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65 Cards in this Set
- Front
- Back
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Briefly define learning.
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A change in behavior as a result of experience.
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Characteristics of Learning
EMAP The Map of Education is the "E-MAP" |
Experience
Multifaceted - PP E VMC Active process Purposeful |
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How is learning multifaceted?
PP E VMC Private Pilots Elect VMC |
Problem solving
Perceptual Emotional Visual Motor Conceptual |
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Learning Styles
LIIS Liis has style |
Left / Right brain
Independent / Dependent Impulsive / Reflective Serialist / Holistic |
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Principles of Learning
RIPREE Ripree's Laws of Learning |
Readiness
Intensity Primacy Recency Exercise Effect |
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How People Learn
PIM They learn by the Pimp |
Perceptions
Insights Motivation |
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Factors affecting perceptions
PBTITS |
Physical organism
Basic needs Time and opportunity Individual's goals Threat Self-concept |
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Levels of Learning
RUAC |
Rote
Understanding Application Correlation |
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Learning Physical Skills
DPPKD Learn from David Petraeus, a Pretty Kinky Dude |
Desire to learn
Patterns to follow Perform the skill Knowledge of results Duration and organization |
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How can we improve short-term memory?
CD-R's Store it on CD-R's |
Coding / Chunking
Dramatic Rehearsal Senses |
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Forgetting
Rid How we get RID of knowledge |
Repression
Interference Disuse |
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Remembering
RAP AS You will remember if you RAP AS me |
Repetition
Attitude Praise Association Senses |
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Transfer of learning
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Positive
Previously learned material aids in learning new material Negative Previously learned material hinders the learning of new material |
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Habit formation
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Building Block
Correct techniques and procedures should be taught from the outset, to avoid having to unlearn bad habits later. |
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Human Behavior
Objective |
Relationship between instructor and student has an important effect on learning. An instructor's role is to draw out and develop the student's full potential, and he must understand their needs, drives and desires.
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Human Needs (Maslow's Hierarchy of Needs)
PSSES People need to PSSES |
Physical
Safety Social Egoistic Self-fulfillment |
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Defense Mechanisms
ABCD RRRF A Brown Cocker Spaniel's Defense is RRRF |
Aggression
Blame projection Compensation Denial of reality Rationalization Reaction Formation Resignation Flight |
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Instructor as a practical psychologist
ASA How does reading books published by ASA make you feel? |
Anxiety (treat fears as normal)
Stress (Normal: rapid thinking; actions with increased sensitivity // Abnormal reactions: sweating, pale, rapid heart rate; inappropriate reactions - extreme cooperation, laughter, singing, emotional swings, airsick; changes in mood between lessons; severe outbursts of anger) Abnormal student (evaluation by another instructor; discuss with FSDO; discuss with AME) |
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The Teaching Process
RAPP in reverse |
Preparation
Presentation Application Review / Evaluation |
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Organizing Material
IDC You need your ID for people to C |
Introduction (attention, motivation, overview)
Development (Past to present; Simple to complex; Known to unknown; Most frequently used to last frequently used) Conclusion (Review of material covered) |
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Lecture Method
PLDN Prefer Lecturing from Descriptive Notes |
Preparation (est. obj., research, organize, plan activities)
Language (choice of words) Delivery (Read, recite from memory, outline, impromptu) Notes (accurate, increases confidence, keep on track) |
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Lecture Method
Advantages / Disadvantages |
Advantages:
- Many ideas in a short time - Good for introducing a subject - Est. common understanding Disadvantages: - Lack of student participation - Little check of understanding - May unwittingly present too much info |
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Guided Discussion Method
QPS |
Questions
Preparation Structure Used to draw out information from students by use of questions and group discussion. Experience as an instructor necessary for successful results. |
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Guided Discussion Method
Questions Types |
Lead-off and follow up
Types: - Overhead (how / why) - Rhetorical (how / why) - Direct (Dan, tell me about...) - Reverse (Dan, what do you think?) - Relay (What does the class think?) |
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Guided Discussion Method
Effective Questions |
Have specific purpose
Are clear in meaning Contain a single idea Stimulate thought Require definite answers Relate to taught material Brief and concise |
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Guided Discussion Method
Preparation |
Select a suitable subject
Establish an objective Research the subject Organize main and subordinate points logically Plan a lead-off question for each desired learning outcome Guide the students in their preparation |
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Guided Discussion Method
Structure |
Introduction (by instructor)
Discussion (in response to and guided by the questions) Summary (of each section by the instructor) Conclusion (review and tie together material covered) |
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Demonstration-Performance Method
EDSIE |
Explanation
Demonstration Student performance Instructor supervision Evaluation / Critique |
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Programmed Instruction
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Sequenced material with the student making responses at each stage and getting an immediate feedback as to correctness. Review and testing of material until objectives are reached. Uses reinforcement and repetition.
