Foi Flashcards
Definition of learning
A change in Behavior as a result of experience
Characteristics of learning
(PEMA) purposeful, experience, multifaceted, active
(PEMA)Purposeful
Learning that has value to the student
(PEMA)Experience
Learning through first-hand account
(PEMA) Multifaceted
Learning multiple aspects at once
(PEMA)Active
Students must participate in a learning process
Laws of learning
(REEPIR) Readiness, exercise, Effect, Primacy, intensity, recency
(REEPIR)Readiness
Students must fulfill basic needs and wants to learn a specific material
(REEPIR)Exercise
In order to retain what has been learnt one must practice
(REEPIR)Effect
Good experiences lead to good learning
(REEPIR)Primacy
Whatever is learn first is on shakeable , relearning can be difficult
(REEPIR)Intensity
Strong experiences stay with a student
(REEPIR)Recency
Fading can occur if knowledge is not repeated over time
How people learn
(PMI) perceptions, motivation, insight
(PMI)Perceptions
Learning through the five senses
(PMI)Motivation
Motivation and courage is learning speed and retention
(PMI)Insight
Grouping perceptions into meaningful holes
How people learn
(PBGSTT) physical organism, basic needs, goals and values, self concept, time opportunity , threat
(PBGSTT)Basic Needs
Must be met to keep from inhibiting the body from perceiving properly
(PBGSTT)Goals and Values
Goals and values affect how something is received. Thing of high value are pursued, less value are not sought
(PBGSTT)Self-Concept
High self image promotes good learning
(PBGSTT)Time and Opportunity
You need time and opportunity to receive. Availability of time to sense and relate new things to earlier perceptions
(PBGSTT)Threat
Perceived threats can inhibit perceptions and overall learning
Levels of learning
(RUAC)
(RUAC)Rote
The learning of facts or statements which may not be understood but can be memorized
(RUAC)Understanding
To comprehend or grass the nature of meaning of the subject
(RUAC)Application
The act of applying something that has been learned and understood
(RUAC)Correlation
Dissociating what has been learned and understood and applying It to other subjects or tasks
Learning a skill
(DPPKD) desire2learn, patterns to follow, perform the skill, knowledge of results, Direction and organization
Desire to learn
The skill must appeal to the students needs and goals
Patterns to follow
Instructor must provide a clear step-by-step example
Perform the skill
Student must practice the skill to increase proficiency
Knowledge of results
Inform the student of progress as soon as possible
Duration and organization
A suitable length of time in logical sequence
Positive transfer of learning
Previously learned material aides in the learning of new material
Negative transfer of learning
Previously learned material henders learning of new material
Habit formation
Correct habit patterns in the beginning is essential
Forgetting
(RID) getting rid of information. Disuse, interference, repression
(RID)Repression
Unpleasant experiences are submerged in the subconscious
(RID)Interference
When learning one subject hinders the learning of another
(RID)Disuse
The Fading of knowledge over time due to lack of exercise
Retention
(PRAAS) praise comma repetition, Association, attitude, sense
(PRAAS)Praise
Responses that give a pleasurable return tend to be repeated
(PRAAS)Repetition
Each repetition gives students an opportunity to gain a clearer or more accurate perception
(PRAAS)Association
Information associated with something already learned is better remembered
(PRAAS)Attitudes
A positive outlook on a subject tends to Aid in learning
(PRAAS)Senses
When several senses respond together, a fuller understanding and greater chance of recall is achieved
Control of human behavior
Instructor as a symbol of authority, instructor should create an environment that enables the student to help themselves, instructor guide student toward goals
Development of student potential
Recognize the student has untapped potential , instructors job is to help the student realize their potential
Maslow's needs
(PSBECAS) physical, safety, belonging, ego, cognitive, aesthetic, self-actualization
(PSBECAS)Physical
Consist of the need for air air, food food, water, and rest. Unless the needs are met, a person cannot concentrate fully on learning
(PSBECAS)Safety
Need to feel safe, if a student does not feel safe they cannot concentrate on learning
(PSBECAS)Belonging
People seek to overcome feelings of loneliness and alienation. Students are out other normal surroundings during training. The need for Association is more pronounced
