FOI CK2 – Flashcards
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What are the four teaching skills that are essential to being an effective instructor?
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People skills, subject matter expertise, management skills, and assessment skills.
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Explain the four basic steps involved in the teaching process.
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Preparation—determining the scope of the lesson, the objectives, and the goals to be attained, and ensuring that the necessary supplies are available, Presentation—consists of delivering information or demonstrating the skills that make up the lesson, Delivery could be through the lecture method, guided discussion method, demonstration-performance method, etc, Application—the student performs the procedure or demonstrates the knowledge required in the lesson, Review and evaluation—consists of a review of all material and an evaluation of the student's performance.
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Describe the steps necessary in preparing a lesson plan.
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Determine the objective of the lesson, Research the subject as defined by the objective, Determine the method of instruction and lesson plan format, Decide how to organize the lesson and select suitable supporting material, Assemble training aids, Write the lesson plan outline.
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What elements should a lesson plan contain?
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The lesson objective, content, schedule, equipment, instructor's actions, student's actions, and completion standards.
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The traditional organization for a lesson consists of what steps?
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Introduction—consists of three elements: Attention—the instructor gains the student's attention and focuses it on the subject, Motivation—the instructor offers the student specific reasons why the lesson content is important, Overview—the instructor gives a clear concise presentation of what is to be covered during the lesson, Development—the main part of the lesson in which the instructor logically organizes the material to show the relationships of the main points in one of the following ways: from past to present, simple to complex, known to unknown, or most-frequently used to least-frequently used, Conclusion—retraces the important elements of the lesson and relates them to the objective. This review reinforces student learning and improves the retention of what has been learned.
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Define the following: course of training, curriculum, training course outline, and syllabus.
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Course of training—a complete series of studies leading to attainment of a specific goal such as a certificate of completion, graduation, or an academic degree, Curriculum—a set of courses in an area of specialization offered by an educational institution. A curriculum for a pilot school usually includes courses for various pilot certificates and ratings, Training course outline—the content of a particular course within a curriculum; it normally includes statements of objectives, descriptions of teaching aids, definitions of assessment criteria, and indications of desired outcomes, Syllabus—a summary or outline of a course of study that generally contains a description of each lesson, including objectives and completion standards.
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What are the initial steps in planning a course of training?
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Determine the overall objectives and standards, Design and develop the blocks of learning, Identify the blocks of learning.
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What are the two types of training objectives used in aviation training?
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Performance-based objectives define what needs to be done and how it will be done. They consist of a description of the skill or behavior, conditions, and criteria, Decision-based objectives teach critical thinking skills such as risk management and ADM. They facilitate a higher level of learning and application through the use of dynamic and meaningful scenarios.
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What are several common teaching methods an instructor may use to present instructional material?
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Lecture method—teaching lecture, illustrated talk, briefing, Guided discussion method, E-learning (computer-based), Demonstration-performance method, Drill and practice method, Problem-based learning
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Describe the "lecture" method of teaching.
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This method is usually delivered by an instructor to a group of students with the use of instructional aids and training devices. Lectures are useful for the presentation of new material, summarizing ideas, and showing relationships between theory and practice. Types of lectures include the teaching lecture, illustrated talk, briefing, and formal lecture.
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Explain the "guided discussion" method of teaching.
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This method relies on student possession of a level of knowledge about the topic to be discussed, either through reading prior to class or a short lecture to set up the topic to be discussed. It employs instructor-guided discussion with the instructor maintaining control of the discussion. The goal of guided discussions is to draw out what the students know.
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What is meant by the term "e-learning"?
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Electronic learning is any type of education delivered through the use of an electronic component such as the Internet, a network, a stand-alone computer, CD/DVDs, video conferencing, websites, or email. The advantages of e-learning are that it is learner-centered, easily updated, accessible anytime/anywhere, and cost competitive.
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Explain the "demonstration-performance" method of teaching.
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This method is based on the principle that people learn by doing. The instructor first shows the student the correct way to perform an activity and then has the student attempt the same activity. Students observe the skill and then try to reproduce it. This method is best used for the mastery of mental or physical skills that require practice.
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What are the five essential phases of the demonstration-performance method of teaching?
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Explanation—must be clear, be pertinent to the objectives of the lesson presented, and convey to students the precise actions they are to perform, Demonstration—the instructor must show students the actions necessary to perform a skill, Student performance—requires students to act and do. Through doing, students learn to follow correct procedures and to reach established standards, Instructor supervision—instructor supervises and coaches as necessary, Evaluation—the instructor judges student performance and determines effectiveness of instruction.
