Foi Flashcards

What is human behavior

Behavior is the result of a persons attempts to satisfy certain needs. It is both a product of innate human nature, and their environment and experience.

What is motivation

Motivation is the reason somebody does something

Maslow's hierarchy of needs

Physiological needs, safety and security, love and belongingeness, self-esteem, self actualization.

Defense mechanisms

repression, denial, compensation, projection, rationalization, reaction formation, fantasy, displacement

repression

places uncomfortable thoughts into inaccessible areas of the unconscious mind.

denial

refusal to accept external reality because it is too threatening.

compensation

counterbalancing your weaknesses by emphasizing strength in other areas.

projection

placing the blame for your own mistakes onto someone else.

rationalization

justifying actions that are unacceptable

reaction formation

faking a belief opposite to the true belief

fantasy

daydreaming about a world of success and pleasure instead of focusing on the reality

displacement

shift of emotion to a more comfortable location. Mad at flight instructor so you take it out on your family.

what is anxiety

anxiety is a feeling of worry, nervousness, or unease about something that is going to happen with an uncertain outcome

how to counter a student's anxiety

reinforcing a student's enjoyment of flying and teaching them to cope with their fears

what is stress

stress is when the body recognizes the a threat and releases adrenaline, normally eliciting a flight or fight response.

normal reaction to stress

individual acts rapidly and exactly within the limits of their training

abnormal reaction to stress

extreme over cooperation, inappropriate laughter or singing, rapid changes in emotions.

Flight instructor action regarding seriously abnormal students

Have another instructor evaluate them and see if they have the same opinion, if they have underlying psychological issues that keep them from being a safe pilot it is your responsibility to withhold training and endorsements for solo activity or practical tests.

Teaching an adult student

provide clear organized training syllabus, allow them to do more self study, more SBT, adults are generally more motivated, try and take advantage of that.

Basic elements of communication

Source (sender, speaker) Symbols (words, body language, charts, ) Receiver (listener, student)

4 barriers to effective communication

lack of common experience, confusion between symbol and symbolized object, overuse of abstractions, and interference

lack of common experience

your experience and the students will be different so phrases and technical terms you are familiar with he/she may not be

confusion between the symbol and the symbolized object.

Symbols can have different meanings to different people. Just because i use the a word and i know its meaning doesnt mean the student isnt thinking i mean something else

overuse of abstractions

being overly general with explanations. Just saying "fix it" isnt specific enough as they may not now how to fix it

Interference

outside sources blocking reception of the symbol or meaning. Could by sickness, hearing problems, loud environment etc.

Developing communication skills

practice teaching and communicating through role play, listen to the student talk to better understand them, ask the student questions.

What is learning

change in behavior as a result of experience

learning theories

Behaviorism, cognitive theory, information processing theory, constructivism

behaviorism

explains behavior entirely in terms of observable response to stimuli. system of punishment and rewards to predict behavior

Cognitive theory

focuses on what goes on inside the mind. How people think and perceive. Not just a behavior response but a learning changes how someone thinks

Information processing theory

uses a computer system as a model for human learning. human brain stores, and processes information, and then retrieves it and generates responses to the information

Constructivism

knowledge and skills must be actively built or constructed over time through experience. HOTS such as ADM

Aeronautical Decision Making

systematic approach to the mental process used to determine the best course of action in a given set of circumstances

Scenario Based training

presents tasks in an operational environment and and provides more realistic decision making opportunities. Real world scenarios

what is a perception

perception involves taking stimuli from the 5 senses and giving meaning to them. All learning comes from perception

5 factors affecting perception

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

physical organism

the human body capable of using the 5 senses, any disabilities in these senses limits are ability to perceive

goals and values

different people have different beliefs and values, therefore perceive stimuli differently. Example; two people watching the same football game will see the same thing, but may perceive the events differently based on who they are cheering for.

self concept

students with a positive self image of themselves will be more receptive to experience and new training.

Time and opportunity

it takes time and opportunity to perceive, a student would need to practice a normal flight and stalls for some time before being able to understand and learn stalls.

element of threat

if there is an element of threat it does not promote effective learning. Maslow's hierarchy of needs, if there is a threat students will limit their attention to the threatening object.

insight

insight is grouping perceptions into meaningful wholes. keep students open to new experiences and demonstrate how one experience relates to another.

