Foi Flashcards
Instructor Responsibilities HEMPSS
Help students learn.Emphasize the positive.Minimize student frustration.Provide adequate instruction.Standards of performance.Safety.
Help students learn
Enjoyable learningMeasurement of students growth
Minimizing student frustrations MAG BACK
Motivate students.Approach students as individuals.Give credit when due.Be consistent.Admit errors.Criticize constructively.Keep students informed.
Flight Instructor Responsibilities
Be aware of physiological obstacles for studentsEnsuring student ability
Instructor professionalism DAPPS
Demeanor Acceptance of the studentProper language Personal appearance and habitsSincerity
Evaluation of student ability
Demonstrated abilityKeeping student informed (keep track or progress)Correction of student errors
Demonstrated ability
The evaluation considers the student's mastery of the elements involved in the maneuver or procedure, rather than merely the overall performance
Keeping student informed
Verbal and written. If you need to inform them of errors, be constructive by corrective action
Correction of student errors
Often better to let students make a mistake and get out of it on their own (safety permitting) so they can learn for themselves.If the procedure is performed correctly but not fully understood require it to be variedOr, combine it with other operations, or apply the same elements to another maneuver
Aviation Instructors and Exams
Knowledge testPractical test
Professional developement
Fresh materialContinuing educationCurrent material
Continuing education
Government FAA seminars, articles, regulations, ACs, etc. Pilot Proficiency Awards Program Gold Seal Flight CertificateEducational/Training Institutions Attend classes at community colleges, technical schools, etc.Commercial Organizations Training material Training courses Industry Organizations Articles, publications, training programs
Factors that affect perception SET PG
Self Concept Element of ThreatTime and opportunity Physical organismGoals and values
Characteristics of effective teacher SPAM
Subject-Matter KnowledgePeople-SkillsAssessment SkillsManagement Skills
Characteristics of effective critique FATCCOWS
FlexibleAcceptableThoughtfulComprehensiveConstructiveObjectiveWell-OrganizedSpecific
Flight instructor endorsements
Initial SoloSolo XCKnowledge test Practical testFlight reviewIPCAircraft checkout/Transitions (High performance, tail wheel, etc.
Obstacles in learning during flight instruction (UA FAIL)
Unfair treatment.Anxiety.Fatigue, illness, physical discomfort.Apathy due to inadequate instruction.Impatience (to proceed to more interesting material)Lack of interest, worry.
Demonstration-Performance training delivery SEED
3.Student performance and Instructor Supervision phase4.Evaluation Phase1.Explanation phase2.Demonstration phase
Integrated flight instruction HOPS
Habit patterns (cross-check outside/inside)Operating efficiency (technique increases = aircraft performance increases)ProceduresSee and avoid
Assessment of piloting ability
Correction of errorsDemonstrated ability Dealing with normal challengesPractice landingsPost flight evaluationPilot supervision (ensure PTS standards)Visualization (SBT scenario during ground)
3 types of stress that affect performance
PhysicalPhysiologicalPsychological
Decision making process DECIDE
Detect the problemEstimate need to reactChoose a course of actionIdentify solutionsDo the necessary actionsEvaluate the effect of action
Personal minimums PAVE (risk mitigation)
Pilot in commandAircraftenVironmentExternal pressures
ADM 3Ps
Perceive Process Perform
Risk management TEAM
TransferEliminateAcceptMitigate
Evaluate situation/emergency (5Ps)
PlanPlanePilot PassengersProgramming (avionics)
Types of assessment
Traditional (written test, multiple choice)Authentic (open ended questions)Oral
Characteristics of Effective Oral Questions (PB CACAW)
Presents a challenge.Brief & concise.Clear & Definite.Applies to subject.Centered on one idea.Adapted to student.Who, what, where, when, why, or how and not a combination
Critiques and Oral Assessments SWIISS
Student lead critique.Written critique.Instructor student critique.Individual student by another student.Small group technique.Self critique.
