Term
|
Definition
1) How and why humans act the way they do
2) Result of attempts to satisfy human needs |
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Term
|
Definition
| The reason one acts and behaves a certain way and what lies at the heart of their goals |
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Term
| Examples of Student Flying Motivations |
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Definition
| Financial gain, self-concept, personal gain, public recognition |
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Term
| How can a CFI keep motivation high? |
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Definition
1) Practice positive feedback
2) Point out progress through ACS/syllabus
3) Remind student of their own motivation for flying |
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Term
| Maslow's Hierarcy of Needs |
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Definition
(PS-BECAS)
Physiological - need food and water
Security - need to feel safe
Belonging - need to feel like they are part of a community
Esteem - need to feel confident in themselves and respect from others
Cognitive - need to understand what is going on around you
Aesthetic - positive emotions brought must be brought forth by flying
Self-Actualization - need to do what you're born to do |
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Term
| What are defense mechanisms? |
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Definition
| Subconscious ego-protecting reactions to unpleasant situations, which help an individual cope with reality and alleviate feelings of failure and guilt. |
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Term
| Name the Defense Mechanisms |
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Definition
(DR FDR CPR)
Denial - refusal to accept external reality because it is too threatening (i.e. student denies leaving bottle under rudder pedal)
Repression - places uncomfortable thoughts in inaccessible areas of the unconscious mind (i.e. fear of flying)
Fantasy - daydreaming about how things could be and not how they are
Displacement - unconscious shift of emotion from original object to a more suitable substitute (i.e. anger toward boss taken out at home)
Rationalization - justifying actions that otherwise would be unacceptable (i.e. failed checkride because DPE schedule)
Compensation - counterbalancing weakness by emphasizing a strength
Projection - placing unacceptable impulses onto someone else (i.e. failed checkride because of unfair DPE)
Reaction Formation - fakes a belief opposite to what they really feel (i.e. student pretends to enjoy stalls but is really afraid of them, making the fear harder to overcome) |
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Term
| Student Emotional Reactions to Learning |
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Definition
Impatience
Worry
Lack of Interest
Apathy due to inadequate instruction
physical discomfort, illness, fatigue, dehydration
Anxiety and Stress |
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Term
| What can a CFI do if a learner is impatient? |
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Definition
Present learning sequentially, clearly stating goals
Tailor learning to pace of student learning |
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Term
| What can a CFI do if a learner is worried? |
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Definition
| Divert attention away from worries and focus on the task at hand |
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Term
| What can a CFI do if a learner has a lack of interest? |
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Definition
| Remind them of their flying goals |
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Term
| What can a CFI do if a learner feels apathy toward instruction? |
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Definition
Develop well-planned, appropriate lesson plans
Dress presentable, be knowledgable, and be timely |
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Term
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Definition
| Feel of worry, unease, or nervousness that is typical of something that has an uncertain outcome. |
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Term
| What can a CFI do if a learner is anxious? |
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Definition
| Remind them of their flying goals, teach them to cope with these fears - treat it as a normal reaction and introduce maneuvers with care |
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Term
| What is a normal reaction to stress? |
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Definition
| Responding rapidly and exactly within limits of training. Many responses are automatic. Thinks rationally and is extremely sensitive to surroundings |
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Term
| What is an abnormal reaction to stress? |
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Definition
| Response is completely absent or incomplete, may be random or illogical |
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Term
| Three elements of communication |
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Definition
Source - speaker, writer, instructor
Symbols - words, signs
Receiver - listener, reader, learner |
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Term
| Three characteristics that an instructor should understand about their learner before effective communication can take place |
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Definition
Abilities
Attitudes
Experiences |
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Term
| Barriers to Effective Communication |
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Definition
COIL
Confusion Between Symbol and Symbolized Object (i.e. when I explain the "aircraft" in FBO before discovery flight, learner should be thinking of a jet)
Overuse of Abstractions
Interference & External Factors (i.e. noise levels, learner physiological needs not met, etc.)
