FOI Just Acronyms

Characteristics of learning

PRAM

Purposeful

Result of experience

Active process

Multifaceted

Principle of learning

REEPIR

Readiness

Effect

Exercise

Primacy

Intensity

Recency

All learning involves

PIM

Perceptions

Insight

Motivation

Levels of learning

RUAC

Rote

Understanding

Application

Correlation

Principles applied in learning a skill

4PLEAKED

Patterns

Physical skills

Performing a skill

Plateaus

Length of time devoted

Evaluation vs critique

Application of a skill

Knowledge of result

Desire to learn

Theories of forgetting

DIR

Disuse

Interference

Repression

Learning is retained

ASPAR

Association

Senses

Praise

Attitudes

Repetition

Control of human behavior

ARCC

Atmosphere

Relationship

Certain conditions

Common goal

Maslows laws of human needs

PSSES

Physical

Security

Social

Egoistic

Self-fulfillment

Defense mechanisms

DR-FR-CRAP-DR

Denial

Rationalization

Flight

Reaction formation

Compensation

Resignation

Aggression

Projection

Displacement

Repression

Positive and efficient learning experience

DC PET

Devise a plan of action

Create a positive relationship

Provide information efficiently

Evaluate

Transfer responsibilities

Elements of commuication

SSR

Source

Symbol

Receiver

Barriers to effective communication

COIL

Confusion between symbol and symbolized object

Overuse of abstractions

Interference

Lack of common experience

Promote effective listening

B G RUN EM

Be ready to listen

Guard against daydreaming

Responsible for listening

Listen to understand

Take notes

Emotionally calm

Main Ideas

Ensure good human relations and minimize frustrations

MIC CAGE

Motivated

Informed

Consistent

Criticize constructively

Approach as individuals

Give credit when due

Errors

Obstacles during flight instruction

APAWIF

Anxiety

Physical discomfort

Apathy

Worry or lack of interest

Impatience

Feelings of unfair treatment

Logically organize a development

PSUK

Past to present

Simple to complex

Used to least used

Known to unknown

The demonstration performance method

EDSIE

Explanation

Demonstration

Student performance

Instructor supervision

Evaluation

Tell and doing method

PISSS

Preparation

Instructor tells- instructor does

Student tells - instructor does

Student tells - student does

Student does - instructor evaluates

Effective questions for guided discussion method

I DR PCS

Single idea

Definite answer

Relate to training

Purposeful

Clear in meaning

Stimulate thought

Types of questions that can be used

ORDRR

Overhead

Rhetorical

Direct

Reverse

Relay

Characteristics of an effective critique

FACT- COWS

Flexible

Acceptable

Comprehensive

Thoughtful

Constructive

Objective

Well organized

Specific

Methods for critique

WI4S

Written

Instructor led

Student led

Small group

Student- student

Self- critique

Characteristics of effective oral question

POP CBM

Pertinent

One definite answer

Prepared in advance

Clear in meaning

Brief and concise

Meets stage of training

Questions to avoid

BITTPOD

Bewilderment

Irrelevant

Trick

Toss-up

Puzzle

Oversized

Discriminating

Instructor respond to student questions

USA

Understood

Satisfied

Admit not knowing

Effectively listen to students

JII UBHTNNC

Judge

Interrupt

Insist on last word

Underlying feelings

Beware of biases

Hear the student

Think before answering

Non-verbal behavior

No rehearsed answers

Concentrate

Characteristics of a good written test

V RU DOC

Validity

Reliability

Usability

Discriminating

Objective

Comprehensive

Responsibilities of an aviation instructor

HEEPD

Help student learn

Emphasize the positive

Ensure safety

Provide adequate standards of performance

Demand adequate performance

Define professionalism

FEEGS

Fully qualified as a pilot

Extensive training

Ensures safety at all times

Good judgement

Studies and research

Dos and Donts

PACKS and PISSD

Characteristics of a flight instructor

ASSPADS

Acceptance of student

Sincerity

Safety practices

Proper language

Appearance and habits

Demeanor

Self improvement

Considerations for student stress

SI- Anxiety

Stress curve

Identify stress

Anxiety and perceptions

Abnormal reactions to stress

RIMS

Random actions

Inappropriate behavior

Mood changes

Severe anger

Abnormal students

RED Medic

Refrain from certifying

Evaluation by other instructor

Discuss with chiefs

Contact AME

Characteristics of a good lesson plan

SURF PIC

Scope

Unity

Relation to course of training

Flexibility

Practicality

Instructional steps

Content

How should a lesson plan be used

FAAGR

Familiar

Appropriate

Adaptive

Guide

Revise

What should a lesson plan contain

OCSSESA

Objective

Content

Schedule

Supervision

Evaluation

Summary

Asessment