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46 Cards in this Set
- Front
- Back
- 3rd side (hint)
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2 Learning Theories
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1. Behaviorism - Positive reinforcement/reward for positive behavior
2. Cognative Theory - Focuses on What is going on inside the students mind 3. Combined approach |
page 1-1
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Definition of Learning
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Learning is a change in behavior as a result of experience.
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page 1-2
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Characteristics of learning
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Purposeful
(result of) Experience Multifaceted Active Process |
page 1-2
PEMA |
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Principles of learning
(aka Laws of learning) |
Readiness
Exercise Effect Primacy Intensity Recency |
page 1-5
REEPIR |
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What are perceptions?
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When a person gives meaning to sensations.
Perceptions are the basis of all learning. |
page 1-6
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Factors affecting perception
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Physical Oraganism
Basic Needs Goals and Values Element of Threat Time and Opportunity Self-concept |
page 1-6
PB-GETS |
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What is Insight and why is it important?
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Insight is the grouping of perceptions into meaningful wholes.
It is the instructors responsibility to provide insights for students. (tie everything together) |
page 1-7
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Leavels of learning
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Rote
Understanding Application Correlation |
page 1-9
RUAC |
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Domains of learning
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Cognative domain (knowledge/understanding)
Affective domain (attitudes/beliefs/values) Psychomotor domain (physical skills) |
page 1-10
CAP |
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3 types of memory
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Sensory Register
Short-term Long-term |
page 1-13
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Most significant psychological factor affective learning
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Fear
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Theories of forgetting
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Repression
Interference Disuse |
page 1-14
RID |
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What is Motivation?
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Dominent force which governs students progress and ability to learn.
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page 1-8
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What aids Retention of learning
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Praise
Association Favorable Attitudes All our senses Meaningful repitition |
page 1-15
PAFAM |
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Maslow's heirarchy of needs
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Physical
Saftey Social Ego Self Fullfillment |
page 2-2
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Defense Mechanisms
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Denial of reality
Rationalization Flight Aggression Resignation Compensation Projection Reaction Formation |
page 2-3
DR FAR CPR |
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Teaching Process
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Preparation
Presentation Application Review and Evaluation |
chapter 4
P-PAR(E) |
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Basic Elements of Communication
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Source
Symbols Reciever |
page 3-1
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What are the elements performance based objectives?
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Description of the skill or behavior (desired outcome)
Conditions Criteria |
page 4-2
DCC |
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Barriers to Effective Communication
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Confusion between the symbol and the symbolized object
Overuse of abstractions Interference Lack of common experience |
page 3-3
COIL |
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Types of Presentation
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Lecture methode
Demonstration-performance methode Guided Discussion |
page 4-3
LDG |
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Ways to Develop Communication Skills
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Role playing
Instructional communication (talk about what you know) Listening Questioning Instructional enhancement (keep studying) |
page 3-5
RILQI |
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3 steps to organizing material
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Introduction
Development Conclusion |
page 5-2
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Elements of an Introduction of a presentation
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Motivation
Overview Attention |
page 5-2
MOA |
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Elements of a the Development
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Known to Unkown
Past to Present Most frequent to rare Simple to Complex |
page 5-3
K-PMS |
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Types of Lecture method
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Brief (summerized)
Formal lecture (No student talking back) Illustrated talk (Use alot of visuals) Teaching lecture (student talk back) |
page 5-3
B-FIT |
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Advatages and disadvantages of Lectures
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*advantage- timely, good for new subjects, and convinent for groups
*disadvantages- less intense, less interaction (no active process) |
page 5-5
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Teaching methods
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Lecture
Cooperative/group learning method Guided discussion method Demonstration/Performance method Computer based training method |
chapter 5
LCGDC |
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Questions for guided discussion
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Overhead
Rhetorical Direct Reverse RElay |
page 5-7
ORDRR |
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Steps in a demonstration/performance method
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Explination
Demonstration Student performance Instructor supervision Evaluation |
page 5-10
EDSIE |
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Characteristics of an effective Critiques
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Flexible
Acceptable Comprehensive Thoughtfull Specific Organized Constructive Objective |
page 6-2
FACTS-OCO |
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difference between a critique and an evaluation
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*critique provides constructive crticism based on the individual
*evaluation is compareing the student to objectives and standards |
chanpter 6
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7 Rules for effective critiquing
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1. Not to long
2. dont cover too much 3. allow time to sumerize and emphasize main points 4. try to avoid dogmatic and absolute statements 5. avoid controveries 6. don't allow your self to get defensive about your critisim 7. keep oral and writen critiques compatible (say the same thing) |
page 6-4
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3 types of evaluations
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Performance Tests
Oral quizzes Writen Tests |
page 6-4
POW |
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Oral questions to avoid
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Puzzle - too many variables
Oversize - to braod scope Toss-up - to equally good answers Bewilderment - (Hu?) Irrelevant questions - mothing to do Trick questions - got ya! |
page 6-5
POTBIT |
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Characteristics of a good test
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Discrimination
Objective Usability Comprehensiveness Validity Reliability |
page 6-6
DO-U-CVR |
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Differnce between Aviation Instructor and Flight instructor?
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Aviation instructor is more general
Flight instructor is an aviation instrucotr with the added responsiblities |
chaper 8
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Aviation instructor responsibilities
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Provide adequate Instruction
Help students learn Emphasize the positive Demand adequate standards of performance |
page 8-1
PHAD (fad with a "ph") |
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Flight instructor responsibilites
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aviation instructor responsibilities and
Supervision Endoresments Additional training and endorsements Practical test recommendations Evaluation of student pilot ability Pilot Proficiency |
page 8-4
SEA PEP |
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Additional Training and endorsements as a flight instructor
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Flight reviews
Instrument proficiency check Aircraft checkouts/transitions |
page 8-6
FIA |
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Professionalism happens when
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Good Judgement
Code of ethics Reason logically Extensive training and perparation Study and research service is performed |
page 8-10
G-Cress |
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Characteristics of Profesionalism
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Sincerity
Acceptance of the student Demeanor Proper Langauge Appearance and habits Safty and accident prevention Self improvement |
page 8-10
SAD PASS |
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Minimize frustrations
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Admit errors
Be Consitant Inform the student (keep him informed) Give credit when due Motivate students Approach students as individuals Criticize constructively |
page 8-12
A BIG MAC |
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Demonstration-performance method
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Explanation
Demonstration Student performance and Instructor supervision Evalation |
page 9-3
EDSIE |
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Intergrated flight instruction
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students taught to fly by out side refrences and inside instrumetn references
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page 9-3
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Obsticles to learning during flight instruction (common for instructors)
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Impatience
Unfair treatment Physical discomfort Apathy Anxiety Worry or lack of interest |
page 9-5
I UP A AW |