Lack of Common Experience |
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Term
| How can instructors develop their instructional communication skills? |
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Definition
LIQIR
Listening
Instructional Communication (use past experiences to illustrate a point)
Questioning (focused, open-ended are encouraged)
Instructional Enhancement (more credibility and confidence for the CFI, a good pilot is always learning)
Role Playing |
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Term
|
Definition
not interrupting or judging
thinking before answering
do not rehearse answers while
looking for non-verbal behavior |
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Term
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Definition
| Body of principles to explain how people acquire skills, knowledge, and attitudes. |
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Term
| How can you tell if a student has "learned" what you have taught? |
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Definition
| Learning is a change in behavior as a result of experience. If behavior has not changed, the student has not learned. |
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Term
| Two concepts for how people learn |
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Definition
Behaviorism: human behavior is conditioned by the events in the environment (stimuli) with the carrot-and-stick approach
Cognitive Theory: what is going on inside the mind, more focused on the process of thinking than the stimulus and response |
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Term
|
Definition
When people give meaning to sensations (from the 5 senses). When more than 1 sense is used, perception is stronger.
i.e. on landing, see sight picture, feel yoke, hear stall horn |
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Term
| Factors affecting perception |
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Definition
G-STEP
Goals & Values - things that are more highly valued by the individual student are pursued
Self-Concept - favorable self-image makes the learner more receptive to experiences (if you don't think you can do it, you won't be able to)
Time & Opportunity - 1 landing in a lesson about landings isn't enough. 25 landings is too many.
Element of Threat - student will only focus on threat and not on learning perceptions (focused on altimeter during steep turns)
Physical Organism - ability to use 5 senses |
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Term
|
Definition
Grouping perceptions into meaningful wholes
First we see throttle increases RPM, and then we see speed increases RPM. Pointing out these related factors to foster insights in the CFI's responsbility |
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Term
| How can an instructor foster insight? |
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Definition
-Point out relationships as to how each piece of training relates to another
-Provide secure, non-threatening environment
-Help student acquire and maintain favorable self-image |
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Term
| How does a student acquire knowledge? |
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Definition
MUA
Memorization
Understanding
Application |
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Term
|
Definition
REEPIR
Readiness: students learn when they are prepared (chair-flying)
Exercise: connections are strengthened with practice (1 lesson every other week isn't enough)
Effect: behaviors that lead to satisfying outcomes will be repeated
Primacy: the first thing you learn is hard to undo, practice makes permanent
Intensity: a vivid, exciting, or dramatic learning experience is more impactful
Recency: things most recently taught are best remembered |
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Term
| Three Domains of Learning |
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Definition
CAP
Cognitive: learning associated with mental activity, includes Bloom's Taxonomy
Affective: learning associated with a person's attitudes, beliefs, and values
Psychomotor: learning associated with skill-based, physical movement |
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Term
|
Definition
RUAC
Rote
Understanding
Application
Correlation |
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Term
| Six Major Levels of Cognitive Domain |
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Definition
Knowledge
Comprehension
Application
Analysis - breaking down a whole into component parts
Synthesis - putting parts together to form a new, integrated whole
Evaluation - making judgments about the merits of ideas, phenomena |
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Term
| Five Levels of Affective Domain |
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Definition
AR VOI
Awareness - open to learning, willing to listen
Response - active participation
Value - accepts the value of the training
Organizing - rearranges value system to bring in training
Integration - incorporates training into their life |
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Term
| Four Instructional Levels of Psychomotor Domain |
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Definition
OIPH
Observation - student observes instructor
Imitation - student tries to imitate instructor action
Practice - multiple attempts
Habit - student can perform action in twice the time as an expert |
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Term
| Four Characteristics of Learning |
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Definition
PEMA
Purposeful - each student is unique so CFI must relate training to the individual's goals
Result of Experience
Multi-faceted - cognitive, affective, and psychomotor are all taking place at once
Active - "babies are like sponges" adults are not. They must react and respond to learning for it to set in |
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Term
| What are the three stages of acquiring skill knowledge? |
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Definition
Cognitive: factual knowledge of memorized steps
