Foi Flashcards

Personality types

16 different in four groups 1. Gardian2. Artisan 3. Rational4. Idealist Teach students to their personality types

1. Physiological needs: water, food, shelter, sleep.2. Safety and security 3. Love and belongingness 4. Self-Esteem 5. Self- Actualization: vitality creativity, self-sufficiency, authenticity, playfulness, Meaningfulness

Theory X personality type

- Inherent dislike of work sand will avoid it when ever possible - lack of ambition - People seek security above all else

Theory Y personality

- work is as natural as play and rest - people exercise self-direction -people learn to accept and seek responsibility

Defence Mechanism: Repression

Where person places uncomfortable thought into inaccessible areas if the unconscious mind

Defence Mechanism: Denial

Refusal to accept external reality because it is to threatening. It is the refusal the acknowledge what has happened.

Defence Mechanism: Compensation

Where one compensates for ones weaknesses by emphasizing their strengths.

Defence Mechanism: Projection

Individuals place their own unacceptable implores onto someone else

Defence Mechanism: Rationalization

subconscious technique for justifying action that otherwise would be unacceptable

Defence Mechanism: Reaction formation

person fake a belief opposite to their true belief because the true belief causes anxiety. The person feels an urge to do or say something and then actually does or say something that is the opposite of what they really want

Defence Mechanism: Fantasy

what a student engages in daydreaming about how things should be rather than doing anything about how things really are. The student uses their imagination to escape reality into a world of success.

Defence Mechanism: Displacement

when there is an unconscious shift of emotion, affect, or desire from the original object to a more acceptable, less threatening object.

Stress: normal reaction

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Stress: abnormal reaction

-inappropriate reactions: - extreme over cooperation - painstaking self-control - inappropriate laughter or singing - rapid change in emotions-marked changes in mood during different lessons -severe anger directed towered the flight instructor and others. -refer SP to other instructor and if they have the same conclusion stop instructing them (psychological issue)

tools to use when training

- respect SP - provide training syllabus- use books, computer learning, etc. - help SP integrate new ideas - recognize students needs (pace, needs, time)- don't spoon feed information - create opportunities for mutual planning - create cooperative learning environment

Adult Students

- self motivated - they are independent - give them frequent SBT opportunities

definition: learning

change in behavior that is a result of experience and practice.

Behaviorism

education system of reward and punishment or "carrot and stick" approach to learning

Cognitive theory

the process of thinking and learning. -knowing, perceiving, problem-solving, decision making, awareness, and related intellectual activities. -critical thinking/ problem solving

which way to order topics

always: concrete to abstract-old to new-least complex to most complex -most common to least common-most used to least used

Information processing theory

uses a computer system model (humans are constantly getting inputs from from different senses

Constructivism

humans construct a unique mental image by combining preexisting information with the information received from sense organs.

Blooms Taxonomy

1. knowledge: list, define, memorize2. comprehension: restate, give examples, explain 3. application: organization, generalize, prepare 4. analysis: compare, differentiate, categorize 5. synthesis: construct, hypothesize, design 6. evaluation: Judge, critique, criticise

Blooms Taxonomy: knowledge

list, define, memorize

Blooms Taxonomy: comprehension

restate, give examples, explain

Blooms Taxonomy: application

organization, generalize, prepare

Blooms Taxonomy: analysis

compare, differentiate, categorize

Blooms Taxonomy: synthesis

construct, hypothesize, design

Blooms Taxonomy: evaluation

Judge, critique, criticise

Higher order thinking skills (HOTS)

aka ADMat heart HOTS is SBT taught using:1. problem-based training 2. instruction 3. authentic problems4. real-world problems 5. active learning 6. cooperative learning 7. customized instruction

Perceptions and learning

- All learning comes through perceptions - learning occurs most rapidly when information comes in through multiple senses - sight is the most used perception

Different perceptions

most used to least used- sight- hearing - touch- smell- taste

factors that affect perceptions

- physical organism - goals and values - self-concept - time and opportunity- element of threat

factors that affect perceptions: physical organism

the ability to to intake the perceptions (ex. poor eyesight)

factors that affect perceptions: goals and values

perceptions depend on ones values and goals

factors that affect perceptions: self-concept

powerful determinant in learning. A students self image, described in such terms as "confident" or "insecure".

factors that affect perceptions: time and opportunity

it take time and opportunity to perceive

factors that affect perceptions: element of threat

the element of threat does not promote effective learning. Fear adversely affects perception by narrowing the perceptual field.

