CFI - FOI - Acronyms

Characteristics of Learning (RAMP)

Result of Experience.
Active Process.
Multi-Faceted.
Purposeful.

Laws of Learning (REEPIR)

Readiness.
Exercise.
Effect.
Primacy.
Intensity.
Recency.

Factors that affect Perception (SET-PG)

Self Concept.
Element of threat.
Time & Opportunity.
Physical Organism.
Goals & Values.

Four levels of learning (RUAC)

Rote.
Understanding.
Application.
Correlation.

Why do people forget (FIRR)

Fading.
Interference.
Repression.
Retrieval failure.

Ways to help with memory (AMP-FAM)

All sensations.
Mnemonics.
Praise.
Favorable attitudes.
Association.
Meaningful repetition.

Pyramid of human needs (PS-BECS)

Physiological.
Security.
Belonging.
Esteem.
Cognitive/Aesthetic. Eureka moment
Self Actualization.

Defense Mechanisms (DR FDR CPR)

Denial.
Repression.
Fantasy.
Displacement.
Rationalization.
Compensation.
Projection.
Reaction Formation.

The teaching process (PPAR)

Preparation.
Presentation.
Application.
Review.

Domains of learning (CAP)

Cognitive.
Affective.
Psychomotor.

Characteristics of Effective Critiques (FAST-CO-CO)

Flexible.
Acceptable.
Specific.
Thoughtful.
Comprehensive.
Objective.
Constructive.
Organized.

Characteristics of Effective Oral Questions (PB CACA)

Presents a challenge.
Brief & concise.
Clear & Definite.
Applies to subject.
Centered on one idea.
Adapted to student.

Types of questions to avoid (POTBIT)

Puzzle.
Oversize.
Toss-up.
Bewilderment.
Irrelevant.
Trick.

Characteristics & development of an effective written tests (DUO VCR)

Discrimination.
Usability.
Objectivity.
Validity.
Comprehensiveness.
Reliability.

Test development steps (D-LED)

Determine level of learning objectives.
List indicators of desired behaviors.
Establish criterion objectives.
Develop criterion-referenced test items.

Major characteristics and qualifications of a professional flight instructor (HEMPSS)

Help students learn.
Emphasis the positive.
Minimize student frustration.
Provide adequate instruction.
Standards of performance.
Safety.

Minimizing student frustration (i want my MAG-BACK)

Motivate students.
Approach students as individuals.
Give credit when due.
Be consistent.
Admit errors.
Criticize constructively.
Keep students informed.

Barriers to effective communication (COIL)

Confusion between the symbol & symbolized object.
Overuse of abstractions.
Interference.
Lack of common experience.

Developing communications skills (LIQIR)

Listening.
Instructional Enhancement.
Questioning.
Instructional communications.
Role playing.

Obstacles to encounter while learning flight instruction (UA FAIL)

Unfair treatment.
Anxiety.

Fatigue, illness, physical discomfort.
Apathy due to inadequate instruction.
Impatience to proceed to more interesting material.
Lack of interest, worry.

Stages of Skill acquisition (CAA)

Cognitive.
Associative.
Automatic Response.

Stages of skill acquisition (CAA)

Cognitive.
Associative.
Automatic response.

Purpose of a Lesson Plan (CRAP GAP)

Considerations given to each part of lesson.
Relates the lesson to objectives.
Assures wise selection of material.
Provides an outline.

Gives confidence to the instructor.
Aids in sequence learning.
Provides uniformity

Characteristics of a Lesson Plan (RIP FUCS)

Relates to course of training.
Instructional steps.
Practicality.
Flexibility.
Unity.
Content.
Scope.

Proper Use of a Lesson Plan (FUBAR)

-Flight lessons should be appropriate to the background and flight experience of student.
-Use lesson plans as a guide.
-Be familiar with the lesson plan.
-Adapt the lesson plan to the student.
-Revise lesson plans periodically to maintain the best instruction possible.

Critiques and Oral Assessments

Instructor student critique.
Student lead critique.
Small group technique.
Individual student by another student.
Self critique.
Written critique.