Associate: practicing stage, building insight
Automatic-Response: less attention is needed to do task |
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Term
| Why might a student reach a learning plateau? |
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Definition
1) Reached capability of learning
2) Interest has waned
3) Insights aren't being formed |
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Term
| How can a CFI help a student overcome a learning plateau? |
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Definition
Tell student it is normal
Change our teaching style or move to different place in curriculum
Do not over practice through a plateau |
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Term
| Three different types of practice |
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Definition
Deliberate - aimed at a particular goal
Blocked - practicing same drill over and over
Random - mixing up the skills to be acquired through SBT |
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Term
| What elements does a good SBT scenario have? |
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Definition
1) has clear objectives
2) tailed to needs of learner
3) capitalizes on nuances of local environment |
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Term
| Characteristics of a good SBT scenario? |
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Definition
- Is not a test
- Not 1 single correct answer
- Not an obvious answer
- Interactive
- Provides opportunities for decision-making |
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Term
| Describe the 2 kinds of errors |
|
Definition
Slips: Person plans to do one thing but does something else (plans to land RW18 but gets downwind RW36)
Mistakes: Person plans to do the wrong thing and is successful, normally because of gaps of misconceptions |
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Term
| What are some strategies for reducing errors? |
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Definition
LT CARR
Learning and Practice - learn from past errors
Taking your Time - be deliberate
Checking for Errors - periodically
Awareness - of situations where errors could be prevelant
Reminders - checklist, heading bug, timer
Routine - development of one |
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Term
|
Definition
| Ability for people to encode, store, and retrieve information |
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Term
| What are the three types of memory |
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Definition
Sensory - unconsciously receive input from our 5 senses
STM - sensory information that we can recall for the next 30 seconds, where it either fades or is sent to LTM
LTM - where knowledge is stored for future use |
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Term
| The ability to retrieve knowledge from memory depends on what two things? |
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Definition
|
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Term
| What are the reasons people forget? |
|
Definition
RIDS
Retrieval Failure - tip-of-the-tongue, information is jumbled or confused with other topics
Interference - new experience overshadows old
Disuse - "use it or lose it"
Suppression or Repression - memory is pushed out of reach because individual does not want to remember it |
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Term
| What 5 principles facilitate the retention of learning or remembering? |
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Definition
PRASM
Praise stimulates learning
Recall is promoted by Association
Attitudes aid retention
Senses (using more of them)
Meaningful repetition |
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Term
| What is the transfer of learning? |
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Definition
| ability to apply knowledge or procedures in one context to a new context |
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Term
| What is positive and negative transfer? |
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Definition
Positive transfer: past knowledge supports new learning (i.e. flying rectangular course aids traffic pattern)
Negative transfer: past knowledge confuses or distracts from new learning (i.e. learning to fly rotorcraft from airplane) |
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Term
| What are the four teaching skills that are essential to being an effective instructor? |
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Definition
MAPS
Management Skills: plan, organize, lead, supervise
Assessment Skills: measure change in behavior of student
People Skills: relate well to people, good listener
SME: credentialed |
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Term
| Describe the necessary steps for planning a lesson. |
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Definition
Determine objective
Research subject
Determine instruction method and learning format
Determine how to organize the lesson
Assembly training aids
Create outline |
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Term
| What elements should every lesson plan contain? |
|
Definition
OEEISC
Objectives
Elements
Equipment
Instructor Actions
Student Actions
Completion Standards |
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Term
| Why do we use lesson plans? |
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Definition
Selection of material
Due consideration to each part of lesson
Suitable sequence
Provides an outline
Helps relate lesson to overall course
Helps inexperienced instructor
Promotes uniformity in instruction |
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Term
| How is a lesson plan organized? |
|
Definition
Introduction
Development
Conclusion |
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Term
| What is contained in the introduction to a lesson? |
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Definition
AMO
Attention
Motivation
Overview |
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Term
| What are some strategies for organizing the Development part of the lesson? |
|
Definition
Past-to-Present: navigation systems