Insight

Creating insight is one of the instructors major responsibilities

Understanding

Understanding develops when students begin to organize known facts and steps into cohesive groups that come together to form and understanding of how a thing or a process works.

Concept learning

Based on the assumption that humans tend to group objects, events, ideas, people etc., that share a common or major attributes

Law of readiness

-The basic need of the learner must be met before they are ready or capable of learning -students learn best when they see a clear reason for doing so -instructor should always convey a clear set of learning objectives then present information in a logical order

Law of effect

- learning is strengthened when accompanied with a pleasant or satisfying feeling - learning is weakened when accompanied with un pleasant feeling

Law of exercise

Connections are strengthened with practice

Law of primacy

Primacy, the state of being first, often creates a strong, almost unshakeable impression.

Law of intensity

Immediate, exciting, or dramatic learning connected to a real situation teaches a learner more than just a routine or boring exercise

Law of recency

Things that are most frequently learned are best remembered

Domains of learning

- cognitive (thinking)- affective (feeling)- psychomotor (doing)

Cognitive domain

Four practical learning levels 1. Rote2. Understanding 3. Application 4. Correlation

Four practical learning levels: rote

The ability to repeat something back that was learned, but not understood

Four practical learning levels: understanding

To comprehend or grasp the nature or meaning of something

Four practical learning levels: application

The act of putting something to use that has been learned and understood

Four practical learning levels: correlation

Association. What has been learned, understood, and applied with previous or subsequent learning

Affective domain

The emotions toward the learning experience

Psychomotor domain

Skill-based and includes physical, element. Coordination

learning is purposeful

each student see learning from a different view point each student has unique past experiences that affect readiness to learn and understanding of the requirements involved

Learning is an active process

For a student to learn they need to react and respond, perhaps outwardly, perhaps inwardly, emotionally, or intellectually

Learning styles

71 different learning styles have been identified

left brain

verbal, analytical, and objective dominant

right brain

-spatial oriented, creative, intuitive, and emotional dominant

Holistic/Serialist theory

right brain or holistic learners prefer big picture or global perspective. learners tend to learn in large jumps

visual, auditory, kinesthetic learners (VAK)

-one of the most popular learning styles uses visual hearing/speaking, and touch/doing.-learners may prefer one of the perceptions more than others but use all three.

Superlinks

easiest way for a learner to process information in order to understand, remember, and retain it. This is done by matching visual, auditory, and touch to left and right side of the brain.

acquiring skill knowledge

skill knowledge is acquired thigh related experience

stages of skill acquisition: cognitive stage

cognitive learning has a basis in factual knowledge

stages of skill acquisition: associative stage

- even demonstrating how to do something does not result in the student learning the skill- flight maneuvers require practice. another benefit of practice is that as the student gains proficiency in a skill, verbal instruction becomes more meaningful.

stages of skill acquisition: automatic response stage

automaticity is one of the by-products of practice. as procedures become automatic, less attention is required to carry them out, so it is possible to do other things.

knowledge of results

instructor has a critical function of making certain the student is aware of their progress

how to develop skills

power law of practice. this state that as the number of times something is done the quicker it will get done.

learning plateaus

- learning plateaus are normal and are temporary. - usually happen around the fourth period of practice.

Deliberate practice

During deliberate practice a student focuses on eliminating discrepancies. This is needed to achieve automatic response stage

Block practice

- practicing the same drill until it becomes automatic - does not improve concept learning or retrieval from long term memory

Random practice

This type of practice leads to better retention because by performing a series of separate skills in a random order

Evaluations versus critique

-early evaluation is usually instructor oriented. It provides a check on teaching effectiveness, can be used to to predict eventual student learning effectiveness. - providing compliments on aspects of skill that were performed correctly help keep the evaluation positive. - allowing the student to perform critique of their performance enhances student-centered training. - students can develop deviations Freon the intended method of performance at any stage of skill acquisition.

Over learning of knowledge

The development of automatic skills can impede further learning of lead to forgetting general knowledge.

Multitasking

Involves two different abilities: attention switching and simultaneous performance.