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Describe the "drill and practice" method of teaching.
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The drill and practice method is based on the learning principle of exercise, which holds that connections are strengthened with practice. It promotes learning through repetition because those things most often repeated are best remembered.
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Describe the "problem-based" approach to teaching.
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Problem-based learning (PBL) presents lessons in a way that confronts students with problems that are encountered in real life, which forces them to reach real-world solutions. It starts with a carefully constructed problem for which there is no single solution. The benefit of PBL lies in helping learners gain a deeper understanding of the information and in improving their ability to recall the information.
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What are the three types of problem-based instruction?
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Scenario based—training that uses a highly structured script of real-world experiences to address aviation training objectives in an operational environment, Collaborative problem-solving—collaboration (two or more people working together) to solve problems. Case study—a written or oral account of a real-world situation that contains a message that educates the student.
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Explain the difference between instructional aids and training media.
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Instructional aids—devices that assist an instructor in the teaching-learning process. They are not self-supporting; they support, supplement, or reinforce what is being taught. Training media—any physical means that communicates an instructional message to students. Examples include printed text, interactive computer programs, flight training devices, etc.
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When planning a lesson, what general guidelines may be used concerning the use of instructional aids?
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Clearly establish the lesson objective; be certain of what is to be communicated, Gather the necessary data by researching for support material, Organize the material into an outline or a lesson plan. The plan should include all key points that need to be covered, Select the ideas to be supported with instructional aids. The aids should be concentrated on the key points.
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When is use of instructional aids appropriate?
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For long segments of a technical description, When a point is complex and difficult to put into words, When instructors finds themselves forming visual images, When students are puzzled by an explanation or description.
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Why are instructional aids useful in helping students learn?
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Gain and hold the attention of students, Increase students' knowledge retention, Provide an accurate visual image and make learning easier for the student, Clarify the relationships between material objects and concepts, Instructors teach more in a shorter time frame.
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What term describes the process of gathering measurable information to meet evaluation needs?
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Assessment.
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Why is an effective assessment an important component in the teaching and learning process?
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It provides the instructor and student with information on how well the student is progressing, It provides feedback to the student, including direction and guidance on how to improve performance, It contributes to the development of ADM and judgment skills by helping develop the student's ability to accurately evaluate their own knowledge and performance. It helps the instructor see where more emphasis is needed by highlighting the areas in which a student's performance is incorrect or inadequate.
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What are the general characteristics of an effective assessment?
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Objective-should not reflect the personal opinions, Flexible-designed and executed so that the instructor can allow for variables, Acceptable-student must accept the instructor, Comprehensive-cover strengths as well as weaknesses, Constructive-Praise can be very effective in reinforcing, Organized-logical and makes sense to the student, Thoughtful-toward the student's need for self-esteem, recognition, and approval, Specific-specifically how they can improve
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Briefly describe the two broad categories of assessment.
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Traditional assessment—written testing, such as multiple choice, matching, true/false, or fill-in-the blank; normally used to judge or evaluate the student's progress at the rote and understanding levels of learning. Authentic assessment—the student is asked to perform real-world tasks and demonstrate a meaningful application of skills and competencies; requires the student to use critical thinking skills and exhibit in-depth knowledge by generating a solution instead of merely choosing a response.
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Name several useful methods for critique of a student's performance.
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Instructor/student critique, Student-led critique, Small group critique, Individual student critique by another student, Self-critique, Written critique
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During a student's training, when is an assessment more appropriate than a critique?
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In the initial stages of skill acquisition, practical suggestions are more valuable to the student than a grade. Early assessment is usually teacher-oriented and provides a check on teaching effectiveness. It can be used to predict eventual student learning proficiency, and help the teacher locate special problem areas.
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What are the five main responsibilities of all flight instructors with regards to the learning process?
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Help students learn—make learning interesting and enjoyable, Provide adequate instruction—analyze student's personality, thinking, and ability, Demand adequate standards of performance—continuous evaluation of both the instructor and the student's standard of performance, Emphasize the positive—positive instruction results in positive learning, Ensure aviation safety—emphasize safety by example.
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What additional responsibilities do flight instructors have?
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Evaluation of student piloting ability, Pilot supervision, Practical test recommendations, Flight instructor endorsements, Additional training and endorsements, Pilot proficiency, Responsibility to see and avoid, Student's pre-solo flight thought process
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Why is it important to use standards of performance when training students?