Simple-to-Complex: forces of flight --> effect of aft CG
Known-to-Unknown: iPhone GPS --> GTN650
Most Used to Least Used: Attitude indicator first, glide slope last |
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Term
| What are two types of training objectives used in aviation training? |
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Definition
Performance-based: measurable (+/- 100 ft, +/- 10 kts)
Decision-based: SBT to emphasize ADM |
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Term
| What are several common teaching methods an instructor can use to present instructional material? |
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Definition
Lecture
Discussion
Guided discussion
Problem-based learning
E-Learning
Cooperative or Group learning
Demonstration-performance
Drill and Practice |
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Term
| Describe the lecture method of teaching. |
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Definition
| CFI presents to group of students with the use of instructional aids. Good for presenting new ideas and promoting a general understanding, bad for individual feedback or higher levels of learning. |
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Term
| Explain the guided discussion method of teaching. |
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Definition
| Instructor maintains control of a discussion and builds on the knowledge that the student already has. CFI and student should be prepared ahead of time to make it beneficial. |
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Term
| Explain the demonstration-performance method of teaching. |
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Definition
| Students observe a skill and then try to reproduce it. |
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Term
| Five essential phases of Demonstration-Performance method of teaching. |
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Definition
Explanation
Demonstration
Student Performance
Instructor Supervision (happening at the same time as student performance)
Evaluation |
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Term
| Telling-and-Doing technique of flight instruction |
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Definition
Instructor Tells - Instruction Does
Student Tells - Instruction Does
Student Tells - Student Does
Instruction Evaluates - Student Does |
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Term
| Describe the Drill-and-Practice method of teaching |
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Definition
| Connections are strengthened with practiced - promotes learning through repetition. |
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Term
| Describe the problem-based approach to teaching. |
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Definition
| presents lessons that encounter real-world problems, which forces real world solutions |
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Term
| Three types of problem-based instruction |
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Definition
SBT
Collaborative problem-solving
Case Study |
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Term
| What is an instructional aid? |
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Definition
| device that assists an instructor in the teaching process. Not self-supporting, they support or reinforce what is already being taught |
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Term
| Why are instructional aids useful in helping students learn? |
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Definition
Gain and hold attention of students
Increase knowledge retention
Clarify relationships/build insights |
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Term
| What is assessment in the CFI/student relationship? |
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Definition
| Continual evaluation of a student's performance and offer of formal or informal guidance, suggestions, and positive reinforcement |
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Term
| What is the purpose of an assessment? |
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Definition
Identify student deficiencies
Provide feedback to give CFI and student an understanding of progress
Provide customized/personalized instruction
Promote ADM by having a student self-reflect |
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Term
| What are the general characteristics of an effective assessment? |
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Definition
COOL FACTS
Constructive - praise the positive, offer hope for the negative
Objective
Organized
Legible - said or spoken clearly
Flexible - accounting for all variables
Acceptable - students do not like negative feedback, so CFI must present such that the student accepts the feedback
Comprehensive - covers everything, emphasizes appropriately
Thoughtful - maintain learner self-esteem and approval
Specific - "2nd landing was better" is not specific enough |
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Term
| What are the two broad categories of assessment? |
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Definition
Traditional - written testing (rote and understanding)
Authentic - real-world tasks and meaningful application of skills (application and correlation) |
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Term
| What six qualities does a good written assessment have? |
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Definition
DR COVU
Discrimination - lets you discern between learners or understanding levels (not just scores of 0 or 100)
Reliable - consistent with repeated uses
Comprehensiveness - covers what it's supposed to
Objectivity - unlike an essay
Validity - measures what its supposed to measure
Usability - legible, time-reasonable |
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Term
| What are the 4Rs of authentic assessment that a CFI can use to promote student insight? |
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Definition
Replay [the flight]
Reconstruct [what coulda, woulda, shoulda]
Reflect [How would you assess yourself today?]
