I.C. Course Development, Lesson Plans, & Classroom Training Techniques Flashcards

Question

Once a learner has progressed through higher levels of performance and understanding, an instructor should shift the training focus to what type of training objectives? ## Footnote FI.I.C.K3d

Answer 1

The training focus should shift to decision-based training objectives, which rely on a more dynamic training environment, are ideally suited to scenario-based training, and teach aviation learners critical thinking skills, such as risk management and aeronautical decision-making.

Answer 2

* Learning objectives that teach critical thinking skills such as risk management and aeronautical decision-making (ADM). * They facilitate a higher level of learning and application through the use of dynamic and meaningful scenarios.

Answer 3

1. Introduction — Sets the stage for everything to come. 2. Development — The main part of the lesson in which the instructor logically organizes the material to show the relationships of the main points 3. Conclusion — Reviews the important elements of the lesson and relates them to the objective. This review reinforces learner learning and improves the **retention** of what has been learned. No new ideas should be introduced.

Answer 4

1. Attention — the instructor gains the learner’s attention and focuses it on the subject. 2. Motivation — the instructor offers the learner specific reasons why the lesson content is important. 3. Overview — the instructor gives a clear concise presentation of what is to be covered during the lesson.

Answer 5

1. Past to present 2. Simple to complex 3. Known to unknown 4. Most frequently used to least

Answer 6

* Lecture Method * Discussion * Guided Discussion Method * Cooperative or Group Learning * Demonstration-Performance Method * Drill and Practice Method

Answer 7

* Delivering new material by an instructor to a large group of learners who are more or less silent participants * Advantage: Convey a general understanding of a subject in relatively short time * Limitation: Learners are not active within the learning process so there is no feedback to measure their level of understanding or to correct any misunderstandings

Answer 8

* Uses the lecture method and then discussion to involve the learner to provide feedback * Requires participation & develops higher order thinking skills

Answer 9

* The instructor acts as a facilitator and ask thought-provoking questions to guide a discussion * This method relies on learner having a possession of a level of knowledge about the topic to be discussed * This method encourages critical thinking, participation, and deeper understanding of a topic.

Answer 10

* Organizes learners into small groups who work together to maximize understanding, usually to work on a project * The Instructor provides the learners with Conditions & Controls * Leads to better test scores, higher self-esteem, improved social skills & greater comprehension

Answer 11

* A method divided five phases, it is based on the principle that people learn by doing * The instructor first shows the learner the correct way to perform an activity and then has the learner attempt the same activity. * Learners observe the skill and then try to reproduce it. * This method is best used for the mastery of mental or physical skills that require practice. | Works on law of primacy and exercise

Answer 12

1. Instructor Tells as Instructor Does — Instructor demonstrates to the leaner with verbal explanation 2. Learner Tells as Instructor Does — The learner actually plays the role of instructor, telling the instructor what to do and how to do it. 3. Learner Tells as Learner Does — Instructor coaches the learner 4. Learner Does and Instructor Evaluates — Instructor is assessing the performance of the learner by using a form of criteria.

Answer 13

1. Explanation—must be clear, be pertinent to the objectives of the lesson presented, and convey to learners the precise actions they are to perform. 2. Demonstration—the instructor must show learners the actions necessary to perform a skill. 3. Learner performance—requires learners to act and do. Through doing, learners learn to follow correct procedures and to reach established standards. 4. Instructor supervision—instructor supervises and critiques as necessary. 5. Evaluation—the instructor judges learner performance and determines effectiveness of instruction.

Answer 14

* Based on the law of exercise * Involves repeated exercises or tasks designed to reinforce skills or knowledge through consistent practice.

Answer 15

Any type of education involving an electronic component

Answer 16

* Computer Assisted Learning (CAL) Method * Simulation, Role-Playing, Video Gaming

Answer 17

* Couples the computer with multimedia software to create a training device

Answer 18

* Time flexible, cost effective, easily updated, accessible from anywhere, self-paced * Lack of peer interaction and personal feedback, limited instruction on certain subjects * Harder to identify areas of improvement

Answer 19

* Controlled environment, provides immediate feedback, cost effective * Equipment cost, instructor must be sufficiently trained on the system operation, not a replacement for the real thing/real life situations and training

Answer 20

* Devices that assist an instructor in the teaching-learning process. * They are not self-supporting; they support, supplement, or reinforce what is being taught.

Answer 21

* Cover the key points & concepts * Are straightforward & factual making it easy to remember & recall * Are relatively simple

Answer 22

* Assist the instructor in the teaching-learning process * Clarify relationships between objects and concepts * Help learners understand & retain knowledge * Hold their attention * Can utilize multiple senses (channels) * Help solve language barriers

Answer 23

* Clearly establish the lesson objective * Gather necessary data * Organize the material into a lesson plan * Select the ideas to be supported with aids - Concentrate on key points

Answer 24

* Aids should be simple, meaningful to the learner, & compatible with objectives * Should encourage learner participation

Answer 25

* Chalk/Marker Board * Print Material * Enhanced Training Materials * Projected Material * Video * Interactive Software * Computer Assisted Learning * Models, Mockups, Cut-Aways

Answer 26

* The physical objects the learner interacts with as learning occurs. * These include: books, papers, handouts, posters, models, and the airplane itself.