3 phases of acquiring knowledge

memorization, understanding, concept learning

memorization

first attempt to acquire knowledge is to memorize facts about steps in a procedure. allows students to get started quickly

understanding

student begins to organize facts in useful ways, and a collection of memorized facts gives way to understanding.

concept learning

humans begin to categorize concepts into groups. Student takes facts or steps and generalizes a concept.

Thorndike's laws of learning. REEPIR

Readiness, effect, excercise, primacy, intentisty, recency.

readiness

the basic needs of the learner must be satisfied before they are capable of learning. (Maslows hierarchy)

effect

learning is strengthened when associated with a pleasant or satisfying feeling, and it is weakened when associated with an unpleasant feeling.

Exercise

connections are strengthened with practice. The more you do something the more you will understand and remember it

primacy

the state of being first often leaves an unshakable impression. The first way a student learns something is going to be the way they are going to remember it. Relearning is harder than initial learning

Intensity

The more real the experience, the more the student will be able to learn from it

Recency

Things learned most recently are remembered best

Domains of Learning CAP

Cognitive, Affective, Psychomotor

Cognitive Domain (thinking)

includes remembering specific facts and conecpts that help develop intellectual abilities and skills.

basic levels of learning

Rote, understanding, application, and correlation

Rote

the ability to repeat something back, learned but not understood. Ex; there are 4 legs to a traffic pattern.

Understanding

Comprehend or grasp the nature or meaning of something. Ex; understanding hot to fly a traffic pattern, what your speeds should be, and when to turn each leg.

Application

Putting something that has been understood to use. Ex; being able to go fly the traffic pattern at Auburn in a 172.

Correlation

Associating what has been learned, understood, and applied with previous and subsequent learning. Ex; taking your ability to fly Auburn's pattern and being able to fly any traffic pattern at any airport, and using knowledge of the traffic pattern to fly new aircraft in a pattern.

Affective Domain (feeling)

addresses the students emotions toward the learning experience. Feelings, values, motivations, and attitudes.

5 affective domain levels

receiving, responding, valuing, organization, characterization. As you move up, the student begins by being willing to learn, then they actively participate in the training, they decide the value of the training, organize the training into their personal belief system, and then they internalize it.

Psychomotor domain (doing)

skill based and includes use of movement, coordination, and motor skills. Development of these skills requires repetitive practice and is measured in terms or speed, precision, distance, and technique.

instructional levels of the psychomor domain

observation, imitation, practice, and habit. Learner observes the instructor perform the skill. Learner imitates the skill under eye of the instructor. The learner practices the skill over and over to develop experience. Habit level is reached when they can perform it at an expert level.

Characteristics of learning

Learning is purposeful, learning is a result of experience. Learning is multifaceted, learning is an active process.

Learning styles

Left brain vs right brain, Auditory vs visual vs kinesthetic

Stages of skill acquisition

Cognitive stage, associative stage, automatic response stage

Cognitive stage

student is introduced to information and memorizes it, becomes fixated on it and requires most of their attention to do it

Associative stage

doesn't just perform memorized steps but sees steps as blocks towards to the overall goal and makes adjustments along the way

automatic response stage

performance of the skill is rapid and smooth and requires little attention to perform it. may be able to multitask

Learning plateaus

learning plateaus are a normal part of the learning process and tend to be temporary. Avoid over practicing certain skills, take breaks, and move on to other parts of the lesson.

Types of Practice

Deliberate, blocked, random

Deliberate practice

aimed at a specific goal. the student practices a specific area for improvement and receives feedback. Distractions should be avoided

Blocked practice

Repeating the same thing over and over until it becomes automatic. Short term improvement but poorer long term learning

Random practice

mixes up the skills to be acquired in a practice session. Leads to better development of skills because by performing skills in random orders the student begins to recognize similarities between skills and apply them to long term learning.

Scenario based training

Using real world scenarios to allow students to practice what they have learned

Elements of a good scenario

clear set of objectives, tailored to the needs of the student, capitalizes on the nuances of the local environment.