Redirect [learning today to past learning] |
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Term
| Characteristics of Effective Questions |
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Definition
AB CAP
Apply to the subject of instruction
Brief and concise
Center on one idea
Adapted to student ability
Present a challenge |
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Term
| Types of questions to avoid in an oral assessment. |
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Definition
"Do you understand?"
"Do you have any questions?"
POTBIT
Puzzle (too many subparts)
Oversize (not brief and concise)
Toss-Up (should not confuse student)
Bewilderment (not clear and concise)
Irrelevant (not adapted to student)
Trick (brings out combativeness) |
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Term
| Describe the characteristics of an effective critique |
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Definition
| Considers good, bad and overall performance. Reinforces good, redirects bad, is provided IMMEDIATELY after student action. |
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Term
| Name several useful methods for critique of a student's performance |
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Definition
Instructors/student critique
Student-lead critique
Small group critique
Individual student critique by another student
Self-critique
Written critique |
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Term
| What are the five main responsibilities of the flight instructor with regards to the learning process? |
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Definition
HEMPS
Helping students learn - make it interesting and enjoyable
Emphasizing the positive
Minimizing student frustration - GMA BACK
Providing appropriate instruction - tailored to student
Standards of performance - train to ACS/PTS standards |
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Term
| What can a flight instructor do to minimize student frustration? |
|
Definition
GMA BACK
Give credit when due [and not just anytime]
Motivate learners [provide benefits and purpose of lesson]
Admit errors [you will lose respect if you bluff]
Be consistent [standards do not change]
Approach students as individuals [tailor lessons]
Criticize constructively [be specific so they know where improvement is needed]
Keep students informed [of progress] |
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Term
| When should application of ACS standards be introduced in flight training? |
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Definition
| Later in training as the checkride approaches - the ACS is a testing document not a teaching document |
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Term
| Characteristics of Professionalism when teaching a student |
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Definition
DAPPS
Demeanor [be calm, thoughtful, and predictable]
Acceptance of Learner [of their faults and problems]
Personal Appearance
Proper Language
Sincerity [be humble, not pretentious] |
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Term
| When evaluating a student's ability to perform a maneuver or procedure, an instructor should follow what general guidelines? |
|
Definition
Establish standards of performance modified to the student
Consider student's mastery of individual elements, not just overall performance
Keep the student informed by identifying deficiencies and suggested corrective actions
Don't immediately correct errors, let students learn from them |
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Term
| How can an instructor ensure that a student has developed the ability and required skills to conduct their first solo flight safely? |
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Definition
| When the CFI observes the student from preflight to engine shutdown and the student performs consistently without the need for an instructor assistance. Endorsing before the student is ready is a breach of faith. |
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Term
| How can CFIs improve their effectiveness and qualifications as teachers? |
|
Definition
Continuing Education (FAAST, Gold Seal, FIRC, AOPA)
Sources of materials (familiar with ACS, FAR/AIM, PHAK) |
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|
Term
| What are several common obstacles to learning during flight instruction? |
|
Definition
AI Worries PA
Anxiety
Impatience
Worry or Lack of Interest
Physical Discomfort, Illness, etc.