Attention switching

- Continuously switching attention between two or more tasks - Limiting features of human information-processing capabilities is bottlenecks. Humans can only take so much information at once

Simultaneous performance

Performing several tasks at once. This type of multitasking when there is no bottlenecking involved

Learning to multitask

- Doing several things at once is a natural part of aviation - Vital part of an instructor job is to teach a student to use both types of multitasking

Distraction

When an unexpected event causes a students attention to become momentarily diverted

Interruption

An unexpected event for which the student voluntarily suspends performance of ones task in order to complete a different one

Identifying fixation or inattention problems

Try to follow where the students look

Scenario based training

- Instructors must devise scenarios that allow students to practice what they have learned. - A good scenario - has a clear set of objectives - is tailored to the needs of the student - capitalizes on the nuances of the local environment

How to gain expertise

Use cognitive and problem-solving tactics

Cognitive strategies

Cognitive strategies refer to the knowledge of procedures or knowledge about how to do something in contrast with knowledge of facts

Problem solving tactics

Problem solving tactics are specific action intended to get a particular result, and this type of knowledge represents the most targeted knowledge in an experts arsenal

Existence of unknowns

- important part of experts knowledge is being aware of what they don't know - students may not have that awareness

Kind of error: Slip

- A slip occurs when a person plans to do one thing, but then inadvertently does something else. - slips are errors of action - time pressure is another common source of a slip

Kind of error: mistake

- A mistake is when a person plans to do the wrong thing and is successful - Mistakes are errors of thought - mistake are sometimes the result of gaps or misconceptions in the students understanding

Reducing error

- learning and practice: higher levels of if knowledge and skill are associated with lower frequency and magnitude of error - taking time: errors can often be reduced by working deliberately at a comfortable pace. - checking for errors: students should be encouraged to find new ways to check their work to reduce errors - using reminders: errors are reduces when visible reminders are visible (heading bugs, checklist, etc.)- developing routines: the use of standardized procedures for routine tasks is widely known to help reduce error. - raising awareness: raising awareness when operating in conditions where errors are more likely to occur

Error recovery

Practice recovering from commonly made errors, or those that pose serious consequences.

Learning from errors

- Error can be a valuable learning resource. - Students naturally make errors, which instructor can utilize to help students learn while being careful not to let the students practice doing the wrong thing

Motivation

- Motivation is reason one actors or behaves in a certain way and lies at the heart of goals. - the attractive features of the activity to be learned also van be a strong motivation factor - group approval can be another strong motivation factor

Negative motivation

Reproofs or threats should be avoided with all but the most overconfident impulsive students

Where does the motivation to learn come from

All source of motivation have one thing in common: they all offer some type of reward in exchange for performing the hard work.

Maintaining motivation

Instructors become skillful at recognizing profiles with motivation and encouraging students to continue to do trier best

Rewarding success

Give positive feedback by:- prancing incremental success during training - relating daylight accomplishment by relating them to lesson objectives - commenting favorably on student progress and level ability

Presenting new challenges

With each deceleration of success, be sure to present stuff ends with the next challenge.

Drops in motivation

- remind the student why they wanted to start flight training - explain that learning seldom proceeds at a constant pace

Three memory stages

1. Sensory memory 2. Short-term memory (STM)3. Long-term memory (LTM)

Sensory memory

The part of the memory system that receives initial stimuli from the environment processes them according to the individual's price conceived do concept of what is important.

Short-term memory

- information stored there for roughly 30 seconds after which it either goes to long term memory or fades away - key limitation to LTM is takes 5-10 seconds for information to be encoded. If process is interrupted the information can be lost - limited capacity of about seven chunks of information

Long-term memory

- relatively permanent storage of unlimited information and it is possible for memories to be there for a lifetime - for information to transfer from STM to LTM there must be a reason.- for information to be useful some special effort must have been expended during the encoding process - the encoding should provide some meaningful connection between old and new information

How usage affects memory

- how often the knowledge has been used in the past (frequency of use)- how recently the knowledge has been used (recency of use)

Forgetting: retrieval failure

- the inability to retrieve the information. - when a person knows the meaning of a word or question to an answer but can not retrieve it.

Forgetting: fading

- the Theory that suggest that a person forgets information that is not used for an extended period of time, that it fades away or decays.

Forgetting: interference

Suggests that people forger something because a certain experience has overshadowed it, or that the learning of similar things has intervened.

Forgetting: repression or suppression

A memory is pushed out of reach because the individual does not want to remember the feelings associated with it.

