FOIs Flashcards

Question

The Teaching Process (PPAR)

Answer 1

Preparation Presentation Application Review

Answer 2

Objectives and Standards Aviation training involves two types of objectives: Performance-based objectives are essential in defining exactly what needs to be done and how it is done during each lesson. Decision-based training objectives are ideally suited to scenario type training.

Answer 3

Instructional steps Flexibility Relation Content Unity Practicality Scope

Answer 4

Assessment is an Evaluation OVER TIME, as in Training-to-Date for a Private Pilot. It is a TEST

Answer 5

Critique is a POINT IN TIME, as in after completion of a Flight Lesson, Ground Lesson, Simulator Session, Exam, etc. It is a REVIEW ● Student led critique ○ Instructor asks students to lead the assessment ○ Bc participants are inexperienced, student-led assessments may not be very efficient, but they can generate student interest and therefore stimulate learning ● Written critique - has 3 advantages: ○ First, instructor can be more thorough and personal than by an oral assessment in the classroom. ○ Second, written critiques are kept by the students; they can refer to them anytime. ○ Third, if the instructor requires the whole class to write an critiques of a student’s performance, that student has all of the suggestions, recommendations and opinions of the rest of the class. ● Instructor/ Student Critique ○ Instructor leads a group discussion in which class members offer criticism of a performance ○ It should be organized and not allowed to turn into a random free for all ● Individual student critique by another student ○ Student present the entire assessment ○ Discussion of the performance can allow the group to accept more ownership of the ideas expressed ● Small group critique ○ Class is divided into small groups, each assigned to a specific area to analyze ○ The combined reports from the groups result in a well rounded assessment ● Self critique ○ It is as the name implies

Answer 6

● Comprehensive It covers what is important for that particular lesson. ● Objective This Assessment focuses on the student’s performance and not personal opinions. ● Constructive Give positive guidance for correction on a mistake or weakness. Negative comments that don’t help improve the situation should be avoided. ● Organized The assessment needs to be logical and make sense to the student. ● Flexible The Assessment must fit the tone, technique, and content to the occasion. ● Acceptable The student must accept the instructor in order to accept your assessment willingly. The student needs to have confidence in your qualifications, teaching ability, sincerity, competence and authority. ● Thoughtful The assessment reflects the instructor’s thoughtfulness towards the student’s need for self-esteem, recognition, and approval. While being straightforward and honest, the instructor should always respect the student’s personal feelings. ● Specific The student needs to know specifically what to work on, and where to make improvements.

Answer 7

Traditional Assessment: Written Authentic Assessment: Perform real world tasks Collaborative Assessment: 4 R's ● Replay Student will verbally replay the flight or procedure while listen for differences in what you observed. ● Reconstruct Have the student reconstruct the flight and think about things they would have done, should have done or could have done differently during the flight. ● Reflect What did the student learn from the flight today. ● Redirect Help the student relate this lesson to what was previous learned. Oral Assessment

Answer 8

Apply to the subject you are teaching Aware of the ability, experience and stage of training Be brief, concise, clear, and definite Center on only one idea Challenge to the student

Answer 9

Discrimination: Does the test have the ability to show differences between students? ● 5SM vs 5NM Usable: Is the test easy to give? Are the instructions clear and concise? Objective: The instructor’s knowledge and experience, writing style or grammar should not affect the grade of the test. Don’t let your BIAS affect the assessment. Valid: Does the test measure what it is supposed to measure? ● Is the test relative to the subject? Comprehensive: The ability of the test to measure overall objectives. The test must sample a cross-section of the objectives being assessed. Reliable: The test results are consistent with repeated measures.

Answer 10

Bewilderment - Altimeters measure pressure, but you are flying from a cold airmass to a warm, what precautions should you take over the mountains? Irrelevant - Asking a tire pressure question while discussing Stall Recovery! Toss-up - In an emergency, do you squawk 7700 or pick a landing spot? Puzzle - What should you do if you have an emergency and have to land in a soft field with a right tire that was close to low while also having a right crosswind on a hot day while it's raining? Oversize - What is weather? Trick - What goes up and never comes down? (your age)

Answer 11

1. Be sure that you clearly understand the question before attempting to answer. 2. Display interest in the learner’s question and frame an answer that is as direct and accurate as possible. 3. After responding, determine whether or not the learner is satisfied with the answer.