Apathy to Inadequate Instruction |
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|
Term
| Explain the demonstration-performance technique of flight instruction. |
|
Definition
Explanation
Demonstration
Student Performance
Instructor Supervision [at the same time as above]
Evaluation |
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|
Term
| What is the positive exchange of flight controls? |
|
Definition
"I have the flight controls"
"You have the flight controls"
"I have the flight controls" |
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Term
| What is the sterile cockpit rule? |
|
Definition
| Airline crews must refrain from nonessential activities when in critical stages of flight. We also teach this in GA. |
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Term
| What is the purpose of using distractions during flight training? |
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Definition
| When practicing stalls, it's hard for the student to imagine putting the aircraft in such an extreme configuration. In truth, stalls occur most often when the pilot's attention is elsewhere. We need to train students to maintain aircraft control while dealing with and prioritizing distractions. |
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Term
| What are some ways a CFI can incorporate distractions into flight training? |
|
Definition
Drop something and ask student to pick it up
Ask student to get something from back seat
Have learned chart a course on map or change GPS destination |
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|
Term
| What is "integrated flight instruction"? |
|
Definition
| Students are taught to perform maneuvers both by visual references and instrument references the first time the maneuver is introduced. |
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Term
| What are the benefits of integrated flight instruction? |
|
Definition
Better habits - gauge monitoring, better landings, XC navigation
Operating Efficiency - hitting V speeds, leaning
See-and-Avoid - get students looking out the window at an early stage for traffic |
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Term
| Why is the assessment of piloting ability so essential to the teaching process? |
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Definition
| Determines how, what, and how well a student is learning. Provides the student direction and guidance to raise their level of performance. |
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|
Term
| Define Aeronautical Decision Making (ADM) |
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Definition
| Systematic approach used by pilots to determine best course of action in response to a given set of circumstances |
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Term
| What are the basic steps to the decision-making process? |
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Definition
Define the problem
Choose a course of action
Implement the decision
Evaluate the outcome |
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Term
|
Definition
Illness
Mediciation
Stress
Alcohol
Fatigue
Emotion |
|
|
Term
|
Definition
Pilot
Aircraft
EnVironment
External Pressure |
|
|
Term
|
Definition
Consequence [of the hazard]
Alternatives [available]
Reality [of the situation]
External Pressure |
|
|
Term
|
Definition
Transfer [risk to someone else, can you consult someone?]
Eliminate [how can you eliminate the risk]
Accept [do the benefits outweigh the costs?]
Mitigate [how can risk be reduced?] |
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Term
|
Definition
Perceive [the given circumstances] (PAVE)
Process [by evaluating circumstances effect on safety] (CARE)
Perform [by implementing the best course of action] (TEAM)
This is a continual loop. |
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|
Term
| 3 Types of Stressors that can affect pilot performance |
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Definition
Physical
Physiological
Psychological |
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|
Term
| Hazardous Attitudes and Antidotes |
|
Definition
Anti-Authority: Follow the rules, they're usually right
Impulsivity: Not so fast, think first
Invulnerability: It could happen to me
Macho: Taking chances is foolish
Resignation: I'm not helpless, I can make a difference |
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Term
|
Definition
| Process to identify operational hazardous, assess the degree of risk, and take responsible measures to reduce risk |
|
|
Term
| Four principles of risk management |
|
Definition
Accept No Unnecessary Risk
-first flight in new plane should be VFR
Make Risk Decisions at the Appropriate Level
-PIC, not ATC or Pax
Accept Risk when Benefits Outweigh Risks
-There are inherently risks to flying
Integrated Risk Management into Planning At All Levels
-Risks are more easily assessed earlier in planning |
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|
Term
| Six steps in Risk Management Process |
|
Definition
Identify the hazard
Assess the risk
Analyze risk control measures
Make control decisions
Implement risk controls
Supervise and review |
|
|
Term
|
Definition
Likelihood: Improbable, Remote, Occasional, Probable
Severity: Negligible, Marginal, Critical, Catastrophic |
|
|
Term
|
Definition
Plan (XC planning, fuel, weather, route)
Plane (engine monitoring, noise, performance)
Pilot (IMSAFE)
Passengers (airsickness, worry, impatience)
Programming (AP, GPS) |
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|
Term
| How will you assess a student's SRM skills? |
|
Definition
Explain: Student can identify and understand risks when prompted
Practice: Student is an active decision maker and applies risk management to flight situation
Manage/Decide: CFI intervention not required, student takes in all information and makes appropriate decisions |
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