Answer 27

* Any physical means that communicates an instructional message to learners. * Examples include printed text, interactive computer programs, flight training devices, etc.

Answer 28

Lessons involving problems encountered in real life which ask learners to find real-world solutions

Answer 29

* Relate to the real world so learners want to solve them * Require learners to make decisions * Open ended, not limited to one answer * Connected to previously learned knowledge and new knowledge * Reflect lesson objectives * Challenge learners to think critically

Answer 30

1. Set up the problem 2. Determine learning outcomes for the problem 3. Solve the Problem or Task 4. Reflect on Problem solving process 5. Consider additional solutions through guided discovery 6. Reevaluate solution with additional options 7. Reflect on this solution and why it is the best 8. Consider what best means

Answer 31

* Scenario Based Training * Collaborative Problem Solving * Case Study Method

Answer 32

* Training that uses a highly structured script of real-world experiences to address aviation training objectives in an operational environment. * The "what if" question | Learner is given a real scenario which they come up with real solutions

Answer 33

* 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

Answer 34

* Two or more working together to solve a problem * Instructor assists only when needed

Answer 35

Written or oral account of a real-world situation containing a message that educates the learner

Answer 36

Learners are taught to perform flight maneuvers both by visual & instrument references

Answer 37

* Develops the habit of continually monitoring their own and the aircraft’s performance * Leads to improved airspeed control, navigation, coordination, landings, safety, and overall competency * The more accurate the flying, the greater the increase in performance and operating efficiency

Answer 38

* The flight instruments should be used to confirm what the pilot already knows * From the beginning, each flight maneuver is introduced using outside and instrument references | The pilot should be looking outside 99% of the time

Answer 39

* Constitute the necessary parts of the total objective * A method of teaching in which complex concepts or skills are broken down into smaller, manageable components or tasks * The building blocks will depend on the individual learner * Too large, too complex; this will cause frustration which degrades motivation * Too small, too simple; the learner is not being challenged, which degrades motivation, and the task will become boring

Answer 40

* Each block constitutes the necessary parts of the total objective. * Some blocks can be submerged in the structure, but each is an integral and necessary part. * The various blocks are not isolated but an essential part of the whole. * Each block should be fairly consistent in scope. * The blocks should represent units of learning that can be measured and evaluated, not a sequence of periods of instruction.

Answer 41

* A training syllabus is a step-by-step, building block progression of learning with provisions for regular review and assessments at prescribed stages of learning. * The syllabus defines the unit of training, states by objective what the learner is expected to accomplish during the unit of training, shows an organized plan for instruction, and dictates the assessment process for either the unit or stages of learning.

Answer 42

* Must be flexible, and should be used primarily as a guide * The order of training should be altered to suit progress / special demands * When departing from the syllabus, the instructor must consider the effects on the learning blocks * The learning objectives should reflect each of the three learning domains

Answer 43

* Designed to assure each learner receives the best possible instruction under existing conditions * Help instructors keep a check on their own activity, as well as their learners * The instructor has in essence taught the lesson to themselves prior to teaching learners

Answer 44

* Assure a wise selection of material and the elimination of unimportant details * Make certain that due consideration is given to each part of the lesson * Aid the instructor in presenting the material in a suitable sequence for efficient learning * Provide an outline for the teaching procedure to be used * Serve as a means of relating the lesson to the objectives of the course of training * Give the inexperienced instructor confidence * Promote uniformity of instruction regardless of the instructor or date on which the less is given

Answer 45

* Flexibility – A degree of flexibility should be incorporate even though there is an outline * Instructional Steps – Every lesson, when adequately developed, falls logically into the four steps of the teaching process (Preparation, Presentation, Application, Evaluation) * Relation to a Course of Training – Plan and teach each lesson so the relation to objectives is clear * Content – Each lesson should contain new material, but it should be related to previous lessons * Unity – should be a unified segment of instruction * Practicality – Plan each lesson in terms of the conditions under which training is to be done * Scope – Each lesson should be reasonable in scope

Answer 46

* learning objectives * content * schedule * equipment * instructor’s actions * learner’s actions * completion standards

Answer 47

1. Determine the *objective* of the lesson 2. *Research* the subject as defined by the objective 3. Determine the *method* of instruction and lesson plan format 4. Decide how to *organize* the lesson and select suitable supporting material 5. Assemble *training aids* 6. Write the lesson plan *outline*