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Critique and Evaluation
Purpose of a critique |
To provide direction and guidance to raise the level of performance
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Characteristics of an effective critique
OFC TACOS I'm not sure how to effectively critique these Ontario Fried Chicken Tacos |
Objective
Flexible Comprehensive Thoughtful Acceptable Constructive Organized Specific |
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Methods of a Critique
SWIISS |
Student led
Written Individual student Instructor-student Small group Self |
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Ground Rules for Critiquing
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Do not extend critique beyond scheduled time
Avoid trying to cover too much Summarize critique at end Avoid dogmatic or absolute statements Avoid controversy with class Avoid having to defend criticism Written critiques must agree with verbal |
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Purpose of an Evaluation
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To determine how a student is progressing in the course
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Oral Quizzing
Questions |
Fact (Who, what, where?)
Thought (Why, how?) |
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Oral Quizzing
Purpose |
- Check effectiveness of instruction
- Check student retention - Review material covered - To retain interest and stimulate thought - Emphasize important points - Identify points requiring further coverage - Check comprehension - Promote student participation |
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Oral Quizzing
Effective questions |
- Have a specific purpose
- Are clear in meaning - Contain a single idea - Stimulate thought - Require definite answers - Relate to taught material - Brief and concise |
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Oral Quizzing
Questions to avoid |
- Do you understand?
- Do you have any questions? - Puzzles - too complex or confusing - Oversize - too wide a subject - Toss-up - Bewilderment - long with a lot of bogus - Catch questions - Irrelevant questions |
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Written Tests
Characteristics (CRUD + V) |
Comprehensiveness
Reliability Usability Discrimination Validity |
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Written Tests
Test items |
Supply type
Selection type True/False Multiple-choice Matching |
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Written Tests
Principles |
- Any competent person would agree on correct answer
- Test essential knowledge - Avoid questions that can be answered from general knowledge - Use the working language of the student - Use sketches or diagrams as appropriate - Use of a negative must be highlighted - Avoid double negatives - Avoid catch questions - Each item should be independent not revealing another answer |
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Performance Tests
Practical Test |
Good for evaluating an operation, procedure or process
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Characteristics of a Professional Instructor
SAS ALDI A good instructor works in SAS not ALDI |
Sincerity
Acceptance Safety practices Appearance Language Demeanor Improvement |
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Instructor Responsibilities
PHED The instructor must keep the student well PHED with information |
Provide
Help Emphasize Demand |
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Flight Instructor Responsibilities
SEE RAP The flight instructor must SEE progress and RAP errors |
Supervision
Evaluation Endorsements Recommendations Additional Training Pilot Proficiency |
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Supervision and Surveillance
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It is the instructor's responsibility, if he observes unsafe or inept operations to try to correct it. If unable, contact Accident Prevention Counselor or GADO Accident Prevention Specialist
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Instructor's Role in Minimizing Student Frustrations
BIG IMAC Apples new chain of restaurants now serves the BIG IMAC |
Be consistent
Individuals Give credit Informed Motivated Admit errors Constructively criticize |
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Logbook Entries and Certificate Endorsements
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No experience
First Solo Solo Cross-Country Class B Airspace Class B Airport Private Pilot Check Ride Instrument Rating Check Ride Commercial Pilot Check Ride CFI Check Ride Add-ons Retesting After Failures SFAR 73 Foreign Licences |
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Logbook Entries and Certificate Endorsements
No Experience |
Required Documents
1. Medical (61.23) 2. Student Pilot Certificate (61.19) How to get a new SPC: (good for 24 calendar months) 1. New medical 2. 8710 from FSDO 3. DPE fill out 8710 |
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Logbook Entries and Certificate Endorsements
First Solo 61.87 Solo requirements for student pilots AC 61.65 Instructor Endorsements |
1. Pre-solo knowledge test endorsement - 61.87 (b)
(not required, but recommended. AC 61.65) 2. Log maneuvers and procedures - 61.87 (f) 3. Student pilot certificate endorsement - 61.87(n)(1) (specific make / model. One time endorsement) 4. Logbook endorsement - 61.87 (n)(2) (specific make / model. Expires every 90 days. Only good in local area. MUST include weather limitations; ceiling, wind, visibility) 5. Takeoffs and landings at other airport within 25 NM - 61.93(b)(1) (only if required) |