Two kinds of errors

slip and mistake

slip

when you plan to do the right thing and accidentally do the wrong thing

mistake

plans to do the wrong thing and succeeds

Memory

memory is the link between learning and retaining information. the ability of people to encode, store, and retrieve information.

Sensory memory

part of the memory system that receives initial stimuli from the environment and processes them according to the individual's concept of what is important. Precoding. Quick scan of importance and then the brain decides what ist should keep and send to short term memory

Short term memory

information is stored for roughly 30 seconds after which it either rapidly fades or is consolidated to long term memory. Usually limited to about 7 chunks of information.

long term memory

relatively permanent storage of unlimited information and it is possible for memories to be stored for a lifetime. These events are usually pretty significant. repetition also aids in putting information to long term memory.

Forgetting

a loss of memory retrieval

theories of forgetting

retrieval failure, fading, interference, repression and suppresion

Retrieval failure

inability to retrieve information. tip of the tounge phenomenon

fading

person forgets information when not used for a period of time

interference

people forget something because a new experience has overshadowed it.

Repression or suppresion

Pushing memories out of reach because you do not want to remember the feelings associated with that memory.. Repression is unconscious, suppression is conscious.

Retention of learning. PARAS

praise stimulates remembering, association promotes recall, repetition aids recall, attitudes that are favorable aid to recall, Senses learning is most effective. PARAS

Mnemonics

using patterns of letters or images assists with remembering information. ATOMATOFLAMES

Transfer of learning

the ability to apply knowledge or procedures from one context to a new context

positive transfer of learning

skills previously learned aid in the acquisition of new skills

negative transfer of learning

skills previously learning hurt the acquisition of new skills.

Aiding in transfer of learning

plan for transfer as a primary objective. Ensure students understand that what is learned can be applies to other situations. maintain high order learning standards

Understanding and memory

the deeper your understanding of a subject area the more likely you will be able to recall it.

4 essential teaching skills

people skills, subject matter expertise, management skills, assessment skills

elements of a lesson plan

objective, elements, equipment, schedule, instructor action, student action, and completion standards

2 types of training objectives

performance based and decision based

performance based objectives

used to set measurable, reasonable standards that describe the desired performance of the student.

3 parts of a performance based objective

description of skill or behavior, conditions, criteria

decision based training objectives

more suitable for scenarios and teaches skills such as ADM and risk management

organization of material

introduction, development, conclusion

introduction

attention, grab the focus of the studentmotivation, why is the lesson important to learnoverview, outline objective and key ideas

development

main part of the lesson, the body of your lesson plan. organize material from;past to present, simple to complex, known to unknown, most used to least used

conclusion

retrace the important elements of the lesson and retrace them to the objective

training delivery methods

lecture, guided discussion, computer assisted learning, demonstration-performance, drill and practice

lecture method

deliver knowledge to the students via lecture. works well when you want to convey a general understanding to students with a lack of knowledge.

teaching lecture

allows for participation by the student, prepare the teaching lecture, decide on type of delivery, try and avoid using notes but you can if needed, use suitable language.

formal lecture

does not include student participation

informal lecture

includes student participation

advantages of lecture method

convenient for large groups, many ideas in a short time, present ideas that may be difficult for students to get in other ways.

disadvantages of the lecture method

difficult to hold attention, requires proper preparation, does not foster certain types of learning such as motor skills and hands on practice.

discussion method

short up to 20 minute lecture followed by a discussion both instructor to student and student to student.

guided discussion method

requires the student to posses some level of knowledge on the subject. used to find out what the student knows or has learned over the course of the activity. learning is achieved through skillful questions that are thought provoking and open ended

characteristics of an effective question

has a specific purpose, is clear in meaning, contains a single idea, stimulates thought, requires definite answers, relates to previously covered information.

computer assisted learning method

using multimedia software and the computer to create a training device. example is test prep for FAA exams such as GLEIM

demonstration performance method

best used for the mastery of physical skills that require practice. people learn by doing.Explanation, instructor demonstration, student performance, instructor evaluation.

drill and practice method

based on the law of exercise, connections are strengthened through practice. promotes learning through repetition

problem based learning

a carefully constructed problem to which there is not single solution. allows student to make meaning of the information they have learned. Develops HOTS

Skills encompassed by HOTS

risk management, ADM, automation management, situational awareness, and CFIT and others

