FOIs

Question 1

Maslow’s Hierarchy of Needs

Answer 1

PS-BECS

PHYSIOLOGICAL: biological
SAFETY/SECURITY: feeling safe
BELONGING: social acceptance
ESTEEM (internal and external): self-respect and reputation
COGNITIVE+AESTHETIC: need to know and understand, connect with human emotion
SELF-ACTUALIZATION: “be all you can be”

Question 2

Human Factors That Inhibit Learning/Defense Mechanisms

Answer 2

DR DR FCPR

DENIAL: refusal to accept reality
REPRESSION: place uncomfortable thoughts into unconscious mind

DISPLACEMENT: unconscious shift of emotion
REACTION FORMATION: fakes a belief opposite to true belief because true belief causes anxiety

FANTASY: student engages in daydreams about how things should be
COMPENSATION: process of psychologically counterbalancing perceived weaknesses
PROJECTION: places unacceptable impulses onto someone else
RATIONALIZATION: subconscious technique for justifying actions that otherwise are acceptable

Question 3

Abnormal Reactions to Stress

Answer 3

PRE SIM

Painstaking Self Control
Rapid Change in Emotions
Extreme Over-Cooperation

Severe Anger Toward Instructor
Inappropriate Reactions (laughter and singing)
Marked Changes in Mood

Question 4

Basic Elements of Communication

Answer 4

SSR

Source - sender (the instructor)
Symbols - simple oral or visual cues
Receiver - listener (the student)

Question 5

Barriers to Effective Communication

Answer 5

COIL

Confusion Between Symbol and Symbolized Object

Overuse of Abstractions: words that are general rather than specific

Interference: prevent the process or activity from being carried out properly

Lack of Common Experience

Question 6

Developing Communication Skills

Answer 6

LIQIR

Listening
Instructional Communication
Questioning
Instructional Enhancement
Role Playing

Question 7

Learning Theory

Answer 7

BICC

BEHAVIORALISM: psychology that explains animal and human behavior
INFORMATION PROCESSING: brain processing incoming info, stores an retrieves it and generates responses
COGNITIVE: process of thinking and learning
CONSTRUCTIVISM: learners acquire knowledge and skills by actively building or constructing them based on past experience

Question 8

Factors that Affect Perception

Answer 8

G STEP

GOALS/VALUES

SELF-CONCEPT: student’s self-image
TIME/OPPORTUNITY
ELEMENT OF THREAT: fear narrows the perceptual field
PHYSICAL ORGANISM: provides individuals with the perceptual apparatus for sensing the world around them

Question 9

Acquiring Knowledge

Answer 9

MUC

MEMORIZATION
UNDERSTANDING
CONCEPT LEARNING

Question 10

Laws of Learning

Answer 10

REEPIR

READINESS: basic needs must be satisfied first
EFFECT: learning strengthened by a good feeling
EXERCISE: strengthened with practice
PRIMACY: what comes first is best remembered
INTENSITY: learning through real world situations
RECENCY: things most recently learned are best remembered

Question 11

Domains of Learning

Answer 11

CAP

COGNITIVE: thinking
AFFECTIVE: feeling
PSYCHOMOTOR: doing

Question 12

Cognitive Domain of Learning

Answer 12

RUAC

ROTE: ability to repeat something back that was learned
UNDERSTANDING: comprehend or grasp nature
APPLICATION: act of putting something to use that has been learned and understood
CORRELATION: associating what has been learned, understood, and applied with previous or subsequent learning

Question 13

Affective Domain of Learning

Answer 13

ARVOI

AWARENESS: being aware of the existence of certain ideas, material, etc
RESPONSE: reacts voluntarily or complies
VALUE: acceptance
ORGANIZING: rearrangement of value system
INTEGRATION: to act consistently with values internalized

Question 14

Psychomotor Domain of Learning

Answer 14

OIPH

OBSERVATION: active mental attending of a physical event
IMITATION: attempted copying of a physical behavior
PRACTICE: repeating a skill
HABIT: fine tuning; making minor adjustments to perfect the skill

Question 15

Characteristics of Learning

Answer 15

PEAM

Learning is…

Purposeful
(Result of) Experience
Active Process
Multifaceted

Question 16

Acquiring Skill Knowledge

Answer 16

CAA

COGNITIVE STAGE: student memorizes steps to complete a skill
ASSOCIATIVE STAGE: practice is necessary for a student to learn
AUTOMATIC RESPONSE: as procedures become more automatic, less attention is required to carry them out

Question 17

Types of Practice

Answer 17

DBR

DELIBERATE: student practices specific areas for improvement and receives specific feedback from practice
BLOCKED: practicing the same drill until the movement becomes automatic
RANDOM: mixes up the skills to be acquired throughout the practice session

Question 18

Scenario Based Training

Answer 18

HIC

Has clear objectives
Is tailored to student needs
Capitalizes on the local environment

Question 19

Errors

Answer 19

Slip - Errors of action

Mistake - Errors of thought

Question 20

Reducing Errors

Answer 20

DR CULT

DEVELOPING ROUTINES
RAISING AWARENESS: operating in conditions where errors are known to happen

CHECKING FOR ERRORS
USING REMINDERS: e.g., checklists
LEARNING AND PRACTICING
TAKING TIME: don’t rush, which can cause errors

Question 21

Types of Memory

Answer 21

SSL

Sensory: fire alarm
Short-Term
Long-Term

Question 22

Forgetting

Answer 22

RIFRS

RETRIEVAL FAILURE: simply the inability to retrieve information
INTERFERENCE: people forget something because a certain experience has overshadowed it
FADING: a person forgets information that is not used for an extended period of time
REPRESSION/SUPPRESSION: memory is pushed out of reach because the individual does not want to remember the feelings associated with it