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Logbook Entries and Certificate Endorsements
Solo Cross-Country 61.93 |
1. Log maneuvers and procedures - 61.93(g)
2. Student pilot cert. endorsement - 61.93(c)(1) 3. Logbook endorsement - 61.93(c)(2)(i) 4. Planning and prep. endorse. - 61.93(c)(2)(ii) For each xc flight. Any instructor - must check planning, weather, endorsements - 61.93(d) 5. Repeated solo xc endorse. - 61.93(b)(2) |
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Logbook Entries and Certificate Endorsements
Class B Airspace 61.95 |
1. Student pilot must receive training on specific airspace
61.95(a)(1) 2. Training endorsement - Valid 90 days. Only valid through airspace 61.95(a)(2) |
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Logbook Entries and Certificate Endorsements
Class B Airport 61.95 |
1. Student pilot must receive training at that specific airport
61.95(a)(1) 2. Training endorsement - Valid 90 days. Only valid to/from the specified airport 61.95(a)(2) Note: Not permitted in certain locations - the Dirty Dozen - 91.131(b)(2) or AIM 3-2-3 |
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Logbook Entries and Certificate Endorsements
Private Pilot Check Ride 61.39 / 61.103 |
1. Knowledge test endorsement
2. Knowledge test deficiency endorsement 3. Log areas of operation 4. 60 days of training endorsement 3 hours of flight training within preceding 60 days 5. Practical test endorsement 6. 8710 |
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Logbook Entries and Certificate Endorsements
Instrument Rating Check Ride 61.39 / 61.109(c)(3) |
1. Knowledge test endorsement
2. Knowledge test deficiency endorsement 3. Log areas of operation 4. 60 days training endorsement 5. Practical test endorsement 6. 8710 |
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Logbook Entries and Certificate Endorsements
Commercial Pilot Check Ride 61.39 / 61.123 |
1. Knowledge test endorsement
2. Knowledge test deficiency endorsement 3. Log areas of operation 4. 60 days training endorsement 5. Practical test endorsement 6. 8710 |
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Logbook Entries and Certificate Endorsements
CFI Check Ride 61.39 / 61.183 |
1. Aeronautical knowledge endorsement
FOI. Needed for CR, but not to take the written test 2. Knowledge test deficiency endorsements For BOTH FOI and Aeronautical Knowledge 3. Log areas of operation 4. 60 days training endorsement 5. Practical test endorsement 6. 8710 |
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Logbook Entries and Certificate Endorsements
Add-ons for rated pilots 61.39 / 61.63 |
- Rated pilots are not students, so 61 subpart c does not apply
- No pre-solo knowledge test is required, but recommended - Need not take an additional knowledge test 1. PIC endorsement No pre-solo or solo xc endorsement req. You can give wx limits 2. Ground and flight proficiency endorsement 3. 60 days training endorsement 4. Practical test endorsement 5. 8710 |
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Logbook Entries and Certificate Endorsements
Retesting after failures 61.49 |
1. Give additional training
2. Additional training endorsement 3. 8710 (If flight only) |
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Logbook Entries and Certificate Endorsements
SFAR 73 (Robinson R22/R44) |
Manipulate the controls in R44
1. Awareness Training 2. Endorsement No solo allowed. One time endorsement Act as PIC in R44 1. 200 hours total, 50 in R44 or 1. 10 hours dual training 2. Endorsement Instruction in R44 1. Awareness training 2. 200 hours total, 50 in R44 3. SFAR check-out with DPE or FAA 4. SFAR check-out endorsement |
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Logbook Entries and Certificate Endorsements
Foreign Licenses 61.75 |
Reference 61.75
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Night take-off and landing experience
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- Three takeoffs and three landings withing the preceding 90 days
- Must be completed 1 hour after sunset to one hour before sunrise - Landings must be to a full stop |
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Private Pilot
Aeronautical Experience 61.109(c) |
- at least 40 hours, including:
- 20 hours flight training - 10 hours solo flight training, including: - 3 hours xc - 3 hours night, including: - One xc >50NM total distance - 10 takeoffs and 10 landings (fs/tp) at an airport - 3 hours w/n 2 calendar months of practical - 10 hours solo, including: - 3 hours xc - One solo xc >100NM, 3 points, 1 >25NM straight - 3 t/o & 3 ldg (fs/tp) at airport w/ operating cntrl twr |
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Whiteboard exercise #1
Define the following: Span, blade twist Chord line, Camber Leading edge, trailing edge Relative wind, pitch angle, angle of attack |
- Draw Figure 2-6 on page 2-3 of RFH
Span - distance from the rotor hub to the blade tip. Blade twist - a changing chord line from the blade root to the tip. Twisting a rotor blade causes more even list along its span. Chord line - an imaginary straight line drawn from the leading to the trailing edge. Camber - the curvature of the airfoil's upper and lower surfaces. Leading / trailing edge - point to them Relative wind - created by the motion of an airfoil through the air, by the motion of air past an airfoil, or by a combination of the two Pitch angle - the angle b/w its chord line and the reference plane containing the rotor hub. Angle of attack - the angle b/w the airfoil's chord line and the relative wind. |
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Whiteboard exercise #2
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