Retention of learning

- Meaningful learning builds patterns of relationships in learners consciousness, which is one reason to conduct scenario based training. - rote learning is superficial and is not easily retained. -Things that help retention - praise stimulates remembering - recall is promoted by association - favorable attitudes aid retention - learning with all senses is most effective - meaningful petition aids recall - mnemonics

Mnemonics

Research shows that providing students with memorization techniques improves their ability to recall information. Mnemonics include but are not limited to acronyms, acrostics, rhymes, or chanting

Transfer of learning

- things learned previously usually aid the student, but sometimes previous learning interferes with the current learning task. - it is clear that some degree of transfer is involved in all learning. - ensure that the student understand that what has been learned can be applied to other situations.

Habit formation

Formation of correct habit patterns from the beginning of any learning process is essential to further learning and for correct performance after the completion of training.

How understanding effects memory

The ability to remember greatly affected by the level of understanding of what has been learned.

Remembering during training

Shorter and regularly spaced study sessions produce memory results that far exceed those obtained from cramming

remembering after training

continued practice of knowledge and skill is the only means of retaining what they learned.

Communication

Effective communication is an essential element of instruction

Basic elements of communication

- Source: (sender speaker, writer, encoder, transmitter, or instructor)- Symbol: used in transmitting the message. (Words or signs)- Receiver: (listener, readers, decoder, or student)

Basic elements of communication: source

Three factors in effectiveness of communication:1. Selecting and using language that is effective in transmitting symbols to the receiver that is meaningful 2. For communication to be effective the source must have a good attitude 3. Must use up to date and stimulating material

Basic elements of communication: symbols

-symbols are simple oral and visual codes (words, gestures).- the instructor will b e more successful in gaining and retaining the students attention by using a variety of channels - the feedback from a student must be constantly monitored in order be able to modify symbols as required to optimize communication - to avoid embarrassing a student, use negative feedback only in private. It should be delivered as a description of actual performance

Basic elements of communication: receiver

- the instructor needs to determine the ability's of the student in order to communicate effectively - instructor must understand view point and background of students to Dominica the effectively

Barrier to effective communication: lack of common experience

- the greatest single barrier between instructor and student - words readily carry the same meaning from the mind of the instructor to the mind of the student - it is important that extra time is taken with the student so that they understand the terminology used by the instructor

Barrier to effective communication:confusion between the symbol and the symbolized object

This results when a word is confused with what it is meant to represent

Barrier to effective communication: overuse of abstractions

- Abstractions are words that are general rather than specific. Concrete words or terms refer to objects people can directly relate to - Abstractions should be avoided in most cases - whenever possible abstractions should be taken away and repeal,fed with concrete terms

Barrier to effective communication: interference

- interference or the prevention of a process or activity being carried out properly, it is composed of factors outside the instructors control - environmental interference: aircraft noise

Role playing

- the learner is provided with a general description of a situation and then applies a new skill or knowledge to perform the role - the FAA emphases SBT - SBT allows the students to learn then apply their knowledge as they participate in realistic scenarios

Instructional communication

- Instruction has taken place when the instructor has explained a particular procedure and subsequently determined that the desired student response has occurred - the instructor should not be afraid to use examples from past experiences- communication has not occurred unless the desired result of the communication has taken place

Listening

- hearings with comprehension - students need to be reminded that emotion play a large part in determining how much information is retained - try to prevent daydreaming because the mind can think faster then someone can speak - in most cases, shorthand and abbreviations systems of the students choosing should be encouraged.- note taking is a way for the student to recreate the lecture

Open ended questions

- should ask focused open ended questions - good question. Can determine how well the student understands what is being taught - focuses question will allow the instructor to concentrate on desired areas -open ended question are designed to encourage full meaningful answers using the students own knowledge and perceptions - open ended question typically begin with words like: why and how

Closed ended questions

- avoid close ended questions- close ended question encourage short one word answers- tend to evaluate students understanding at a rote level - one benefit is that they are easy to standardized -

How to make sure student and instructor are on same page

Two way to confirm that that student and instructor understand things in the same way are the use of paraphrasing and perception checking

Instructor enhancement

The more you know about a subject the better you can teach it

Essential teaching skills

- people skills - subject matter expertise - management skills - assessment skills

Essential teaching skills: people skills

The ability to interact, talk, understand, empathize and conn etc with people

Essential teaching skills: subjects matter expertise

- SME is a person who posses a high level of expertise, knowledge, or skill in a particular area - effective instructors are not only knowledgeable about aviation but about teaching as well - there are many different way for instructors to gain more knowledge such as. FAA seminars

