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Fundamentals of Instructing > FOI Mnemonics > Flashcards

FOI Mnemonics Flashcards

1
Q

Defense Mechanism

A 
DR DR FCPR
Denial
Repression
Displacement
Rationalization
Fantasy
Compensation
Projection
Reaction Formation
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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
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3
Q

Basic Elements of Communication

A

SSR
Source- the sender
Symbols- words, expression, gestures
Receiver- listener, student, reader

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4
Q

Barriers to Effective Communication

A 
COIL
Confusion between the symbol, and symbolized object
Overuse of abstraction
Interference
Lack of common experience
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5
Q

Developing Communication Skills

A 
LIQIR
Listening
Instructional Communication
Questioning
Instructional enhancement
Role Playing
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6
Q

Learning Theory

A 
BICC
Behaviorism
Information Processing Theory
Cognitive Theory
Constructivism
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7
Q

Perceptions and Insight

A 
G-STEP
Goals and values
Self-concept
Time and Opportunity
Element of threat
Physical Organism
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8
Q

Acquiring Knowledge

A

MUC
Memorization
Understanding
Concept Learning

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9
Q

The laws of learning

A 
REEPIR
Readiness
Exercise
Effect
Primacy 
Intensity
Recency
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10
Q

Three Domains of Learning

A

CAP
Cognitive (thinking)
Affective (feeling)
Psychomotor (doing)

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11
Q

Cognitive

A 
RUAC
Rote
Understanding
Application
Correlation
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12
Q

Affective

A 
ARVOI
Awareness
Response
Value
Organizing
Integration
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13
Q

Psychomotor

A 
OIPH
Observation
Imitation
Practice
Habit
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14
Q

Characteristics of Learning

A 
PEAM
Purposeful
Experience
Active Process
Multifaceted
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15
Q

Acquiring Skill Knowledge

A

CAA
Cognitive Stage
Associative Stage
Automatic Response Stage

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16
Q

Types of Practice

A

DBR
Deliberate
Blocked
Random

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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

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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
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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
Q

Characteristics of an Effective Question

A

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
Q

Problem-Based Learning: Characteristics of a good scenario

A

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
Q

Guidelines for incorporating effective instructional aids

A

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
Q

Characteristics of an effective assessment

A 
FASTCOCO
Flexible 
Acceptable
Specific
Thoughtful
Comprehensive
Objective
Constructive 
Organized
29
Q

Characteristics of a good written test

A 
DRCOVU
Discriminate
Reliable
Comprehensive
Objective
Valid 
Usable
30
Q

Types of Questions to Avoid

A 
POT BIT
Puzzle
Oversize
Toss-up
Bewilderment
Irrelevant
Trick Questions
31
Q

Types of Critiques

A

ISSISW

  • Instructor Student Critique
  • Student-Led Critique
  • Small Group Critique
  • Individual Student Critique by another Student
  • Self Critique
  • Written Critique
32
Q

Professional Developement: Instructor Responsibilities

A

HEMPSS

  • Helping Students Learn
  • Emphasize the positive
  • Minimizing Student frustrations
  • Provide adequate instruction
  • Standards of performance
  • Safety
33
Q

Ways to Minimize Student Frustrations

A

MACKBAG

  • Motivate Students
  • Approach students as individuals
  • Criticize constructively
  • Keep students informed
  • Be consistent
  • Admit error
  • Give credit when due
34
Q

Additional Flight Instructor Responsibilities

A

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
Q

Professionalism

A

SADPP

  • Sincerity
  • Acceptance of the Student
  • Demeanor
  • Personal Appearance and Habits
  • Proper Language
36
Q

Student Emotional Reactions

A

WIPAUA

  • Worry or Lack of Interest
  • Impatience
  • Physical Discomfort, Illness, Fatigue, Dehydration
  • Apathy due to Inadequate Instruction
  • Unfair Treatment
  • Anxiety and Stress
37
Q

Types of Assesment

A 
RCWP
-Review
-Collaborative Assessment
Written Tests
Performance-Based Tests
38
Q

Decision Making Process

A

DCI

  • Define the Problem
  • Choose a Corse of Action
  • Implement the Decision and Evaluate Outcome
39
Q

Principles of Risk Management

A

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
Q

Lesson Plan- Parts of an Introduction

A

AMO

  • Attention
  • Motivation
  • Overview
41
Q

Types of Problem Based Learning

A

SCC
Scenario based training
Collaborative Problem-Solving
Case Study

42
Q

Likelihood of Risk

A 
PORI
Probable
Occasional
Remote
Improbable
43
Q

Severity of Risk

A 
CCMN
Catastrophic
Critical
marginal
Negligible
44
Q

Three P Model

A

Perceive
Process
Perform

45
Q

Parts of A lesson Plan

A 
OEEISC
Objective
Elements
Equipment
Instructors actions
Students actions
Completion standards

Fundamentals of Instructing (3 decks)

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