3 types of problem based learning techniques

Scenario based training, collaborative problem solving, case study

scenario based training

uses real world experiences in an operational environment. requires student to manage all of their resources to solve potential real world answers. more than one answer

Collaborative problem solving method

provides a problem to a group of students who work together to solve the problem. instructor may help if needed.

case study method

reviewing written or oral accounts or a real world situation that provides a learning experience. Example would be reviewing NTSB reports to talk about what causes aviation accidents.

what are instructional aids and technologies

devices that assist an instructor in the teaching - learning process

advantages of instructional aids

aids the student in remembering important info helps gain and hold the attention of the students. helps solve language barrier problems and aids in understanding complex information such as system layouts

disadvantages of instructional aids

not supportive on their own, can only be used to support the lesson. must make sure the aid does not just distract from the lesson.

types of instructional aids

chalk or white board, diagrams and charts, videos, computer assisted learning, model airplanes

what is an assessment

the process of gathering information to meet evaluation needs.

purpose of an assessment

an essential and continuous component of the teaching and learning process. provides critical information to the student that both the student and instructor are aware

Characteristics of an effective assessment ACCOST OF

Acceptable, comprehensive, constructive, organized, specific, thoughtful, objective, and flexible

acceptable

the student must accept the instructor to accept his assessment. must be confident in your ability

comprehensive

covers strengths as well as weakness and all parts of the lesson

constructive

the student must benefit from the assessment for it to be effective

organized

any pattern of assessment is acceptable as long as it is logical and makes sense to the student.

specific

make specific recommendations as well as suggestions for improvement.

thoughtful

respects the students feelings and need for self - esteem and recognition

objective

focused solely on student performance and does not reflect personal opinions and biases.

flexible

must fit the tone and content of the assessment to the occasion and to the student.

traditional assessment

generally refers to written testing such as multiple choice or true false. pre solo written is an example

6 characteristics of a good written test

reliability, validity, usability, objectivity, comprehensiveness, discrimination

reliable

the degree to which results are consistent with repeated measurements

valid

the test measures what it is supposed to measure

usable

functionality of the test, can the questions be read and interpreted easily

objectivity

if graded by different instructors would it have the same score

comprehensive

test measures the overall objective

discriminatory

the degree to which the test distinguishes the difference between students

authentic assessment

student is asked to perform real world tasks and demonstrate meaningful application of skills and competencies

collaborative assessment

replay - give the student a chance to replay the flight and assess themselves, and see where your perceptions do or do not matchreconstruct - student is given a chance to identify areas where he or she could have done betterreflect - reflect on what was learned and what was gained from the lessonredirect - relate lessons to previous experiences and real world scenarios.

maneuver grades

describe - the student can describe the physical and cognitive elements of the procedureexplain - the student can describe the scenario and understands the elements but needs help executing itpractice - the student is able to plan and execute the scenario but needs some assistance and coachingperform - the student is able to perform the activity without any instructor assistance

srm grades

explain - udnerstands scenario but needs prompting to identify risk and perform actionspractice - active decision maker but with some errorsmanage - decide - needs no instructor intervention

oral assessment

most common means of assessment, instructor asks direct and indirect questions. both fact questions and HOTS questions

Characteristics of effective questions

applies to the subject of instructions, brief and concise but also clear and definite, adapted to the ability of the student, centered on only one idea, and presents a challenge to the student

types of questions to avoid

puzzle questions, too many details, oversize questions - too generaltoss up - two options when neither is right or wrongtrick questionsirrelevant questions

what is critique

often has a negative connotation but the instructor must use critique to to consider good as well as bad performance. may be oral written or both

instructor/student critique

instructor led and members of the class are invited to offer critique

student lead critique

instructor asks a student to lead the critique

small group critique

class is divided into small groups

individual student critique by another student

asks another student to present the critique to the student

self critique

student critiques themselves

written critique

instructor writes out the critique, student can then reference it later, it is also private this way, and instructor can take more time on it.

responsibilities of all aviation instructors

Help students learn, provide adequate instruction, demand adequate standards of performance, emphasize the positive, ensure aviation safety, minimize student frustrations

help students learn

learning should be an enjoyable experience, students gain more satisfaction from completion of a difficult task than that of an easy one.