Essential teaching skills: management skills

- management skills generally include the ability to plan, organize, lead, and supervise - for instructors to use time well they must plan activity's that fit with in the time available - effective management of the classroom promotes effective learning - another management skill is supervision of the student

Essential teaching skills: assessment skills

Assessment of learning is a complex process and it is important to be clear about the purpose of the assessment

Instructor code of ethics

- make safety number one priority - develop and exercise good judgment in making decisions - recognize and manage risk effectively- be accountable for their actions - act with responsibility and courtesy- adhere to prudent operating practices and perusal operating perimeters- adhere to applicable laws and regulation

CFI needs to remember they are teaching a pilot who should:

- seek proficiency in control of the aircraft - use flight deck technology in a safe and appropriate way - be confident in a wide variety of flight situations - be respectful of the privileges of flight

4 steps in the teaching process

- preparation - presentation - application - assessment

Course of training

Curriculum, syllabus and training course outline

Preparation of a lesson

- a determination of objectives and standards is Nessie's art before any important instruction can be presented - many instructors use commercially available syllabuses - some may come up with their own syllabuses

Training objectives types

- two types of objectives: 1. Performance based objectives - essential in defining exactly what needs to be done and how it needs to be done in each lesson 2. Decision based objectives - decision based training objectives allow for a more dynamic training environment and are ideally suited for SBT

Established training objectives

- Overall training objectives for aviation are well established - General standards are included in many regulations and related publications - certification tests do not represent an entire training syllabus

Incorporating ADM into objectives

By incorporating ADM and risk management in to each lesson, the instructor help the students learn, develop, and reinforce the decision-making process which ultimitly leads to sound judgment and good decision-making skills

Performance based objectives

- objectives must be written, if not they will become subject to fallibility of recall, interpretation or loss of specificity of time. - performance based objectives consist of three elements:1. Description of the skill or behavior: explains the desired outcomes of the instruction 2. Condition: explains the rules under which the skill or behavior is demonstrated3. Criteria: the standard that measure the accomplishments t of the objective

Importance of PTS/ACS in training

- supply's instructors with specific performance based objectives that must be met in the in the certification test

SBT vs. maneuver based training

- students using SBT demonstrate stick and rudder skills equal to or better than students trained with maneuver based training - SBT students demonstrate better decision making skills

Decision based objectives

- decisions based objectives are designed specifically to develop pilot judgment and ADM skills.

Other uses of training objectives

- training objectives are helpful for an instructor designing a lesson plan- they also help provide a student with an understanding the big picture as when as knowledge of what's expected from them.

presentation of lesson

try to diversify the media and delivery methods used in the lesson

organizing of material

- even the most knowledgeable instructor must organize the material

organizing of material: Introduction

the introduction set the stage for whats to come

organizing of material: attention

the purpose of the attention getter is to focus the students attention on the lesson to come

organizing of material: Motivation

the purpose of the motivation element is to offer the student specific reason why the lesson content is important to know, understand, apply, or perform concepts of the Thordikes laws pf readiness

organizing of material: Overview

every lesson introduction should contain an overview that tell the group what is to be covered during the period

organizing of material: Development

develop the content in one of the following ways:- past to present - simple to complex - known to unknown - most frequently used to least frequently used

organizing of material: conclusion

- an effective conclusion retraces the the important elements of the lesson and relates them to the objective - new ideas should not be introduced in the conclusion because it would confuse the student

delivery methods: lecture method

- instructor delivers the information via lecture to the student who is mostly silent - lectures best used when general understanding of a subject is lacking in a student

delivery methods: teaching lecture

- favored by aviation in structors because it allows for active participation by students -preparing teaching lecture - establish the objectives and desired outcomes - researching the subject - organizing the material - planning productive classroom activities - support everything that is going to be covered with meaningful examples, comparisons statistics, etc. - use the speaking extemperaniously from notes

types of delivery

- reading from typed notes- reciting memorized material without the aid of a manuscript - speaking extemporaneously from an outline (best for instructors) - speaking impromptu without preparation

use of notes

thoroughly prepared or who has made the presentation before can usually speak effectively without notes

formal vs informal lectures

formal:- good for introducing new subject matter informal: - encourage more student engagement - friendly more relaxed environment encourages more learning

advantages and disadvantages to lectures

advantages:- allows instructor to introduce many ideas in a short amount of time - good for introducing new subject matter and backgrounddisadvantages:- its hard to hold students attention - will start to lose students attention after 10-15 minutes

guided discussion

relies on student having some prior knowledge of the subject matter through books, other lectures, etc.

