuel transfers
* Taking notes
118
What does the 'L' in the acronym for Reducing Errors when Learning mean?
**Learning & Practice**
* Deeper levels of knowledge & continued practice are associated with lower frequency & magnitude of errors
* "Practice makes better"
119
What does the 'T' in the acronym for Reducing Errors when Learning mean?
**Taking your Time**
* DONT RUSH: As it says on all our QRCs
* Errors are reduced by working deliberately & methodically
120
Explain the Types of Errors & give examples.
Mistakes - Errors of Thought
* Planning to do the wrong thing
* You thought something, & it was wrong
* Example: Planning to take off without flaps, when our checklist says we need flaps
Slips - Errors of Action/Inaction
* Planning to do one thing, but then doing another thing
* You did the wrong thing, even though you know what the right thing is
* Neglecting to do something all together
* Being asked to perform a routine procedure in a slightly different way (Expectation Bias)
* EXAMPLE: Forgetting to turn the fuel pumps on when landing, Or expecting left traffic but ATC gives you right traffic
## Footnote
Recall Aid: Your *Thoughts* were *mistaken*, you *Slipped* into the wrong *Action*
121
What does the 'D' in the acronym for Types of Practice mean?
**Deliberate**
* Practice aimed at a specific goal
* EXAMPLE: Crosswind landings, Power-On stalls
122
What does the 'B' in the acronym for Types of Practice mean?
**Blocked**
* Practicing the same thing over & over
* Better short term performance BUT poor long term learning
123
What does the 'R' in the acronym for Types of Practice mean?
**Random**
* Mixing up the individual lesson
* Learners get the opportunity to recognize the simularities between
124
What does the 'M' in the acronym for How we Acquire Knowledge mean?
**Memorization**
* Basic facts, or knowledge of a procedure
* Alows you to get started quickly, but doesnt create a depth of knowledge
* EXAMPLE: Memorizing that you need to lean mixture at cruise
125
What does the 'U' in the acronym for the Phases of Acquiring Knowledge mean?
**Understanding**
* Ability to notice similarities & make association between facts & procedural steps learned
* EXAMPLE: Knowing *why* we need to lean the mixture at cruise
126
What does the 'C' in the acronym for How we Acquire Knowledge mean?
**Concept Learning**
* The grouping of information based on similarities
* EXAMPLE: At this level we understand that changes in mixture control will be necessary at different stages of flight due to the *concept* of Air Density, which applies to many different areas in aviation
127
What is Understanding?
The ability to notice similarities & make associations between facts & procedural steps already learned
128
What is an example of both a Positive Transfe of Knowledge & a Negative one?
Positive - Learning slow flight aids in learning landings
Negative - Learning how to read a Glass Cockpit can hinder the learning of how to read Dial Gauges
129
What does the 'N' in the acronym for Risk Management Principles mean?
**No Unnecessary Risks**
* Those that carry no commensurate return in terms of benefits or opportunities
* Accept no unnecessary risks
130
What does the 'R' in the acronym for Risk Management Principles mean?
**Risk Decisions Made at the Appropriate Level**
* Risk decisions should be made by the SAME person who can develop and implement the proper RISK CONTROLS
* That being the PIC in a single pilot environment
* **DONT** let ATC or your passengers make risk decisions for you!
131
What does the 'A' in the acronym for Risk Management Principles mean?
**Accept Risk when the Benifits Outweigh the Costs**
* High Risk endeavors may be undertaken when their is a clear knowledge that the benefits exceed the costs
* The risk a flying a new airplane is reduced when choosing to fly in VFR instead of IFR
* The Risk of flying a rescue mission in bad weather outweighs the cost of not finding the lost person
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What does the 'I' in the acronym for Risk Management Principles mean?
**Integrate Risk Management at All Levels**
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What does the 'P' in the acronym for Likelihood of an Event mean?
**Probable**
* An event will occur Several Times
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What does the 'O' in the acronym for Likelihood of an Event mean?
**Occasional**
* An event will probably accur *Sometime*
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What does the 'R' in the acronym for Likelihood of an Event mean?
**Remote**
* An event is unlikely to occur, but still possible
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What does the 'I' in the acronym for Likelihood of an Event mean?
**Improbable**
* An event is unlikely to occur
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What does the first 'C' in the acronym for Severity of an Event mean?
**Catastrophic**
* Fatalities & Total loss of aircraft
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What does the second 'C' in the acronym for Severity of an Event mean?
**Critical**
* Severe injury & major damage
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What does the first 'M' in the acronym for Severity of an Event mean?
**Marginal**
* Minor injury & Damage
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What does the first 'N' in the acronym for Severity of an Event mean?
**Negligible**
* Less than minor injury & damage
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What is a Collaborative Assessment?
A type of assessment where the Learner & the Instructor assess the outcome of a flight or maneuver TOGETHER
| Using the 4 R's
