FOI Mnemonics Flashcards
1
Q
Defense Mechanism
A
DR DR FCPR Denial Repression Displacement Rationalization Fantasy Compensation Projection Reaction Formation
2
Q
Abnormal Reactions to Stress
A
PRE SIM
- Painstaking self -control
- Rapid changes in emotions
- Extreme over-cooperations
- Severe anger directed towards the flight instructor, service personnel
- Inappropriate laughter or singing
- Marker changes in mood on different lessons
3
Q
Basic Elements of Communication
A
SSR
Source- the sender
Symbols- words, expression, gestures
Receiver- listener, student, reader
4
Q
Barriers to Effective Communication
A
COIL Confusion between the symbol, and symbolized object Overuse of abstraction Interference Lack of common experience
5
Q
Developing Communication Skills
A
LIQIR Listening Instructional Communication Questioning Instructional enhancement Role Playing
6
Q
Learning Theory
A
BICC Behaviorism Information Processing Theory Cognitive Theory Constructivism
7
Q
Perceptions and Insight
A
G-STEP Goals and values Self-concept Time and Opportunity Element of threat Physical Organism
8
Q
Acquiring Knowledge
A
MUC
Memorization
Understanding
Concept Learning
9
Q
The laws of learning
A
REEPIR Readiness Exercise Effect Primacy Intensity Recency
10
Q
Three Domains of Learning
A
CAP
Cognitive (thinking)
Affective (feeling)
Psychomotor (doing)
11
Q
Cognitive
A
RUAC Rote Understanding Application Correlation
12
Q
Affective
A
ARVOI Awareness Response Value Organizing Integration
13
Q
Psychomotor
A
OIPH Observation Imitation Practice Habit
14
Q
Characteristics of Learning
A
PEAM Purposeful Experience Active Process Multifaceted
15
Q
Acquiring Skill Knowledge
A
CAA
Cognitive Stage
Associative Stage
Automatic Response Stage
16
Q
Types of Practice
A
DBR
Deliberate
Blocked
Random
17
Q
Scenario Based Training
A
HIC
Has a clear set of objectives
Is tailored to the needs of the students
Capitalizes on the subtle differences of the local environment
18
Q
How to reduce error
A
DR CULT Developing routines Raising awareness Check for errors Using Reminders Learning and practicing Taking time and don't rush
19
Q
Types of Memory
A
SSL
Sensory
Short term
Long term memory
20
Q
Forgetting
A
RIFRS Retrieval failure Interference Fading Repression Suppression
21
Q
Retention of learning
A
MRLAMP
- Meaningful repetition aids recall
- Recall is prompted by association
- Learning with all the senses is most effective
- Favorable Attitudes aid retention
- Mnemonics
- Praise stimulates recall
22
Q
Essential Teaching Skill
A
PAMS People Skills Assessment Skills Management Skills Subject Matter Expertise
23
Q
Steps of the Teaching Process
A
P PARE Preparation Presentation Application Review Evaluation
24
Q
Training Delivery Methods
A
LEG CCDD
- Lecture
- E-Learning
- Guided discussion
- Computer assisted Learning
- Cooperative or Group Learning
- Demonstration/Performance method
- Drill and Practice
25
Characteristics of an Effective Question
BASIC RICH
- Brief and concise
- Adapt to the ability of the student
- Stimulates thought
- Is Clear in meaning
- Contains a single idea
- Requires definite answers
- Information Previously Covered
- Challenges to a student
- Has a specific purpose
26
Problem-Based Learning: 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 and opportunities for decision making
27
Guidelines for incorporating effective instructional aids
CGOS
- Clearly established the lesson objective
- Gather necessary data by researching the support material
- Organize the material into an outline or a lesson plan
- Select the ideas to be supported with instructional aids
28
Characteristics of an effective assessment
```
FASTCOCO
Flexible
Acceptable
Specific
Thoughtful
Comprehensive
Objective
Constructive
Organized
```
29
Characteristics of a good written test
```
DRCOVU
Discriminate
Reliable
Comprehensive
Objective
Valid
Usable
```
30
Types of Questions to Avoid
```
POT BIT
Puzzle
Oversize
Toss-up
Bewilderment
Irrelevant
Trick Questions
```
31
Types of Critiques
ISSISW
- Instructor Student Critique
- Student-Led Critique
- Small Group Critique
- Individual Student Critique by another Student
- Self Critique
- Written Critique
32
Professional Developement: Instructor Responsibilities
HEMPSS
- Helping Students Learn
- Emphasize the positive
- Minimizing Student frustrations
- Provide adequate instruction
- Standards of performance
- Safety
33
Ways to Minimize Student Frustrations
MACKBAG
- Motivate Students
- Approach students as individuals
- Criticize constructively
- Keep students informed
- Be consistent
- Admit error
- Give credit when due
34
Additional Flight Instructor Responsibilities
PEEP PASS
- Pilot supervision
- Evaluation of student piloting ability
- Endorsements for Flight Instruction
- Practical Test recommendations
- Additional training and endorsements
- Pilot Proficiency
- See and avoid responsibility
- Student's pre-solo flight thought process
35
Professionalism
SADPP
- Sincerity
- Acceptance of the Student
- Demeanor
- Personal Appearance and Habits
- Proper Language
36
Student Emotional Reactions
WIPAUA
- Worry or Lack of Interest
- Impatience
- Physical Discomfort, Illness, Fatigue, Dehydration
- Apathy due to Inadequate Instruction
- Unfair Treatment
- Anxiety and Stress
37
Types of Assesment
```
RCWP
-Review
-Collaborative Assessment
Written Tests
Performance-Based Tests
```
38
Decision Making Process
DCI
- Define the Problem
- Choose a Corse of Action
- Implement the Decision and Evaluate Outcome
39
Principles of Risk Management
AMAI
- Accept no Unnecessary Risk
- Make Risk Decisions at the Appropriate Level
- Accept Risk when Benefits Outweigh the Costs
- Integrate Risk Management Into Planning at all Levels
40
Lesson Plan- Parts of an Introduction
AMO
- Attention
- Motivation
- Overview
41
Types of Problem Based Learning
SCC
Scenario based training
Collaborative Problem-Solving
Case Study
42
Likelihood of Risk
```
PORI
Probable
Occasional
Remote
Improbable
```
43
Severity of Risk
```
CCMN
Catastrophic
Critical
marginal
Negligible
```
44
Three P Model
Perceive
Process
Perform
45
Parts of A lesson Plan
```
OEEISC
Objective
Elements
Equipment
Instructors actions
Students actions
Completion standards
```