teaching HOTS

- risk management, ADM, automation management, situational awareness, and CFIT awareness are the skills encompassed by HOTS - basic approach to teaching HOTS1. set up the problem 2. determine the learning outcomes of 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 options7. reflect on this solution and why it is the best solution 8. consider what "best" means (is it situational)

A good scenario

- is not a test- will mot have one right answer - does not offer an obvious answer - should not promote errors - should promote situational awareness and opportunities for decision making

electronic learning

any type of learning that involves electronics

Demonstration performance method

1. explanation2. demonstration 3. student performance 4. instructor supervision 5. evaluation

Demonstration performance: explanation phase

before leaving this phase encourage the student to ask any questions about the procedure they don't understand

Demonstration performance: demonstration phase

- as little extraneous activity as possible should be included in the demonstration for the student to intake the information - if devotions from the explanation are made an explanation should be made immediately - in flight training allow the student to follow along on the controls with you

Demonstration performance: student performance and instructor supervision phase

- both happen at the same time - students must perform/demonstrate the new knowledge - instructors must supervise the student to ensure they follow the proper procedure

Demonstration performance: evaluation phase

- instructor judges the students performance - student must make some comment on their performance for the instructor to make an evaluation of the instruction

application of the lesson

-classroom lesson: student may be asked to explain the new material - flight lesson: student may be asked to perform the new maneuver that has just been demonstrated

assessment

- an essential and ongoing component of the teaching and learning process - no skill is more important than the ability to constantly analyze, appraise and judge a students performance.

assessment definition

the process of gathering measurable information to meet evaluation needs.

traditional assessment

- often involves a written component - to pass traditional evaluation students often have a set of time to recognize or reproduce memorized terms - this evaluation type is often used to test rote and understanding levels

authentic assessment

- requires students to use not only rote and understanding but application and correlation- generally requires students to perform real world scenarios and demonstrate a meaningful application of skill and competencies.

formal assessment

usually involves documentation, such as quiz or written examination

informal assessment

- can include a verbal critique - generally occur as needed and are not part of the final grade

diagnostic assessments

uses to asses students knowledge or skill prior to a course of instruction

formative assessment

- not graded- used to wrap up a lesson - set the stage for the next lesson

summative assessment

used periodically through out the the training to measure how well learning has progressed to that point

purpose of assessment

- an effective assessment provides critical information to both the instructor and the student- good, well designed assessment contributes to development of ADM and judgement skills - valuable to the instructor; highlights areas which students performance is incorrect or inadequate

general characteristics of an effective assessment: objective

- the effective assessment is objective and focused on student performance - don't sympathize with the student too much, "halo error" is when you do. - a conflict of personalities can distort opinion- assessment must be honest to be objective

general characteristics of an effective assessment: flexible

the instructor must evaluate the entire performance of a student in the context in which it is accomplished

general characteristics of an effective assessment: acceptable

- student must accept the instructor in order accept their assessment - student must have confidence in instructors: qualifications, teaching, ability, sincerity, competence and authority.

general characteristics of an effective assessment: comprehensive

- a comprehensive assessment is not necessarily a long one - nor must it treat every aspect of the performance in detail

general characteristics of an effective assessment: constructive

- assessment is pointless unless the student benefits from it - praise can be used for reinforcing and capitalizing things that are done well

general characteristics of an effective assessment: organized

an assessment must be organized. almost any pattern is acceptable, as long as it is logical and makes sense to the student

general characteristics of an effective assessment: thoughtful

an effective assessment reflects the instructor's thoughtfulness toward the student's need for self-esteem, recognition, and approval

general characteristics of an effective assessment: specific

the instructor's comments and recommendations should be specific

Collaborative assessment

- end every lesson with it - use open-ended question in collaborative assessment- 4 Rs1. replay: ask the student to verbally replay the flight or procedure 2. reconstruct: encourage the student to identify what they could/would have done differently 3. reflect: insights come from investing perceptions and experiences with meaning, requiring reflection on the events. - what was the most important thing you learned today - what was the easiest/hardest part of the lesson4. redirect: help the student relate lessons learned in the session to other experiences, and consider how they might help in future sessions - how does this experience relate to previous lessons - which aspects of this experience might apply to future situations, and how

