Checkride FOI

Defense Mechanisms

DRFDRCPR

• Denial

• Repression

• Fantasy

• Displacement - taking it out on the dog

• Rationalization - hard test - not - I didn’t study

• Compensation

• Projection - blaming others

• Reaction Formation

Human Needs

PSSSCS

• Physiological

• Security

• Social Belonging

• Self Esteem

• Cognitive

• Self Actualization

Student Emotional Reactions

LANA IPA

• Lack of interest or worry

• Abnormal reaction to stress

• Normal reaction to stress

• Apathy due to inadequate instruction

• Impatience

• Physical discomfort 

• Anxiety 

Basic elements of communication

• Source

• Symbol

• Receiver 

Barriers to effective communication

ECOLI

• External

• Confusion between symbols

• Overuse of abstractions

• Lack of common experience

• Interference

Learning

a change in behavior as a result of experience

Behaviorism

not used anymore - carrot vs stick

Cognitive Theory

• Information processing theory - sheppard air

• Constructivism - active not passive

• High order thinking skills - ADM

• Scenario Based training

Perceptions and Insights

IPA

• Insight - grouping of perceptions into meaningful wholes: correlation of pitch and power

• Perception - SGT PEB

• Acquiring knowledge

  • memorization

  • understanding

Perceptions

SGT PEB

• Self concept

• Goals and values

• TIme and opportunity

• Physical organism

• Element of threat

• Basic needs - human needs

Law of Learning

REEPIR

• Readiness - basic needs + willingness 

• Effect - positive = better 

• Exercise 

• Primacy 

• Intensity

• Recency 

Domains of Learning

• Cognitive - head

• Affective - heart

• Psychomotor - hands

Levels of Learning

RUAC

• Rote

• Understanding

• Application

• Correlation

Characteristics of Learning

PEMA

• Purposeful - learn from activity to further goals

• Experience based

• Multifaceted - all senses, learning more than 1 thing

• Active Process - staying engaged

Skill Acquisition

• Cognitive - memorized steps

• Associative - recognizing potential problems

• Automatic Response - fixing issues before they become a problem

Types of Practice

• Deliberate - practices a specific task and receives feedback in order to perform task automatically

• Blocked - repetitive potential problems

• Random - practice out of sequence

SBT

• Clear set of objectives

• Student specific

• Capitalizes on the local environment

Errors

• Slip - planned to do the right thing

• Mistake - planned to do the wrong thing

Reducing Errors

LT DURC

• Learning and practicing

• Taking time - slow is smooth, smooth is fast

• Developing routines

• Using checklists

• Raising awareness - known areas that may cause errors

• Checking for errors

Memory

• Sensory

• Short term

• Long term

• Forgetting

Forgetting

RIFS

• Retrieval failure- tip of the tongue

• Interference - similar things confused

• Fading - use or lose

• Suppression or Repression

Retention of Learning

PRAASM

• Praise stimulates learning

• Recall is promoted by association

• Attitude - positive

• meaningful repetition Aids recall - flash cards

• Senses

• Mnemonics - acronyms

Lesson Intro

AMO

• Attention

• Motivation

• Overview

Lesson Development

MOP

• Main part

• Organized material logically to show main points

• Past to present/simple to complex/known to unknown

Conclusion

Review and wrap up

Lecture

Good for large groups but requires a good speaker

Guided discussion 

Encourages learner to listen and learn from each other and the speaker

Computer Assisted

test prep

Electronic learning

flight sim/zoom

Demonstrated Performance method

• Explanation

• Demonstration

• Learner performance with instructor supervision

• Evaluation

Drill and Practice method

doing the task properly, repeatedly 

Problem Based Learning

Uses high order thinking skills, SBT, will not have 1 right answer, should promote situational awareness and decision making

Effective Assessment

FASTCOCO

• Flexible - fit the student

• Acceptable - learner has confidence in instructor

• Specific

• Thoughtful - be respectful, give criticism in private

• Comprehensive - crap sandwich

• Organized - known to unknown

• Constructive - positive guidance

• Objective - no personal feelings

Traditional Assessment

ODCURV

• Objective - same grade regardless who grades

• Discriminate - see the difference in knowledge

• Comprehensive 

• Usability 

• Reliability

• Validity 

Authentic Assessment

Real world

Questions to Avoid

TITBOP

• Trick

• Irrelevant

• Toss up

• Bewilderment - a wierd or confusing answer

• Oversize - large and broad

• Puzzle - they need to figure out the question

Instructor Responsibilities 

HEPED

• Helping students learn 

• Emphasizing the positive

• Providing adequate instruction

• Ensuring Safety

• Demanding standards 

Minimizing learner frustration

GAACCKM

• Give credit

• Approach as individuals

• Admit errors

• Criticize constructively

• Consistent

• Keep learners informed

• Motivate learners

Professionalism

LAADIS

• Language

• Acceptance

• Appearance and habits

• Demeanor

• Information

• Sincerity