Answer 12

Instructor/Student Critique - Instructor conducts with student Student-Led Critique - Student (not Instructor) takes the lead in the Critique Small Group Critique - Class may be broken into groups, each group Critiques Student-Student Critique - Students may critique another student’s performance Self Critique - student Critiques themselves Written Critique - Critique is written, normally by instructor

Answer 13

● Helping students learn ○ Learning should be an enjoyable experience. A pleasurable experience for the student can produce a high level of motivation for current and future learning. Make it interesting! ○ The use of standards (measuring according to those standards) helps students learn. ○ Students are happy when they meet those standards. It is satisfying to meet the challenge! ● Providing Adequate Instruction ○ It is the instructor’s duty to: ■ have a genuine interest in the well-being of each student, and ensure that adequate instruction is provided. ○ Instruction should be tailored to the individual; no two students are alike. ● Standards of Performance ○ The instructor is responsible for training an applicant to acceptable standards in every task, maneuver, and procedure, and in all subject matter areas. ○ Standards follow the FAA Practical Test Standards (PTS)/Airman Certification Standards (ACS). ○ The PTS/ACS are testing documents, not teaching documents. ● Minimizing student frustrations - PACK GAME C ○ Praise in public, criticize in private ■ Be aware of students feelings, refers to self concept, effect, and egoistic ○ Approach students as individuals ■ Don’t treat every student the same or like they are just part of the job ○ Criticize constructively ■ Refers to effective assessment, need to benefit the student ○ Keep students informed ■ Let them know of their progress and see how far they’ve come ○ Give credit where credit is due ■ Praise accomplishments ○ Admit errors ■ Student will not accept the instructor if they refuse to admit they are wrong ○ Motivate students ■ Present challenges; remind them of why they want to be a pilot ○ Emphasize the positive ■ Instructor’s conduct and attitude influence the student’s perceptions of aviation. ■ Instructor must focus on positive aspects of flying to make a student comfortable. ■ Student must have a positive image of him/herself and aviation to be successful. ○ Consistency ■ Teach consistently so they don’t lose faith in your methods

Answer 14

You must always exhibit professionalism. Some personal characteristics of a professional instructor are: PS PADS ○ Personal appearance, hygiene, & language ■ Dress appropriately, use common courtesy, and be neat and clean. ○ Sincerity ■ Be honest and straightforward. Admit mistakes; find the answer to a question if you don’t know it. Students must have confidence in their instructor. ○ Punctuality ■ Early is on time, on time is late, and late is unacceptable ○ Acceptance of the student ■ Accept each student as they are. Both the student and instructor are working toward the same goal. Encourage and support them! ○ Demeanor ■ Must have a positive attitude, respect student, be consistent, and kind ○ Safety and Safely ■ Students emulate instructors

Answer 15

3 Years Name of student Date Must also keep records of type date and results for all Solo, knowledge and practical tests endorsements.

Answer 16

● IMSAFE - Determines pilot’s readiness and safe to fly ● PAVE - Pilot, Airframe, enVironment, and External pressures ● 3P - Perceives issues, Process impact on flight, Performs best course of action. ● DECIDE - Detect Problem, Estimate need to react, Choose course of Action, Identify Solutions, Do the necessary actions, Evaluate result

Answer 17

* 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

Answer 18

The basic requirements to have cabin pressurization include: 1. A cabin structure, strong enough to withstand the normal twisting and flexing forces of flight while serving as a pressure chamber. 2. A source of compressed air for pressurization and ventilation capable of large quantities of air flow. 3. A means of regulating the temperature of the air flowing into the cabin. 4. A means of regulating the pressure and rate of pressure change in the cabin. 5. A means of controlling the rate of outflow of air from the cabin.

