Fundamentals of Instructing
On the CFII ride the FOI material is aimed at an instructor teaching already-certificated pilots, so questions emphasize how adults learn and how you assess them rather than classroom management basics.
The learning process
Know the four levels of learning: rote, understanding, application, and correlation. Correlation is the highest - the learner integrates a new skill with prior knowledge and transfers it to a novel problem, which is exactly what instrument training should produce. Know the laws of learning (readiness, exercise, effect, primacy, recency, intensity, disuse). Primacy means the first thing learned is the hardest to unlearn, which is why you demonstrate a correct scan from lesson one instead of letting a learner self-correct later.
Domains, barriers, methods
Cognitive, affective, and psychomotor domains; Maslow's hierarchy (physiological and safety needs precede esteem and self-actualization). Barriers include negative self-concept, fear, anxiety, and defense mechanisms such as rationalization and projection. Match method to objective: guided discussion for aeronautical knowledge, demonstration-performance for aircraft control, scenario-based training for ADM and risk management.
Assessment and critique
Use traditional assessment (knowledge test, standards) plus authentic assessment (scenarios, learner self-critique). A critique is objective, opens with strengths, and closes with a concrete plan.
Rule of thumb: write each objective at the highest level of learning the certificate demands, and assess it there. A CFII who tests only rote recall has trained for the wrong level.
Trap: answer choices that name application as the top level of learning; correlation is.