rubric

a good guide for scoring performance assessments in a reliable, fair, and valid manner

how to "grade" maneuver or procedure

at the end of the scenario -describe: a the end of the scenario the student should be able to describe the physical characteristics and cognitive elements - explain: the student is able to describe the scenario actively and understand the underlying concepts, principle, and procedure - practice: the student is able to plan and execute the scenario - perform: the student is able to perform the activity without instructor assistance - not observed: any event not accomplished or requiered

how to "grades" SRM

-explain: student can verbally identify, describe, and understand the risks inherent in the flight scenario - practice: the student is able to identify, understand, and apply SRM principles to the actual flight scenario - manage-decide: the student can correctly gather the most important data available both inside and outside the flight deck

Student use of SRM

- the students may be able to describe basic SRM principles during the first flight- Later, the student is able to explain how SR< applies to different scenarios that present on the ground and in the air

critique

- the critique is a student instructor assessment - critique methods can be used either individually or in a classroom - may conducted either privately or before the whole class - critique before the whole can be beneficial to the whole class - should try to avoid embarrassing the student in front of the class

instructor/student critique

- instructor leads the discussion in which members of the class offer criticism of performance - should be controlled very carefully

student-led critique

- instructor asks student to lead the assessment - instructor can specify an organizational order or leave it up to the student

small group critique

- class is divided into small groups - each group given a specific area to analyze - each group must present their findings to the class

individual student critique by another student

- instructor may require another student to present the entire assessment - variation is to ask a number of students question about the performance

self-critique

a self-critique must be controlled and supervised by the instructor

written critique

-three advantages 1. instructor can devote more time to it then a verbal assessment 2. student can keep written assessment and refer to it 3. when the instructor requires all students to write an assessment of performance, the student-performer has the permanent record the suggestions, recommendations, and opinions - the disadvantage is that other students can't benefit from the written critique

oral assessment

- the most common means of assessment is direct or indirect oral questioning of students by the instructor - HOTS questions involve 'why' or 'how' questions and require the students to combine knowledge

desired results of proper quizzing

- reveals effectiveness of instruction - check students retention of whats been learned - review material already presented - can be used to retain students interest and stimulates thinking - emphasizes the important points of training - identifies points that need more emphasis - check students comprehension of learned material - promotes active student participation

effective questions must

- apply to the subject of instruction - be brief and concise, but also clear and definite - be crafted for the students level of knowledge - center on only one idea (limited to who, what, when, where, how, or why, not a combination) - present a challenge to the student

types of questions to avoid

- puzzles- an oversized question - toss-up (either or questions)- bewilderment (make the question make sense) - trick questions

answering students questions

- be sure that you clearly understand the question before attempting to answer - display interest in the students question and frame an answer that is as direct and accurate as possible - after responding, determine whether or not the student is satisfied with the answer

how to use a training syllabus

- must be flexible and use as a guide - if instructor stays from syllabus order they must think how it affects how the blocks of learning - syllabus should include special emphasis items

purpose of a lesson plan

- assure a wise selection of material and elimination of unimportant details - make sure 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 of the teaching procedure to be used - serves as a means of relating the lesson to the objective of the course of training - give the inexperienced instructor confidence- promote uniformity of instruction regardless of the instruction or instructor or the date the lesson is given

characteristics of a well planned lesson

- quality of planning affects quality of results - unity: each lesson should be a unified segment of instruction - content: each lesson should contain new material. info should also be related to previously learned material - scope: each lesson should be reasonable in scope. - practicality: each lesson should be planned in terms of the conditions under which the training is to be conducted.- flexibility: although the lesson plan provides an outline and sequence for the training to be conducted - relationship of course training: each lesson should be planned and taught so that its relation to the course objectives is clear to each student - instructional steps: every lesson when adequately developed falls logically into the four steps of teaching process: preparation, presentation, application, and review and evaluation.

responsibilities of all instructors

- helping students learn - providing adequate instruction - demanding adequate standards of performance - emphasizing the positive - ensuring aviation safety

helping students learn

- learning should be an enjoyable experience - the idea that people must be led to learn by making it easy is a falsity - learning should be interesting - slow learning students should be assigned smaller goals to attain - fast learners should be given extra challenges and performance standards should be raised

standards of performance

instructor responsible for training an applicant to acceptable standards in all subjects areas, procedures, and maneuvers.