Answer 19

■ Awareness - student is open to learning ■ Response ■ Value ■ Organization ■ Integration - student internalizes training

Answer 20

■ Observation ■ Imitation ■ Practice ■ Habit

Answer 21

○ Desire to learn - A student with a desire to learn will learn/improve more quickly. ○ Evaluation vs. critique - Suggestions are more valuable than a grade in early training. ○ Application of Skill - Learn the skill well, apply it in appropriate situations. ○ Organization and Duration of a lesson - Adequate, but not excessive length of practice. ○ Pattern of progress - Learning curve rapid at first, then plateaus are encountered. ○ Skills involve more than muscles . Concepts develop, attitudes are changed. ○ Patterns to follow - Prepare a student by providing a clear, step-by-step example. ○ Performance of the skill - Practice makes proficient, coordinates muscles and senses. ○ Knowledge of results - Keep students aware of progress, whether it’s right or wrong.

Answer 22

Practicing realistic scenarios - in the environment in which the knowledge and skills will be used ○ This helps students to learn good decision making and develop ADM ○ A good scenario - CTT ■ Objectives are clear ■ tailored to the needs of a student ■ Takes advantage of the local environment

Answer 23

○ Short term memory ■ received from sensory register, remains or fades depending on individual’s priorities. ■ info is stored for roughly 30 seconds ○ Long term memory ■ where information is stored for future use (recall) ■ Relatively permanent storage of unlimited information and it is possible for memories in LTM to remain there for a lifetime.

Answer 24

○ Praise ■ Praise their accomplishments ○ Recall - promoted by Association ■ Cloud clearances triangle ○ Favorable attitudes ■ Correlates to readiness, self concept, etc. ○ Learning with all senses is most effective ■ Refer to giving them insights w/ use of pitching up ○ Meaningful repetition ■ Don't stop once you've learned it ○ Mnemonics

Answer 25

○ Performance based - what to do, how to do it, how you performed ■ As the student progresses to higher levels of performance and understanding the instructor should shift to decision based ○ Decision based - suited to scenario type training ■ Involves critical thinking skills like risk management and ADM

Answer 26

■ Hook - applicable story, joke, or video ■ Reason - offer specific reason why lesson is important/beneficial ■ Overview - clear/concise presentation of objectives to be covered

Answer 27

■ Past to present - suitable when history is important (radio nav. systems) ■ Simple to complex - less info at first is easier (E,G vs. A,B,C,D) ■ Known to unknown - use existing knowledge to learn new lesson (rectangular course to traffic pattern) ■ Most frequently used to least used - teach the most basic/common first (GPS vs VOR)

Answer 28

■ The review and wrap up of ideas will reinforce student learning and improves retention ■ No new ideas introduced

Answer 29

Lecture method Guided discussion method Computer assisted learning method Demonstration performance method Drill and practice method Cooperative or group learning method

Answer 30

■ Primarily to introduce new concepts. ■ To summarize new ideas. ■ Disadvantages: ● Least useful for evaluation of student performance. ● Instructor doesn’t receive feedback in words or actions from students.

Answer 31

■ This method draws out what students know with the skillful use of questions ■ IDC - Intro, Discussion, Conslusion

Answer 32

■ PC-based; students can progress at a rate comfortable to them. ■ Includes flight simulators, flight training devices (FTDs), and aviation training devices (ATDs). ■ Students can use test prep study guides, and take practice tests to help prepare for knowledge test.

Answer 33

■ Instructor says, instructor does ■ Student says, instructor does ■ Student says, student does

Answer 34

■ Promotes learning through repetition. Every time practice occurs, learning continues

Answer 35

○ Develops ADM ○ Find deficiencies ○ Provide feedback to the student

Answer 36

Traditional (Written) Authentic Collaborative Oral

Answer 37

Refers to written testing ● Two types of traditional ○ Supply type - difficult to score objectively, for example an essay answer test ○ Selection type - can be graded objectively, answers are true/false, multiple choice DUOVCR

Answer 38

Type of assessment in which the student is asked to perform real world tasks ○ Students must generate responses from skills and concepts they have learned ○ Checkride practical

Answer 39

Student participates Debrief after stage check or checkride ○ four step series of open ended questions, or the collaborative critique - 4R’s ■ Replay - student verbally replays lesson. Differences in student/instructor perception are discussed ■ Reconstruct - encourages student learning by identifying what they should have done differently ■ Reflect - insights come from placing meaning on experience and perceptions, requiring reflection ■ Redirect - student relates lesson to other experiences, and how they might help future sessions

Answer 40

■ Reveals the effectiveness of training ■ Reviews material ■ Identifies points that need more emphasis. ■ Student’s comprehension ■ Checks retention ■ Emphasizes the important points of training.