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The use of standards, and measurement against standards, is key to helping students learn. Meeting standards holds its own satisfaction for students. People want to feel capable and they are proud of the successful achievement of difficult goals.
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How can an instructor ensure that an adequate level of instruction is provided to a student?
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No two students are alike, and a particular method of instruction cannot be equally effective for all students. An instructor should tailor teaching techniques to the student by first analyzing the student's personality, thinking, and ability. The instructor should also be prepared to change instruction methods as the student advances through successive stages of training.
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When should application of the minimum standards in the Practical Test Standards be introduced during flight training?
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Keep the PTS in the proper perspective, with emphasis on the PTS increasing later in the training. An instructor should not introduce the minimum acceptable standards when introducing new lesson tasks. Also, remember that the PTS book is a testing document and not a teaching document.
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How can an instructor minimize student frustrations during training?
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Motivate students, Keep students informed, Approach students as individuals, Give credit when due, Criticize constructively, Be consistent, Admit errors
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To teach effectively, why must an instructor make sure that a student's physiological needs are met first?
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During flight training, students may react to unfamiliar noises or vibrations, experience unfamiliar sensations due to G-force, have an uncomfortable feeling in their stomach. To teach effectively, instructors cannot ignore the existence of these negative factors, nor should they ridicule students who are adversely affected. These negative sensations can usually be overcome by understanding the nature of their causes. Remember, a sick student does not learn well.
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Professionalism can be achieved by practicing certain characteristics when teaching a student. What are some of those characteristics?
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Sincerity—Instructors should be straightforward and honest, Acceptance of the student—Instructors should accept students as they are, Personal appearance and habits—These have an important effect on the professional image of the instructor, Demeanor—The attitude and behavior of the instructor contributes much to professional image, Proper language—The use of profane/obscene language leads to distrust and lack of confidence in instructor.
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When evaluating a student's ability to perform a maneuver or procedure, an instructor should follow what general guidelines?
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Established standards of performance suitably modified to the student's experience and stage of development, Consideration of the student's mastery of the elements involved in the maneuver or procedure, rather than merely the overall performance, Keeping the student informed of their progress by identifying deficiencies and suggesting corrective measures, Not immediately correcting student errors when a mistake is made (safety permitting). It is difficult for students to learn if they seldom have the opportunity to correct an error.
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How can an instructor ensure that a student has developed the ability and required skills necessary to conduct their first solo flight safely?
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Mastery of the skill set includes consistent use and continued growth as well as increased accuracy of performance. Generally, a student is ready for the first solo flight when the instructor observes the student from preflight to engine start to engine shutdown, and the student performs consistently, without the need for instructor assistance.
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Describe your overall responsibility as an instructor regarding endorsements and recommendations for knowledge tests and practical tests.
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Making an endorsement or signing a recommendation imposes a serious responsibility on the flight instructor. If an instructor fails to ensure a student pilot or additional rating pilot meets the requirements of regulations prior to making endorsements or recommendations, that instructor is exhibiting a serious deficiency in performance. The FAA holds him or her accountable. It is also a breach of faith with the student or applicant.
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How can instructors improve upon their effectiveness and qualifications as teachers?
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Continuing Education—Instructors should continually update their knowledge and skills: Government—Pilot Proficiency Awards Program, Gold Seal CFI certificate, FAA Safety Seminars, Educational/training institutions—local community colleges, technical schools etc, Commercial organizations—provide videos, computer-based training, printed material, etc, Industry organizations—AOPA, Air Safety Institute, etc;Sources of material—Instructors should maintain access to current flight publications, FAA regulations, AIM, PTS, and pilot aeronautical handbooks.
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What are the two main reasons why an instructor should maintain a source of current information and publications?
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To make instruction interesting and up to date and to stay well-informed and current.
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What are several common obstacles to learning during flight instruction?
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Feeling of unfair treatment, Impatience to proceed to more interesting operations, Worry or lack of interest, Physical discomfort, illness, fatigue, and dehydration, Apathy due to inadequate instruction, Anxiety
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Explain the demonstration-performance technique of flight instruction.
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Best used for the mastery of mental or physical skills that require practice, the demonstrationperformance method is based on the principle that people learn by doing. The instructor first shows the student the correct way to perform an activity and then has the student attempt the same activity. This method of training is divided into five phases: explanation, demonstration, student performance, instructor supervision, and evaluation.
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Explain the "positive exchange of flight controls" concept as it relates to flight training.
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During flight training, there must always be a clear understanding between students and flight instructors about who has control of the aircraft. There should be a preflight briefing that includes the procedure for the exchange of flight controls. A positive three-step process in the exchange of flight controls between pilots is a proven procedure and one that is strongly recommended.