Normal Reactions to Stress
Respond rapidly and exactly, within the limits of their experience and training
Abnormal Reactions to Stress
1. Response may be completely absent or at least inadequate2. Responses may be random or illogical, or they may do more than is called for by the situation3. Abnormal Reactions: a. Inappropriate reaction, such as extreme over-cooperation, painstaking self-control, b. inappropriate laughter or singing, and very rapid changes in emotion c. Marked changes in mood on different lessons (excellent morale/deep depression) d. Severe anger to the instructor, service personnel, and others
3 elements of communication
The sourceThe symbolsThe receiver
Barriers to effective communication (COIL)
Confusion between the symbol & symbolized object.Overuse of abstractions.Interference.Lack of common experience.
Developing communications skills (LIQIR)
Listening.Instructional Enhancement.Questioning.Instructional communications.Role playing.
Characteristics of Learning (RAMP)
Result of an experienceActive process Multi-faceted Purposeful
Ways to retain information (memory) (AMP-FAM)
All senses MnemonicsPraiseFavorable AttitudesAssociationMeaningful repetition
Laws of learning REEPIR
ReadinessExerciseEffect (pleasant vs. unpleasant feeling associated)PrimacyIntensity (vivid, dramatic or exciting)Recency
Domains of learning CAP
Cognitive (knowledge)Affective (Attitudes, Beliefs, and Values))Psychomotor (physical skills)
Stages of Skill acquisition (CAA)
CognitiveAssociativeAutomatic response
3 types of practice
Deliberate (practices specific areas for improvement and receives specific feedback)Blocked (Practicing the same drill until it becomes automatic)Random (Performing a series of separate skills in a random order leads to better retention)
Slip vs. Mistake
Slip: A person plans to do one thing but inadvertently does anotherMistake: A person plans to do the wrong thing and succeeds
3 parts of memory
SensoryShort TermLong Term
Why do people forget (FIRR)
FadingInterferenceRepressionRetrieval failure (as a result of disuse)
Higher order of thinking skills (HOTS)
SBTTeaching the higher-level thinking skills are essential to judgment, decision making
2 approaches to learning
BehaviorismCognitive theory
Behaviorism
Positive Reinforcement, rather than no reinforcement or punishment. Encourages student learning and progress with rewards
Cognitive theory
The Information Processing Model: gathering and representing information (encoding), retaining of information, and retrieving and receiving information from senses Constructivism: Learning is the result of the learner matching new information against preexisting information and integrating it into meaningful connections focuses on what is going on inside thestudent's mind. Learning is not just a change in behavior; it is a change in the way astudent thinks, understands, or feels.
Performance based objectives
Description of skill or behaviorConditionsCriteria
Decision Based Objectives
Facilitates a higher level of learning and applicationBy using dynamic and meaningful scenarios, the instructor teaches the student how to gather information and make informed, safe, and timely decisions
Organization of lesson plan material
IntroAttentionMotivationOverviewDevelopmentConclusion
Training delivery methods
LectureGuided discussionComputer assistedDemonstration-performanceDrill and practice
Problem based learning (effective problems)
Relate to the real worldRequire students to make decisionsOpen ended, not limited to one answerConnected to previously learned knowledge and new knowledgeReflect lesson objectivesChallenge students to think criticallyPut the student in hypothetical emergency situations
Problem based learning
Effective problemsHOTSScenario based trainingCollaborative problem solvingCase study method (NTSB accidents)
Scenario based learning HOTS
Set up the problemDetermine learning outcomes for the problemSolve the Problem or TaskReflect on Problem solving processConsider additional solutions through guided discoveryReevaluate solution with additional optionsReflect on this solution and why it is the bestConsider what best means
CFI special emphasis areas of aircraftoperation considered critical to flight safety
1. Positive aircraft control.2. Positive exchange of the flight controls procedure.3. Stall/spin awareness.4. Collision avoidance.5. Wake turbulence avoidance.6. LAHSO7. Runway incursion avoidance.8. CFIT.9. ADM and risk management.10. Wire strike avoidance.11. Checklist usage.12. Temporary flight restrictions (TFRs).13. Special use airspace (SUA).14. Aviation security.15. Single-Pilot Resource Management (SRM).16. Other areas deemed appropriate to any phase of the practical test