Question 23

Retention

Answer 23

MR LAMP

Meaningful repetition
Recall prompted by association
Learning with all senses
Attitudes that are favorable aid retention
Mnemonics
Praise stimulates recall

Question 24

Transfer of Learning (two types)

Answer 24

POSITIVE - practice of slow flight helps learn soft-field landings

NEGATIVE - practice in making a landing approach in an airplane may hinder learning to make an approach in a helicopter

Question 25

Essential Teaching Skills

Answer 25

MAPS Management Skills Assessment Skills People Skills Subject Matter Expertise

Question 26

Essential Parts of a Lesson Plan

Answer 26

OEEISC ``` Objective Elements Equipment Instructor Actions Student Actions Completion Standards ```

Question 27

Organization of Material

Answer 27

IDC ``` INTRODUCTION DEVELOPMENT - Past to Present - Simple to Complex - Known to Unknown - Most Frequently Used to Least Used CONCLUSION ```

Question 28

Training Delivery Methods

Answer 28

LGECCDD ``` LECTURE METHOD GUIDED DISCUSSION E-LEARNING COOPERATIVE OR LEARNING COMPUTER-BASED LEARNING DISCUSSION METHOD DRILL AND PRACTICE ```

Question 29

Problem Based Learning (ACS Backbone)

Answer 29

Scenario-based training methods Collaborative problem solving method Case study method

Question 30

Guidelines for Effective Instructional Aids

Answer 30

CGOS Clearly establish lesson Gather necessary data Organize material Select items

Question 31

General Characteristics of Effective Assessment

Answer 31

FAST COCO Flexible Acceptance Specific Thoughtful Comprehensive Objective Constructive Organized

Question 32

Characteristics of a Good Written Assessment

Answer 32

DR COVU Discriminate Reliable Comprehensive Objective Validity Usable

Question 33

Authentic Assessment

Answer 33

4Rs Replay Reconstruct Reflect Redirect

Question 34

Characteristics of Effective Questioning

Answer 34

ABC AP Apply the subject Be brief and concise Center on only one idea Adapt to student ability Present a challenge

Question 35

Types of Questions to Avoid

Answer 35

POT BIT Puzzle Oversized Toss-up Bewilderment Irrelevant questions Trick questions

Question 36

Effective Critique

Answer 36

SWISSI ``` Student-led Written Instructor led Self critique Small group Individual critique by another student ```

Question 37

Tips for a Critique

Answer 37

Avoid... ``` Long Advanced Controversies Too much Defending your critique ```

Question 38

Aviation Instructor Responsibilities

Answer 38

HEMPSS ``` Helping students learn Emphasizing the positive Minimizing student frustrations Provide adequate instructor Standards of performance Safety ```

Question 39

Minimizing Student Frustrations

Answer 39

MACK BAG Motivate students Admit errors Criticize constructively Keeps students informed Be consistent Approach students as individuals Give credit when due

Question 40

Flight Instructor Responsibilities

Answer 40

PEEP PASS Pilot supervision Evaluation of student ability Endorsements for flight instruction Practical test recommendations Pilot proficiency Additional endorsements See and avoid responsibility Student’s pre-solo flight thought process

Question 41

Professionalism

Answer 41

SAD PP Sincerity Acceptance of students Demeanor Personal appearance Proper language

Question 42

Evaluation of Student Ability

Answer 42

DKC Demonstrated ability Keeping the student informed Correction of student errors

Question 43

Aviation Instructors and Exams

Answer 43

KP Knowledge test Practical test

Question 44

Professional Development

Answer 44

GECI Gold seal CFI certificate Educational/training institutions Commercial organizations Industry organizations

Question 45

Obstacles to Learning

Answer 45

WIPA UA ``` Worry or lack of interest Impatience Physical discomfort Apathy due to inadequate instruction Unfair treatment Anxiety ```

Question 46

Demonstration Performance Method

Answer 46

EDSIE ``` Explanation Demonstration Student Performs Instructor Supervises Evaluation ```

Question 47

Assessment of Piloting Ability

Answer 47

RCWP Review Collaborative assessment Written assessment Performance based test

Question 48

DECIDE Model

Answer 48

``` Detect Estimate Choose Identify Do Evaluate ```

Question 49

3Ps Model

Answer 49

Perceive hazards Process to evaluate level of risk Perform risk management

Question 50

Hazardous Attitudes

Answer 50

``` Anti-authority Macho Invulnerability Impulsivity Resignation ```

Question 51

Principles of Risk Management

Answer 51

AMAI Accept no unnecessary risk Make risk decisions at appropriate level Accept risk when benefits outweigh the costs Integrate risk management at all levels

Question 52

Risk Management Process

Answer 52

IAAMIS ``` Identify the hazard Assess the risk Analyze risk control measures Make control decisions Implement risk controls Supervise and review ```

Question 53

Level of Risk

Answer 53

Severity | Probability

Question 54

Likelihood of Event

Answer 54

PORI Probable Occasional Remote Improbable

Question 55

Assessing Risk/Severity

Answer 55

CCMN Catastrophic Critical Marginal Negligible

Question 56

IMSAFE

Answer 56

``` Illness Medication Stress Alcohol Fatigue Emotions/Eating ```

Question 57

PAVE Checklist

Answer 57

PIC Aircraft Environment External Pressures

Question 58

5Ps

Answer 58

``` Plan Plane Pilot Passengers Programming ```