Updated FOI

  1. What is learning
    a change in a students behavior as a result of an experience
  2. What are the laws of learning
    REEPIR

    • Readiness
    • Exercise
    • Effect (needs to be a pleasant experience)
    • Primacy (first learned best remembered)
    • Intensity (more learned from real thing)
    • Recency
  3. What are perceptions
    When a person gives a meaning to sensations being experienced. they are the basis of all learning
  4. What factors affect Perception
    PGSET

    • Physical organism (see hear smell)
    • Goals and values (skewed towards ones goals an values)
    • Self-Concept (image of themselves)
    • Element of thrat (narrows perceptual field)
    • Time and oportunity ( need to be able to percieve)
  5. What are insights
    grouping perceptions into meaningful wholes
  6. what are the levels of learning
    RUAC

    • Rote (blunt memorization)
    • Understanding (comprehending)
    • Application (put to use)
    • Correlation (link to other learning)
  7. What are the stages to acquiring skill
    CAA

    • Cognitive ( based on factual knowledge)
    • Associative ( can tell likely outcomes)
    • Automatic response ( product of practice)
  8. Why do people forget
    DIRR

    • Disuse/ Fading
    • Interference
    • Repression
    • Retrieval Failure
  9. Way to help remember
    MAMAPS

    • Meaningful repetition
    • Association (link it to something to remember)
    • Mnemonics
    • Attitudes, favorable (learn better when motivated to know)
    • Praise
    • Senses (all)
  10. What is the transfer of learning
    the ability to apply knowledge learned in one context to new contexts

    can be positive( helps) or negative ( hinders learning )
  11. What do students need in order to learn
    • Maslow's Hierarchy
    • PS-BEAS

    • Physiological ( food, rest, exercise)
    • Security ( protectin from danger, threats)
    • Belonging ( need to belong / fit in)
    • Esteem ( be happy)
    • Aesthetic/ cognitive ( know and understand emotional needs)
    • Self-actualization ( what you are meant to do)
  12. What are defense mechanisms used for
    biological or physical responses to protect a persons well being
  13. What are the defense mechanisms
    DR-FRD-CPR

    • Denial (cant accept it)
    • Repression (bury uncomfortable thoughts)
    • Fantasy ( daydream about how it should be)
    • Rationalization ( justify actions)
    • Displacement ( focus on less threatening subject)
    • Compensation ( emphasize another strength)
    • Projection ( put blame on someone else)
    • Reaction Formation ( faking a belief opposite of true belief)
  14. What are the domains of learning
    CAP

    • Cognitive (thinking, knowledge)
    • Affective (Feeling, attitude)
    • Physcomotor (doing telling)
  15. Types of teaching methods
    LGDDD

    • Lecture
    • Guided Discussion
    • Discussion
    • Demonstration/ performance
    • Drill and practice
  16. What is a critique used for
    To give student direction and raise level of performance

    discusses good and bad performance immediately after performance
  17. Characteristics of an effective critique
    FASTCOCO


    • Flexible
    • Acceptable (to the student)
    • Specific
    • Thoughtful ( to students feelings)
    • Comprehensive ( covering what should be covered)
    • Objective ( no biases)
    • Constructive (student learns from it)
    • Organized ( logical and makes sense)
  18. What is an evaluation
    Judging a students performance
  19. What should effective questions encompass
    BACPAC

    • Brief and concise
    • Applied to subject
    • Clear and definite
    • Present a challenge
    • Adapted to student
    • Centered on one idea
  20. What questions should you avoid
    POTBIT

    • Puzzle
    • Oversize
    • Toss up
    • Bewilderment
    • Irrelevant
    • Trick
  21. How do you answer a students question
    USSA

    • Understand the question
    • Show interest
    • Satisfy the student
    • Admit not knowing/ look it up
  22. Characteristics of a good written test
    VORDUC

    • Valid ( measure what it should)
    • Objective ( no bias)
    • Reliable (consistent results)
    • Discrimination ( distinguishes different levels of understanding)
    • Usability ( easy to administer)
    • Comprehensive (tests the scope of what its intended to)
  23. How can you have a student assess their performance/ learning
    • Replay ( verbally replay the flight or procedure)
    • Reconstruct ( identify things they could have done differently)
    • Reflect ( reflect on what happened and if they performed to the standards)
    • Redirect ( relate lessons to other experiences or lessons)
  24. What are the responsibilities of a flight instructor
    HEMPSS

    • Help students learn
    • Emphasize the positive
    • Minimize student frustration
    • Provide adequate instruction (tailor to students learning style)
    • Standards of performance ( PTS Standards being met?)
    • Safety
  25. Characteristics of a professional instructor
    CS-SALAD

    • Code of conduct
    • Safety conscious
    • Sincere
    • Accepting
    • Language
    • Demeanor
  26. How do you deal with students who have physiological abnormalities , stress, or anxiety
    • Have student train with another instructor
    • compare opinions regarding their condition
    • decide whether to remove student
  27. What is an instructors more important responsibility
    Solo operations: need to provide guidance and restraint
  28. Characteristics of a good lesson plan
    SPURFIC

    • Scope ( appropriate amount of material)
    • Practicallity
    • Unity¬† ( lessons unify to obtain objective)
    • Relation to course of training
    • Flexibility ( don't stick strictly to outline)
    • Instructional steps ( PPAR)
    • Content ( contain new material but relate to prior lessons)
  29. What are the basic elements of communication
    • Source ( instructor)
    • Symbol ( words, models, and signs)
    • Receiver (Listener/ student)
  30. What are barriers to effective communication
    COIL

    • Confusion between object an symbolized object
    • Overuse of abstractions (generalized words)
    • Interference ( other things learned interfere with new learning)
    • Lack of common experience
  31. how to develop communication skills with students
    RILIQ

    Role playing ( determine how they understand)

    Instructional enhancement ( Knowing your student better to convey information better)

    Listening ( know student to communicate)

    Instructional communication ( achieved when desired student response has occurred)

    Questioning ( can determine how well student understands)
  32. How to minimize student frustration
    MAAGIC

    • Motivate students
    • Admit errors
    • Approach students as individuals
    • Give credit when due
    • Inform
    • Criticize constructively
    • Consistency
Author
codysd1
ID
352445
Card Set
Updated FOI
Description
updated FOI
Updated