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Describe the three-step process used for the positive exchange of flight controls.
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When the flight instructor wants the student to take control of the aircraft, the instructor says to the student: "You have the flight controls." The student acknowledges immediately by saying, "I have the flight controls." The flight instructor again says: "You have the flight controls." a visual check is recommended
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What is the "sterile cockpit rule"?
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121.542 requires flight crewmembers to refrain from nonessential activities during critical phases of flight, which are defined as all ground operations involving taxi, takeoff, and landing, and all other flight operations below 10,000 feet except cruise flight.
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What is the purpose of using distractions during flight training?
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To determine that the student possesses the skills required to cope with distractions while maintaining the degree of aircraft control required for safe flight.
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How should an instructor incorporate the use of distractions into flight instruction?
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Drop a pencil. Ask the student to pick it up, Ask the student to determine a heading to an airport using a chart, Ask the student to reset the clock, Ask the student to get something from the back seat, Ask the student to compute true airspeed with a flight computer, Ask the student to identify terrain or objects on the ground, Ask the student to identify a field suitable for a forced landing.
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Define the term "integrated flight instruction."
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A technique of flight instruction in which students are taught to perform flight maneuvers by reference to both the flight instruments and outside visual references from the time a maneuver is first introduced.
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What are the different methods a flight instructor can use to assess piloting ability?
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Review, Collaborative assessment, Written tests, Performance-based tests
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Why is the assessment of piloting ability so essential to the teaching process?
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Assessment determines how, what, and how well a student is learning. It provides a student with something constructive upon which he or she can build. It provides the student direction and guidance to raise their level of performance.
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Define the term "aeronautical decision making."
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ADM is 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.
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What are the basic steps to the decision making process?
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Define the problem, Choose a course of action, Implement the decision, Evaluate the outcome
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What two models are commonly used when practicing aeronautical decision making?
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The DECIDE model and the 3P model.
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The DECIDE model of decision making involves which elements?
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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.
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Describe the 3P model used in ADM.
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PERCEIVE, Process, Perform model for ADM offers a simple, practical, and systematic approach that can be used during all phases of flight. Perceive the given set of circumstances for a flight- PAVE. PROCESS by evaluating their impact on flight safety. Think through the Consequences of each hazard, Alternatives available, Reality of the situation, and External pressures (CARE) that might influence their analysis. PERFORM by implementing the best course of action. Transfer (can the risk decision be transferred to someone else; can you consult someone); Eliminate (is there a way to eliminate the hazard?); Accept (do the benefits of accepting risk outweigh the costs?); Mitigate (what can you do to reduce the risk?) (TEAM)
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Explain how often a pilot should use the 3P model of ADM throughout a flight.
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Once a pilot has completed the 3P decision process and selected a course of action, the process begins again because the circumstances brought about by the course of action requires analysis. The decision-making process is a continuous loop of perceiving, processing and performing.
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What are three types of stressors that can affect pilot performance?
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Physical stress—conditions associated with the environment, such as temperature and humidity extremes, noise, vibration, and lack of oxygen, Physiological stress—physical conditions such as fatigue, lack of physical fitness, sleep loss, missed meals, and illness. Psychological stress—social or emotional factors, such as a death in the family, a divorce, a sick child, or a demotion at work. This type of stress may also be related to mental workload, such as analyzing a problem, navigating an aircraft, or making decisions.
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Define the term "risk management."
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Risk management is a logical process of weighing the potential costs of risks against the possible benefits of allowing those risks to stand uncontrolled. It is a decision making process designed to identify hazards systematically, assess the degree of risk, and determine the best course of action.
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What four basic principles of risk management are useful when trying to determine what constitutes an "acceptable" level of risk?
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Accept no unnecessary risk—Unnecessary risk is that which carries no commensurate return in terms of benefits or opportunities, Make risk decisions at the appropriate level—The decision-maker must be authorized to accept levels of risk typical of the planned operation, Accept risk when benefits outweigh the costs—All identified benefits should be compared against all identified costs, Integrate risk management into planning at all levels—Risks are more easily assessed and managed in the planning stages of an operation.
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What is the risk management process?
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Risk management is a simple process which identifies operational hazards and takes reasonable measures to reduce risk to personnel, equipment, and the mission.
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Explain the six steps involved in risk management process.
