CFI - FOI - Acronyms

Characteristics of Learning (PEMA)

Purposeful: Knowing what you want to learn/achieve and being ready to learn.

Experience: Learning is an individual process affected by personal experiences. Respond to some things, ignore other things.

Multi-Faceted: learning includes verbal, conceptual, perceptual, emotional, and problem solving elements all happening at once.

Active Process: Must react/respond in order to learn.

Laws of Learning (REEPIR)

Readiness: being ready to learn.

Exercise: Practicing memory/connections.

Effect: Learning accompanied by a satisfying feeling.

Primacy: First state/impression of learning. Must be correct.

Intensity: vivid, exciting, dramatic learning experience.

Recency: Things recently learned are best remembered.

Factors that affect Perception (G-STEP)

Goals & Values: Affects your experiences and sensations.

Self Concept: Self image & confidence influences perceptual process.

Time & Opportunity: To learn new things, sometimes it depends on earlier perceptions to build on.

Element of threat: Creates tunnel vision on the threat, limiting ability to perceive.

Physical Organism: ability to see, hear, feel, respond.

Four levels of learning (RUAC)

Rote: Repeat something back that was learned, without necessarily understanding it.

Understanding: To comprehend/grasp the meaning of something.

Application: Putting to use something learned/understood.

Correlation: Associating/applying what was learned to previous learning.

Why do people forget (FIRRS)

Fading: forgets info not used for a while.

Interference: certain experience overshadowed, or learning of similar things have clouded/intervened.

Repression: Memory purposely forgotten or pushed out of reach due to feelings associated with it.

Retrieval failure: inability to retrieve the information.

Suppression.

Ways to help with memory/retention (AMP-FAM)

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

Pyramid of human needs (PS-BECS)

Physiological: Air food water.

Security: Shelter, safety.

Belonging: Make friends, feel comfortable.

Esteem: Confidence, achievement, knowledge, independence.
Internal = self esteem/confidence.
external= reputation, status, recognition.

Cognitive/Aesthetic. Eureka moment. Understand surroundings and how it works. Like/enjoy what you're doing emotionally.

Self Actualization: Realizing your full potential, doing what you were "born to do".

Define Defense Mechanisms (DR FDR CPR)

Subconscious ego-protecting reactions to unpleasant situations.

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

The teaching process (PPAR)

Preparation.
Presentation.
Application.
Review.

3 Domains of learning (CAP)

Cognitive: Thinking, mental activity.

Affective: Feeling, attitudes, personal beliefs/values.

Psychomotor: Doing, physical skills.

Characteristics of Effective Critiques (FAST-CO-CO)

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

Characteristics of Effective Oral Questions

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

Types of questions to avoid (TIT BOP)

Toss-up.
Irrelevant.
Trick.

Bewilderment.
Oversize.
Puzzle.

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

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: Confusion between the word and what its meant to represent.

Overuse of abstractions: Words that are too general and stand for idea, rather than specific words.

Interference: student physiological needs, illness, noise/distraction, fear.

Lack of common experience: Not enough physical/mental/emotional traits/experiences in common between the instructor/student.

Developing communications skills (LIQIR)

Listening: Listen to the student to learn about them.

Instructional Enhancement: Learn more about a subject to result in becoming better at teaching it.

Questioning: Question the student to know how well they understand what is being taught.

Instructional communications: Determine whether the student received/retained the knowledge.

Role playing: Practice giving instruction.

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: Based on factual knowledge, memorization.

Associative: Associating steps with likely outcomes. Memorized steps now carry meaning.

Automatic Response: Procedures become automatic and demand less attention to carry out, so you can multi task.

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.

The process of communication is composed of three elements: (SSR)

-Source: CFI/teacher.
-Symbols: info/ideas.
-Receiver: student.

What is the definition of learning?

What is the definition of the term "Learning Theory"?

Learning: a change in behavior due to experience and practice.

Learning theory: How people acquire skills, knowledge, and attitudes.

3 types of learning:

Deliberate: Practice aimed at a goal. Focus areas that need improvement.

Blocked: Practicing the same drill over and over until movement becomes automatic.

Random: Mixing up skills throughout the practice session, which improves retention.