(PSBECAS)Ego
Humans have a need for stable, Fernley paste high levels of self-esteem and respect from others. High self-esteem results in self-confidence, Independence, achievement, competence, and knowledge
(PSBECAS)Cognitive
Need to know and understand
(PSBECAS)Aesthetic
If an instructor does not like a student, this subtle feeling may affect instructors ability to teach that student
(PSBECAS)Self-actualization
A person's need to prove themselves worthy
Defense Mechanism
(CPR FDR DR) compensation, projection, repression, fantasy, denial, rationalization, displacement, reaction formation
Compensation
Emphasizing strings in order to counterbalance perceived weakness
Projection
Places their own unacceptable impulses on to someone else
Repression
Placing uncomfortable thoughts into inaccessible areas of the mind
Fantasy
Mystudent gauges in a daydream about how things should be rather than being proactive
Denial
Refusal to accept external reality because it is too threatening
Rationalization
Subconscious technique for justifying actions that otherwise would be unacceptable
Displacement
Unconscious shift of emotion, affect, or desire from the original object to a more acceptable, less threatening situation
Reaction formation
A person fakes belief opposite to the true belief because the true believe causes anxiety
Human relations
(ICBM-AAC) inform student, criticize constructively, be consistent, motivate student, admit errors, approach as individual, give credit when do
Four basic steps in teaching process
(PPAR) preparation, presentation, application, review
Preparation
Decide content, objectives and goals, and prepare equipment
Presentation
(LDG) lecture, demonstration, guided Discussion
Application
Student application of what do short represent under guidance
Review and evaluation
Review of the new material covered, review of the demonstration by the student, the student needs to be made aware of their progress, evaluation should be based on the objectives and goals from the lesson
(AMO) Attention
Focus each student on the lesson telling a story/joke that is not related as a distraction.
(AMO) Motivation
Offer reasons why the content is important to know, understand, and apply.
(AMO) Overview
What is to be covered during the lesson
Development
From Past to Present From Simple to Complex From Known to Unknown From most frequent to least frequent "logical organization of material"
Conclusion
Retrace the important elements of the lesson and relate them to the Objective; improve retention; no new ideas
Lecture Method
The Instructor presents material while the student remains relatively quiet
Lecture Method ( Pros)
Convenient for group;Timely; new ideas
Lecture Method ( Cons)
No motor skills; inhibits participation
(ORDRR) Overhead
Directed to entire group
What are the five types of Guided Discussion questions?
(ORDRR) Overhead, Rhetorical, Direct, Reverse, Relay
(ORDRR) Rhetorical
Asked and answered by the instructor
(ORDRR) Direct
To get response from a specific person
(ORDRR) Reverse
Redirect questions back to students
(ORDRR) Relay
Redirect student questions to another individual in the group
Guided Discussion Method
Relies on the Student to provide ideas,experiences, and opinions. The student must have some knowledge of the subject.
(EDSIE) Explanation
Explanations must be clear pertinent to the objectives of the particular lesson is to be presented and based on their own experiences and knowledge of the student
Phases of Demonstration/Performance
Principle of learning by doing; (EDSIE) Explanation; Demonstration; Student performance; Instructor Supervision; Evaluation
(EDSIE) Demonstration
Instructor must show students the actions necessary to perform the skill
Organization of a Lesson Introduction
(AMO) Attention; Motivation; Overview
(EDSIE) Student Performance
Student performance requires student to act and do.
(EDSIE) Instructor Supervision
The instructor should have the student attempt to perform the maneuver, coaching as necessary.
(EDSIE) Evaluation
Student displays competents has maintained and the instructor discovered just how well the skill has been learned
Computer/ Video assisted instruction
Use of technology to assist in discussion
Effective Critique
(FASTCOCO) Flexible; Acceptable; Specific; Thoughtful; Comprehensive; Objective; Constructive; Organized
(FASTCOCO) Flexible
Tone, technique and content must fit situation
(FASTCOCO) Acceptable
Students must accept the instructor to accept their opinion.