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Identify the hazard—Experience, common sense, and specific analytical tools help identify risks, Assess the risk—Determine the probability and severity of an accident that could result from exposure to the hazards, Analyze risk control measures—Investigate specific strategies and tools that reduce, mitigate, or eliminate the risk, Make control decisions—The decision-maker must choose the best control or combination of controls, based on the analysis in steps a and b, Implement risk controls—A plan for applying the selected controls must be formulated, and the time, materials, and personnel needed to put these measures in place must be provided, Supervise and review—Once controls are in place, the process must be reevaluated periodically to ensure their effectiveness.
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How will you implement the risk management process?
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Apply the steps in sequence—Each step is a building block for the next, and must be completed before proceeding to the next, Maintain a balance in the process—All steps are important; allocate time and resources to perform all of them, Apply the process in a cycle—The "supervise and review" step should include a brand new look at the operation being analyzed to see whether new hazards can be identified, Involve people in the process—Ensure that risk controls are mission supportive, and the people who must do the work see them as positive actions.
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How is the level of risk posed by a given hazard measured?
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It is measured in terms of the severity (extent of possible loss) and the probability (likelihood that a hazard will cause a loss).
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The likelihood of an event occurring can be classified into what four categories?
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Improbable—an event is highly unlikely to occur, Remote—an event is unlikely to occur, but is possible, Occasional—an event will probably occur sometime, Probable—an event will occur several times.
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The severity of an event occurring can be classified into what four categories?
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Negligible—less than minor injury, less than minor system damage, Marginal—minor injury, minor damage, Critical—severe injury, major damage, Catastrophic—results in fatalities, total loss.
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How can the use of the "PAVE" checklist during flight planning help a pilot to assess and mitigate risk?
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Use of the PAVE checklist provides pilots with a simple way to remember each category to examine for risk during flight planning. PIC—general health, physical/mental/emotional state, proficiency, currency, Aircraft—airworthiness, equipment, performance capability, enVironment—weather hazards, terrain, airports/runways to be used, conditions, External pressures—meetings, people waiting at destination, desire to impress someone, etc.
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Explain how the IMSAFE checklist can help a pilot mitigate risk.
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Prior to flight, pilots should assess their fitness, just as they evaluate the aircraft's airworthiness: Illness—Do I have any symptoms? Medication—Have I been taking prescription or over-the-counter drugs? Stress—Am I under psychological pressure from the job? Alcohol—Have I been drinking within 8 hours? Within 24 hours? Fatigue—Am I tired and not adequately rested? Eating—Am I adequately nourished?
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Define the term "single-pilot resource management."
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SRM is the art and science of managing all the resources (both on-board the aircraft and from outside sources) available to a single pilot (prior to and during flight) to ensure the successful outcome of the flight.
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What practical application provides a pilot with an effective method to practice SRM?
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The "Five P" checklist consists of "the Plan, the Plane, the Pilot, the Passengers, and the Programming." It is based on the idea that the pilot has essentially five variables that impact his or her environment and that can cause the pilot to make a single critical decision, or make several less critical decisions that when added together can create a critical outcome.
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Explain the use of the "Five P" model to assess risk associated with each of the five factors.
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Plan—weather, route, publications, ATC reroutes/delays, fuel onboard/remaining, Plane—mechanical status, automation status, database currency, backup systems, Pilot—illness, medication, stress, alcohol, fatigue, eating, Passengers—pilots/non-pilots, nervous or quiet, experienced or new, business or pleasure, Programming—autopilot, GPS, MFD/PFD; anticipate likely reroutes/clearances
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When is the use of the "Five P" checklist recommended?
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The "Five P" concept relies on the pilot to adopt a scheduled review of the critical variables at points in the flight where decisions are most likely to be effective. These key decision points include preflight, pre-takeoff, hourly or at the midpoint of the flight, pre-descent, and just prior to the final approach fix for VFR operations, just prior to entering the traffic pattern. They also should be used anytime an emergency situation arises.
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How will you assess your student's SRM skills?
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Explain—the student can verbally identify, describe, and understand the risks inherent in the flight scenario. The student needs to be prompted to identify risks and make decisions, Practice—the student is able to identify, understand, and apply SRM principles to the actual flight situation. Coaching, instruction, and/or assistance from the CFI results in the student quickly correcting minor deviations and errors identified by the CFI. The student is an active decision maker, Manage/Decide—the student can correctly gather the most important data available both within and outside the flight deck, identify possible courses of action, evaluate the risk inherent in each course of action, and make the appropriate decision. Instructor intervention is not required for the safe completion of the flight, Not observed—any event not accomplished or required.