providing adequate instruction

tailor teaching technique to the student, taking into account their personality and learning tendencies. be an expert on the subject matter you are teaching

Demanding adequate standards of performance

you are the one responsible for bringing the student up to the standards outlined in the PTS or CS and teaching them what standards are expected of them as a student and as a future pilot.

minimizing student frustrations

motivate students, keep students informed of their progress, approach students as individuals, give credit when due, criticize constructively, be consistent, and admit your own errors.

ensuring aviation safety

make sure the student feels safe in the training environment. Instill safe habits in the students from the beginning (primacy). emphasize safe operations continuously throughout training.

additional flight instructor responsibilities

ensuring student skill set, practical test recommendations, flight instructor endorsements, see and avoid responsibility, airplane checkout, refresher-training.

physiological obstacle for students

students will experience feelings and sensations they may not be familiar with and it is your job to help the student overcome these feelings of uneasiness and other obstacles.

ensuring student ability

flight instructors have the additional responsibility of ensuring students are safe for solo flight. In addition to basic maneuver instruction, it is important to teach areas of ADM, risk management, and other special emphasis areas.

professionalism

as the instructor you are the central figure for aviation knowledge for the student and therefore need to maintain professionalism at all times.

how to maintain professionalism

be sincere, accept the student, maintain professional appearance, always practice safe habits, use proper language, have a good demeanor

evaluation of student ability

demonstrated ability, keeping the student informed, and correction of student errors

demonstrated ability

based upon established standards suitable for the point in training.

keeping the student informed

make sure the student is always informed of where they are in the training, what they are doing well, and areas for improvement while also providing suggestions for improvement.

correction of student errors

safety permitting, allow the student to make mistakes and see for themselves why they should or should not do something a certain way

aviation instructors and exams

you as the instructor are responsible for dissatisfactory performances on knowledge or practical tests, do not endorse a student unless you are sure they are ready for the test.

professional development

always continue to develop your own skills, knowledge, and teaching techniques. Many available FAA resources to continue your education.

obstacles in learning during flight instruction

unfair treatment, impatience, worry or lack of interest, physical discomfort, apathy due to inadequate instruction, anxiety

unfair treatment

if the student believes they are being treated unfairly and their efforts are not being considered they will not learn well. if you make unreasonable demands their motivation will decrease.

impatience

many students will be eager to progress through training or get signed off for a solo or practical test. It is your responsibility to withhold an endorsement until they are ready.

worry or lack of interest

students who are worried wont be ready to learn and wont retain information given to them as well. must deal with some outside experiences of the students in your training to keep them properly motivated.

physical discomfort

regular part of flight training, can be a large hindrance to learning. fatigue - treacherous to flight safety, slows reaction time, must be dealt with outside of flight instructiondehydration - critical loss of water, lowers decision making, color of your pee before flight.

apathy due to inadequate instruction

if instructor makes inadequate preparations to a lesson or is teaching deficient material the student may become frustrated and uninterested.

anxiety

limits students perceptive ability. student must feel comfortable with the plane and instructor in order to learn.

demonstration - performance training delivery.

explanation, demonstration, student performance and instructor supervision, evaluation.

telling doing technique

instructor tells - instructor doesstudent tells - instructor doesstudent tells student does instructor evaluates

positive exchange of flight controls

always know who is in control of the aircraftyou have the flight controls, i have the flight controls, you have the flight controls, and visually confirm they take the controls

sterile cockpit

refrain from nonessential activities and chatter during critical phases of flight

use of distractions

allows student to develop the ability to divide their attention and determine what distractions require immediate action and which can wait.

integrated flight instruction

students learn to perform flight maneuvers by both outside references and reference to flight instruments. important for the student to develop how to both fly the aircraft by feel and touch as well as by the instruments early in their training. still teach see and avoid when uses integrated flight instruction. always maintain a visual scan

assessment of piloting ability

demonstrated ability based upon established standards of performance.post flight evaluation is important to keep the student informed of progress, both oral and written.let students make mistakes safely

aeronautical decision making

the systematic approach to the mental process used by pilots to consistently determine the best course of action in response to a given set of circumstances. includes SRM risk management and situational awarenesstaught to students through scenario based training.

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