emphasizing the positive

- instructors have a tremendous influence on students perception of aviation - take extra care in first few lessons to make good examples and emphasize the positive - student should never have to suffer

minimizing student frustrations

- lesson plans used as part of an organized curriculum help the student . pilot measure training progress- a motivated student will gain more from information given - keep students informed - approach students as individuals - give credit when a student does something very well - equally important to identify mistakes and failures- students want to please instructors - as instructor admit when you make a mistake, can help to gain students trust

physiological obstacles for students

most students might not be used to all the little noises, feelings, etc. of the airplane so try to explain them to them.

ensuring student skill set

- ensure student pilots develop the required skills and knowledge prior to solo flight - mastery of skill set includes consistent use and continued growth as well as increased accuracy of performance - instructor determines when student is ready for solo when the observe them from preflight to engine shut down and don't need instructor assistance and are consistent

latest knowledge

- should be current on the latest procedures regarding pilot training, certification, and safety.- if instructor needs assistance they should contact a more experienced instructor, DPE, or FSDO

safety practices and accident prevention

safety practices instructors emphasized have a long lasting effect on students - if not demonstrated consistently safety practices will mean nothing

professionalism: sincerity

instructor should always be straightforward and honest

professionalism: acceptance of the student

- instructors must accepts students as they are including all their faults and problems - the student is a person that wants to learn

professionalism: personal appearance and habits

- personal appearance has an important effect on the professional image of the instructor- personal habits have a significant effect on the professional image (common courtesy)- even little annoyances such as body oder or bad breath can cause serious distractions from learning the task at hand

professionalism: demeanor

- the attitude and behavior of the instructor can contribute much to a professional image. - try to avoid erratic movements, distracting speech habits, and rapid mood changes - effective instruction is best conducted in a calm, pleasant, thoughtful manner that puts the student at ease

professionalism: proper language

the use of profanities and obscene language leads to distrust or, at best, to a lack of a complete confidence in the instructor.

evaluation of student ability: keeping student informed

- it is important for the instructor to keep the student informed of their progress - this can be done after each maneuver or in the post flight debrief - instructor should keep notes in order to help give a whole critique

evaluation of student ability: correction of student errors

- do not take over from the student immediately when mistake is made, safety permitting- let the student try to figure it out for a bit - it is hard for student to correct errors if they are never allowed to make them

preparing student for knowledge test

- the instructor is held accountable for deficiencies in instructional performance - if applicant fails test instructor must sign saying remedial training has been given in the proceeding 60 days

preparing student for practical test

- FAA 8710 form and flight proficiency endorsement should have the same date on them - if the instructor endorses a student without giving some required knowledge the instructor is exhibiting serious deficiencies.

professional development

instructor must continue to develop their knowledge and skills in order to teach successfully in the aviation environment

professional development: continuing education

reading articles in technical publication, or taking courses at technical schools

professional development: government

- one of the first educational sources for the instructor is the FAA and other governmental agencies - FAA rich source of information

professional development: commercial organizations

- commercial organizations are another important source of education/training for instructors- different courses pilots can take

source material

- instructors should stay current on all publications such as ACS/PTS, FAR/AIM, etc. - instructor needs new source material to keep instruction interesting - also keeps instructor well informed

instructor qualifications

instructor must be familiar with all aspects of the a/c, concepts, etc.

tips from veteran instructors

- find mentor/ more experienced instructor - practice delivery of lesson - encourage high standards- just because its legal doest'n mean its safe - develop safe culture environment - assign specific, organized, appropriate hw - use all available tools - know your student before you go flying with them - document all training events - encourage each student to establish personal mins

practical flight instructor strategies

- before flight: discuss safety, use of checklists, preflight procedure- during flight: prioritize aviate, navigate, communicate. instill importance of see and avoid - during landing: conduct stabilized approaches , maintain airspeeds, demonstrate good judgment - always: remember safety is paramount

obstacles to learning during flight

- feeling of unfair treatment - impatience to proceed to more interesting operations- worry or lack of interest - physical discomfort, illness, fatigue, and dehydration - apathy due to inadequate instruction - anxiety

Telling-and-doing technique of instruction

- instructor performs the maneuver while simultaneously explains all the pertinent information (power, setting, a/c attitude, control inputs, perceptions, etc) - use as little jargon and technical terms as possible - if any mistakes were made during the demonstration they should be acknowledged asap

Foi Flashcards ionicons-v5-c