2 kinds of errors:

Slip: when a person plans to do one thing, but inadvertently does something else.

Mistake: When a person unwittingly plans to do the wrong thing and is successful.

The 2 transfer of learning types.

Positive Transfer: Past knowledge supports/assists new learning.

Negative Transfer: Past knowledge confuses/detracts from new learning.

Training delivery methods (LCD GD)

Lecture method.
Computer assisted learning method.
Demonstration performance method.
Guided discussion method.
Drill and practice method.

2 types of written tests.

Supply type- Difficult to score, essay questions.

Selection type- True/false, multiple-choice.

What is the definition of Human Behavior?

The product of factors that cause people to act in predictable ways.

Explain the defense mechanism of Denial

A refusal to accept external reality because it is too threatening. Denial is the refusal to acknowledge what has happened, is happening, or will happen.

Explain the defense mechanism of Repression

A person places uncomfortable thoughts into inaccessible areas of the unconscious mind.

Explain the defense mechanism of Fantasy

A student engages in daydreaming about how things should be rather than doing anything about how things are.

Explain the defense mechanism of Displacement

An unconscious shift of emotion, affect, or desire from the original object to a more acceptable, less-threatening substitute. Kicking the dog or taking it out on a spouse.

Explain the defense mechanism of Reaction Formation

Faking a belief opposite to the true belief opposite the true belief because the true belief causes anxiety.

Explain the defense mechanism of Compensation

Students often attempt to disguise the presence of a weak or undesirable quality by emphasizing a more positive one.

Explain the defense mechanism of Projection

Students may relegate the blame for their own short-comings and mistakes to others or attribute their motives, desires, and characteristics to others.

Explain the defense mechanism of Rationalization

Justifying actions that otherwise would be unacceptable; the substitution of excuses for reasons.

What are the three characteristics of receivers that instructors must understand in order to effectively communicate with their students? (EAA)

-Experiences- student experience, background and education level determine the approach an instructor takes.
-Abilities- an instructor needs to determine the abilities of the student in order to properly communicate
-Attitudes- The attitudes that students exhibit may indicate resistance, willingness, or passive neutrality

Modern learning theory grew out of two concepts of how people learn. What are they?

Behaviorism: reinforcement of desired behaviors by someone other than the student to shape or control what is learned.

Cognitive Theory: What is going on inside the student's mind.

"Combination Theory"

Define insight

Grouping of perceptions into meaningful wholes.

How does a student acquire knowledge (3 phases)?

Memorization
Understanding
Application

Define "memory"

The ability of people to encode, store, and retrieve information.

What are the three types of memory?

Sensory: input from the environment, information is then sent to short-term

Short-term: stored briefly (30 seconds), fades or is consolidated in long-term

Long-term: relatively permanent storage of unlimited information

What are the five essential phases of the demonstration-performance method of teaching?

Explanation
Demonstration
Student performance
Instructor supervision
Evaluation

What are the two types of training objectives used in aviation training?

Performance-based objectives: defines what needs to be done and how it will be done.

Decision-based objectives: teach critical thinking skills such as risk management and ADM.

Define "Assessment"

The process of gathering measurable information to meet evaluation needs.

What are the general characteristics of an effective assessment? (FATCCOWS)

Flexible
Acceptable
Thoughtful
Comprehensive
Constructive
Objective
Well Organized
Specific

Why is an effective assessment an important component in the teaching and learning process?

-Provides instructor and student with information on how well the student is progressing
-Provides feedback to the student with direction and guidance on how to improve performance
-Highlighting areas in which a student's performance in incorrect or inadequate

Three broad categories of assessment

Traditional assessment- Rote and Understanding. Written, multiple choice, knowledge test.

Authentic assessment- critical thinking skills. Practical tests.

Oral assessment- Oral exam.

When should the PTS be introduced during flight training?

Keep the PTS in perspective, with emphasis on the PTS increasing later in training.
The PTS is a testing document, not a teaching document

Professionalism can be achieved by practicing certain characteristics when teaching a student. What are some of those characteristics? (SAPPD)

Sincerity- straightforward and honest.
Acceptance of the student.
Personal appearance and habits.
Proper Language- profane/obscene language leads to distrust and lack of confidence in instructor.
Demeanor.