Answer 41

Physiological, Ensure, Professionalism, Evaluate

Answer 42

● Demonstrated Ability - ME ○ Evaluation of demonstrated performance is based on student’s experience and stage of development. ○ mastery of the elements ■ Evaluation within the maneuver or procedure, rather than just the overall performance. ● Keep the Student Informed - CAP ○ It is imperative that the instructor informs the student of his/her progress. ○ Critique the student honestly and often. ○ Address deficiencies and suggest corrective action. ○ Praise accomplishments; make sure the student knows that certain milestones are a big deal! Ready for solo, performing crosswind takeoffs and landings correctly, good ADM, etc. ● Correction of Student Errors - DO ○ Do not always/immediately take the controls from a student when he/ she makes a mistake. ○ opportunity to correct an error! ■ It is hard for the student to learn a maneuver correctly if the instructor seldom gives them the chance

Answer 43

● Checkouts ○ Instructors can perform checkouts for pilots to ensure they are safe ● Stage or training ○ Flight review should be tailored to their level ● AC 61-65 and 61-98. ○ Information for endorsements, flight reviews, IPCs (instrument proficiency checks) ● Performed satisfactorily. ○ Only required to endorse flight review if they pass

Answer 44

A good instructor is always learning, and staying current with aviation knowledge. ● Continuing education —pursue higher/additional ratings, FAA WINGS seminars, ASF courses, etc. ● Educational/training institutions —college degree programs or single courses to benefit instructors. ● Commercial organizations —companies like ASA(aviation supplies & academics) that have online and printed training materials for pilots. ● Industry organizations —good places to network with other pilots/ instructors. Valuable resources for refresher training. Affiliations such as AOPA, EAA, NAFI(national association of flight instructors) are other good ways to network.

Answer 45

● Helping students learn. ● Demanding adequate standards of performance. ● Positivity ● Staying safe ● Providing adequate instruction

Answer 46

○ Impatience ○ Physical discomfort ○ Anxiety ○ Apathy ○ Worry/ lack of interest ○ Unfair treatment

Answer 47

○ Performing Secondary tasks increase risk of inadvertent stall/spin ○ Teach student to divide attention between flying and distraction ■ Talking to them during a maneuver ■ Asking them to get something out of my bag

Answer 48

■ Checklist usage ■ Aircraft control ■ Acceptable takeoff and landing ■ Go arounds - especially if the aircraft bounces and porpoises or balloons ■ Emergency situations ■ Traffic pattern etiquette ■ Ability to deal with unexpected challenges/ instructions ■ Proper radio communications

Answer 49

■ Detect that a change has occurred ■ Estimate the need to counter or react ■ Choose the desired outcome ■ Identify actions to control the change ■ Do (perform) the action ■ Evaluate the success of the action

Answer 50

■ Resignation - what’s the use? ● You are not helpless ■ Anti-authority - Don't tell me ● Follow the rules ■ Impulsivity - do something ● Not so fast, think first ■ Invulnerability - it won’t happen to me ● It could happen to me ■ Macho - I can do it ● Taking chances is foolish

Answer 51

○ ACCEPT NO UNNECESSARY RISK ○ Accept risk when benefits outweigh the costs ○ Integrate risk management into planning at all levels ■ IMSAFE, PAVE, 5P’s ○ Make risk decisions at the appropriate level

Answer 52

○ Severity - extent of possible loss ○ Probability - likelihood that a hazard will cause a loss

Answer 53

○ Likelihood of an event ■ Probable ■ Occasional ■ Remote ■ Improbable ○ Severity of an event ■ Catastrophic ■ Critical ■ Marginal ■ Negligible

Answer 54

○ Actions can be taken to reduce risk ■ For example a non instrument pilot can reduce risks of MVFR by waiting for weather to improve

Answer 55

○ Plan - mission or task. Dynamic, the plan can change, NWKRAFT ○ Plane - are the airplane and its systems suitable for the mission? AIRWORTHINESS ○ Pilot - IMSAFE & personal minimums ○ Passengers - accommodate but do not sacrifice personal minimums for them ○ Programming - are you familiar with the onboard equipment? Can you stay ahead of the airplane?

FOIs Flashcards

(79 cards)