Aviation Foi - Cfi Initial

Front 1

Definition of learning

Back 1

A change in behavior as a result of experience.

Front 2

4 Basic characteristics of learning

Back 2

Result of experienceActive processMultifaceted

Purposeful

Hint 2

RAMP

Front 3

What are the laws of learning?

Back 3

Readiness
Excercise
Effect
Primacy
Intensity
Recency

Hint 3

REEPIR

Front 4

What is the basis of all learning?

Back 4

All learning comes from Perceptions.

Front 5

How do people learn?

Back 5

Perception
Insight
Motivation

Hint 5

PIM

Front 6

What are the 4 levels of learning?

Back 6

Rote
Understanding
Application
Correlation

Hint 6

RUAC

Front 7

What are the 9 principles in learning a skill?

Back 7

Pattern to follow
Perform the skill
Desire to learn
More than muscles
Duration and Organization of
the lesson
Progress follows a pattern
Evaluation vs Critique
Application of skill
Knowledge of results

Hint 7

PPDMDPEAK

Front 8

Why do individuals forget?

Back 8

Dissuse
Interference
Repression

Hint 8

DIR

Front 9

How can the instructor help students remember what they have learned?

Back 9

Praise

Recall by association

Favorable attitudes

Use of all senses

Repetition

Hint 9

PR-FUR

Front 10

Basic reason for using the building block method of instruction

Back 10

Formation of correct habit patterns from the begining

Front 11

What are the defense mechanisms?

Back 11

Denial

Repression

Displacement

Rationalization

Compensation

Projection

Reaction formation

Fantasy

Hint 11

DrDrCPRFast

Front 12

Factors affecting an individuals perceptions

Back 12

Basic need
Element of threat
Self concept
Time and opportunity
Physical organism
Goals and Values

Hint 12

BEST-PG

Front 13

Elements of effective communication

Back 13

Source
Symbols
Receiver

Hint 13

SSR

Front 14

Effectiveness of the communicator is limited to 3 basic factors

Back 14

Reveals positive attitudes
Accurate and up to date
Meaningful

Hint 14

RAM

Front 15

Barriers to effective communication

Back 15

Confusion between symbol and subject
Overuse of abstractions
Interference
Lack of common experience

Hint 15

COIL

Front 16

4 steps in the teaching process

Back 16

Preparation
Presentation
Application
Review and assessment

Hint 16

PPAR

Front 17

Evaluation should be based on:

Back 17

stated objectives.

Front 18

Three main steps when organizing material

Back 18

Introduction
Development
Conclusion

Hint 18

IDC

Front 19

Elements of the introduction of the presentation

Back 19

Attention
Motivation
Overview

Hint 19

AMO

Front 20

Development step of the presentation:

Back 20

Main part of the lesson

Front 21

Conclusion step of the presentation:

Back 21

Retraces the important elements of the lesson and relates them to the objective.

Front 22

Thre most common teaching methods (and one not so common)

Back 22

Lecture
Guided discussion
Demonstration/Performance
Computer based training

Hint 22

LGDC

Front 23

Guided discussion method types of questions

Back 23

Overhead
Rhetorical
Direct
Reverse
Relay

Hint 23

ORDRR

Front 24

5 essential phases of the demonstration/performance method

Back 24

Explanation
Demonstration
Student performance
Instructor supervision
Evaluation

Hint 24

EDSIE

Front 25

What is programmed instruction?

Back 25

Student actively responds to each instructional step and receives immediate feedback.

Front 26

What is integrated flight instruction?

Back 26

The first time each maneuver is introduced, the student is taught to use outside and inside references to flight instruments.

Front 27

How can you develop the main points of a lesson?

Back 27

Past to present
Simple to complex
Known to unknown
Most frequent to rare

Hint 27

PSKM

Front 28

What are the advantages of the lecture method?

Back 28

Convenient for groups
Timely
New subjects

Hint 28

CTN

Front 29

What are the disadvantages of the lecture method?

Back 29

No motor skills
inhibits participation

Hint 29

NI

Front 30

Types of presentations

Back 30

Read manuscript
Recite from memory
Outline
Impromptu

Hint 30

RROI

Front 31

Basic purpose of a critique

Back 31

Provide constructive critcism

Front 32

8 characteristics of an effective question

Back 32

Objective

Flexible

Acceptable

Comprehensive

Constructive

Organized

Thoughtful

Specific

Hint 32

CWCT-SOFA

Front 33

Oral questions to avoid

Back 33

Puzzle
Oversize
Toss up
Bewilderment

Hint 33

POTB

Front 34

5 characteristics of a good written test

Back 34

Validity
Comprehensiveness
Usabilty
Reliability
Discrimination

Hint 34

V-CURD

Front 35

4 characteristics of an effective question

Back 35

Brief
Concise
Clear
Definite

Hint 35

BCCD

Front 36

3 examples of ways to evaluate a student

Back 36

Performance
Oral
Written

Hint 36

POW

Front 37

3 reasons to use oral quizzing to evaluate a student

Back 37

Reveal effectiveness
Retention check
Review material

Hint 37

RRR

Front 38

2 basic types of questions

Back 38

Direct
Indirect

Hint 38

DI

Front 39

Qualifications for professionalism

Back 39

Service performed
Training and preparation
Study and research
Code of ethics
Intellectual logic
Good judgement

Hint 39

STS-CIG

Front 40

Most significant psychological factor affective learning

Back 40

Fear

Front 41

5 examples of abnormal reactions to fear

Back 41

Singing
Anger
Laughter
Emotion
Mood swing

Hint 41

SALEM

Front 42

5 basic human needs (Maslow's hierarchy)

Back 42

Physical
Safety
Social
Ego
Self fulfillment

Hint 42

PSSES

Front 43

How can instructors develop students potential

Back 43

View as a vast and untapped resource
Discover what makes them tick

Hint 43

VD

Front 44

Rules to ensure good human relations with a students

Back 44

Inform student
Criticize constructively
Be consistent
Motivate student
Admit errors
Approach as individuals
Credit when due

Hint 44

ICBM-AAC

Front 45

3 basic steps in planning a course of learning

Back 45

Determination of standards and objectives
Development of blocks of learning
Identification of blocks of learning

Hint 45

DDI

Front 46

What is a lesson plan?

Back 46

Blueprint for period of instruction
Written form

Hint 46

BW

Front 47

A lesson plan tells:

Back 47

What to do,
What order to do it,
What procedure to use in teaching it.

Hint 47

WWW

Front 48

7 items always in a lesson plan

Back 48

Objective
Elements
Schedule
Equipment
Instructors actions
Students actions
Completion standards

Hint 48

OES-EISC

Front 49

7 characteristics of an effective lesson plan

Back 49

Unity

Content

Scope

Practicality

Flexibility

Relation to course of training

Instructional steps (PPAR)

Hint 49

CFI-SPUR

Front 50

Why are instructional aids used?

Back 50

Support
Reinforce
Supplement

Hint 50

SRS

Front 51

Developing communication skills

Back 51

Role playing

Instructional communication

Listening

Questioning

Front 52

Domains of learning

Back 52

Cognitive

Affective

Psychomotor

Front 53

Types of critiques

Back 53

Instructor/student

Student led

Small group

Individual student critique by another

Self critique

Front 54

Scenario-based training

Back 54

Realistic scenarios

Clear set objectives tailored to needs of student

Front 55

Transfer of learning (2 types)

Back 55

Positive

Negative