How can instructors improve upon their effectiveness and qualifications as teachers?

Continuing education.
Sources of material.
A good pilot/instructor is always learning.

Define: Aeronautical Decision Making

A systematic approach to the mental process used by aircraft pilots to consistently determine the best course of action in response to a given set of circumstances.

DECIDE Model

Detect a change needing attention

Estimate the need to counter or react to the change

Choose the most desirable outcome for the flight

Identify actions to successfully control the change

Do something to adapt to the change

Evaluate the effect of the action countering the change

3P Model

Perceive the given set of circumstances for a flight.
-Pilot
-Aircraft
-enVironment
-External pressures

Process by evaluating their impact on flight safety.
-Consequences of each hazard
-Alternaties available
-Reality of the situation
-External pressures

Perform by implementing the best course of action.
-Transfer decision to someone else?
-Eliminate the hazard?
-Accept: benifits out weigh the costs?
-Mitigate risk

What are three types of stressors that can affect pilot performance?

Physical:conditions association with the environment, temp, noise, vibration, lack of oxygen, etc.

Physiological: fatigue, sleep loss, missed meals

Psychological: social or emotional or mental workload.

What is risk management?

A decision making process designed to identify hazards systematically,
assess the degree of risk,
and determine the best course of action.

IMSAFE

Illness
Medication
Stress
Alcohol
Fatigue
Eating/emotion

SRM or Single Pilot Resource Management

art and science of managing all the resources available to a single pilot to ensure the successful outcome of the flight.

Five P model

Plan
Plane
Pilot
Passengers
Programming

Maslow's Hierarchy of Needs

-Self Actualization
-Self-esteem
-Love and Belongingness
-Safety and Security
-Physiological needs: Air, Water, Food, Shelter, Sleep, Sex.

Theory X vs Theory Y.

X:
People have and inherent dislike for work and will avoid it whenever possible.
People must be coerced, controlled , directed or threatened with punishments in order to get them to achieve the organizational objectives.
People prefer to be directed, do not want responsibility, and have little or no ambition.
People seek security above all else.

Y:
Work is as natural as play and rest.
People will exercise self direction if they are committed to the objectives (they are not lazy).
Commitment to objectives is a function of the rewards associated with their achievement.
People learn to accept and seek responsibility.
Creativity, ingenuity, and imagination are widely distributed among the population. People are capable of using these abilities to solve an organizational problem.
People have potential.

What is the definition of anxiety and why is a student's anxiety a concern for an instructor?

Anxiety is the feeling of worry, nervousness, or unease about something that is going to happen, typically something with an uncertain outcome.

It has a potent affect on the student's ability to learn.

How can instructors help student's counter their anxiety?

By reinforcing the student's enjoyment of flying, and teaching them to cope with their fears.

Student normal/abnormal reactions to stress.

Normal: Responds rapidly and within the limits of their experience/training. Thinks rationally, and is sensitive to all aspects of their surroundings.

Abnormal: Response to anxiety or stress may be absent or inadequate. Random or illogical, or more than is called for by the situation.

How can you tell if your student has learned what you have taught?

You have witnessed a change in your students behavior due to experience. If there's no behavior change, your student probably hasn't learned what you taught.

How can the instructor ensure the student develops insight during training?

PHH

-Provide a secure non threatening learning environment.

-Help the student maintain/acquire a positive self image.

-Help the student understand how each piece relates to the big picture of the task being learned.

How do you become proficient?

Progress depends on repeated practice. Practice improves performance.

Beginning students reach a point where additional practice can be unproductive or harmful.

As students become more experienced, longer periods of practice are profitable.

What is a learning plateau, and how can you help a student through it?

Learning phenomena where learning slows/stops for a period of time before once again increasing.

Move to a different place in the curriculum, or better explain the lesson, the reason for it, and how it applies to the student.

Instructors can bring on a plateau by over practicing the student.

Why is keeping the student updated important?

Students need to hear when they are right, just as much as they need to hear when they're wrong.

They should be told as soon after the performance as possible. Do not let them practice mistakes.

What are the 3 types of memory?

Sensory memory: Receives and processes input from the environment.

Short term memory: Part of the memory where info is stored briefly ( 30 seconds), at which point it fades rapidly, or is moved to long term memory.