(FASTCOCO) Specific
Clear, well founded ideas and recommendations
(FASTCOCO) Thoughtful
Well thought out critiques that are not insensitive
(FASTCOCO) Comprehensive
Covers strengths and weaknesses, not necessarily every item is covered
(FASTCOCO) Objective
Not at the person, but at the performance
(FASTCOCO) Constructive
Presence guidance to improve performance
(FASTCOCO) Organized
Logical and sensible
Difference between critique and evaluation
Evaluation is graded
Effective Oral Questions
Center on idea -limited to who, what, when, where, how, or why. Present challenge to student Brief and concise
(BITCOP) Bewildering
Questions designed to confuse
Bad question types
(BIT COP) Bewildering, Irrelevant, Toss-up, Catch, Oversize, Puzzle
(BITCOP) Irrelevant
Off topic questions
(BITCOP) Toss-Up
Questions without specific answers or closely correct answers
(BITCOP) Catch
Questions designed to trick the student
(BITCOP) Oversize
Vague questions that are too broad to answer
(BITCOP) Puzzle
Don't make the question next to impossible to figure out
Response to Student Questions
(CIR) Clear, Interest, Response
(CIR) Clear
Be sure you clearly understand the question
(CIR) Interest
Shown interest and not apathy when answering questions
(CIR) Response
Determining if student is satisfied with answer and if the answer covers all that was asked
Effective Test
(CURVD) Comprehensive , Usable, Reliable, Valid, Discrimination
(CURVD) Comprehensive
The degree to which a test measures the overall objective
(CURVD) Usable
Is it legible
(CURVD) Reliable
The degree to which test results are consistant with repeated measurements
(CURVD) Validity
The extent to which a test measures what it is suppose to measure
(CURVD) Discriminatory
Degree to which a test distinguishes the difference between student
Characteristics of a CFI
(SAD SALI) Sincerity, Acceptance, Safety Practices, Appearance, Language, Demeanor, Improvement
(SAD SALI) Sincerity
Be straight forward and honest
(SAD SALI) Acceptance
Must accept student as who they are
(SAD SALI) Safety Practices
Safety practices and accident prevention -Set Example
(SAD SALI) Appearance
Neat, Clean, appropriately dresser and exercise common courtesy
(SAD SALI) Language
Use proper and understandable language, you must know your student
(SAD SALI) Demeanor
Attitude and behavior. Calm, thoughtful and disciplined.
(SAD SALI) Improvement
Consistently improving qualifications, effectiveness, and services.
(SAD SALI) Anxiety
Counter by reinforcing students enjoyment of flying and by teaching them to cope with their fears
Normal Stress
Individuals begin to respond rapidly and exactly, within the limits of their experience and training
Abnormal Stress
Individuals reaction to stress is absent or at least inadequate. The response might be random or illogical, or they may do more than is called for the situation
Seriously Abnormal Students
Seek unbiased opinion. If agreed, withhold endorsements and encourage treatment. Contact FSDO if student continues to fly.
Supervision and Surveillance
Correct unsafe inappropriate operations if observed
Endorsements and Recommendations
(FEARS) Flight test Recommendations, Endorsements, Aircraft checkout, Refreshers training, Student supervision
Flight Review
FAR 61.56 1 hour of Flight and 1 hour of Ground Review of Maneuvers and procedures that, at the discretion of the person giving her to you, are necessary for the pilot to demonstrate the safe exercise of the Privileges of the pilot certificate. A review of the current General operating and flight rules of part 91
Development of Course of training
Determine standards/objective identification of blocks of learning Develop those blocks
Content and Use of a training Syllabus
Training is accomplished in a logical sequence, requirements are completed.
Purpose of a lesson plan
What to do What order to do it What procedure to use in teaching it
Characteristics of a Lesson Plan
(CFI SPUR) content, flexibility, instructional steps, scope, practical,unity, relation to training
(CFI SPUR)Content
Each lesson should contain new material while relating back to old material
(CFI SPUR) Flexibility
The lesson should be malleable
(CFI SPUR)Instructional Steps
(PPAR) preparation, presentation, application, review / evaluation
(CFI SPUR)Scope
Content should not be overwhelming in size
(CFI SPUR)Practical
Easily applied to flight
(CFI SPUR)Unity
Each lesson should be a unified segment of instruction
(CFI SPUR)Relation to Training
Relationship to objective should be clear
Use of a Lesson Plan
Used as a guide for reference to keep track of student and instructor progress