Long term memory: Relatively permanent storage of unlimited information.

Ability to retrieve knowledge from memory depends on what two things?

Frequency: How often the knowledge has been used in the past.

Recency: How recent the knowledge has been used.

Preflight action/info to know:

91.103
NWKRAFT.

NOTAMS
Weather info.
Known traffic delays.
Runway lengths.
Alternates available.
Fuel requirements.
Takeoff/landing performance data.

How do people learn?

PIM

Perception
Insight
Motivation.

Inspections required:

91.409

AVIATES
-Annual/ADs
-VOR check.
-100 hour.
-Altimeter.
-Transponder.
-ELT.
-Static and encoding system.

When is your plane registration invalid?

30FT DLC.
-30 days after death.
-Foreign registration.
-Transfer/sold.
-Destroyed
-Loss of citizenship.
-Cancel per owner request.

Required docs for pilot.

61.3
PPM
-Pilots certificate. (current flight review)
-Photo ID (government issued)
-Medical (Current)

5 c's of lost comms for VFR.

-Climb.
-Communicate.
-Confess.
-Comply.
-Conserve.

Explain 61.87

BCNOPE
(b) Pre solo test.
(c) maneuvers & procedures.
(n) limitations on student pilot.
(o) soloing student @ night.
(p) lim on CFI's soling SP, extra 90 days.
(e) multi engine man/proc.

Compass Errors:

VDMONA
variation: difference between true north and magnetic north.

deviation: airplane components interfering with the mag compass.

Mag dip:

oscillation error:

north turning errors. (UNOS):

acceleration errors. (ANDS):

Special Use airspace

MC PRAWN
MOA
control firing area.
prohibited.
restricted.
alert area.
warning area.
National security area.

Required info VOR checks.

91.173
dogs poop, bears shit.

Date, Place, Bearing error, Signature.

91.205 (b), (c), (d).

91.205 (b): VFR day equipment reqs. ATOMATO FLAMES.

(c): VFR night. FLAPS.
Fuses (spare set/3 of each type).
Landing light (if for hire).
Anti collision lights.
Position lights.
Source of power.

(d): IFR flight. GRABCARD

Certifications & documents

91.203
ARROW.

VMC definition

the calibrated airspeed at which directional control can be maintained with the critical engine inoperative.

Critical engine definition

the engine that, when it fails, has the most adverse effects on directional control of the airplane.

"Middle name"

I know I have lost directional control when I have full rudder deflection into the operating engine and the aircraft begins to yaw toward the inoperative engine. To recover I will simultaneously reduce the power on the operating engine (as needed) and reduce the angle of attack to regain directional control and then will smoothly re-apply full power on the operating engine.

Maneuvering speed definition

is the max airspeed at which full, abrupt control inputs can be made without structural damage to the aircraft. At airspeeds below maneuvering speed, the aircraft will stall before exceeding the design limit load factor. At airspeeds above maneuvering speed the design limit load factor will be exceeded before the aircraft stalls.

Stabilized approach definition

is an approach in which the pilot establishes and maintains a constant angle glide path towards a predetermined point on the landing runway. It is based on the pilot's judgement on certain visual cues, and depends on a constant final descent airspeed and configuration.

Aiming point definition

is a point on the ground at which, if the airplane maintains a constant glide path and was not flared for landing, it would contact the ground.

Turns around a point:

To teach the student how to keep a constant radius around a point while correcting for wind using inside and outside references.

S-turns:

To teach a student how to fly a series of S-turns across a linear ground feature, with semi-circles of equal size and shape, accounting for wind effects while maintaining constant altitude and airspeed.

Rectangular course

To teach the student how to fly a ground track equidistant from all sides of a rectangular area on the ground, accounting for wind effects while maintaining constant altitude and airspeed while using inside and outside references.

Steep turns

to teach the student to fly in a steep bank, maximum performance turn while using inside and outside references.

Slow flight

To teach the student positive aircraft control at the speed in which any increase in angle of attack, increase in load factor or reduction in power would result in a stall indication such as a stall horn or aerodynamic buffet.

power off stall

To teach the student how to recognize and recover from a stall in the landing configuration.