FAA Flight Instructor Airplane FIA foundations flashcards
FAA Flight Instructor Airplane FIA foundations · Build recall with a focused review session.
20 cards. Read the term and the definition here. The deck at the top of this page is optional.
- Learning objective
- A statement of observable learner behavior together with conditions and criteria, enabling instruction and assessment to target the same intended outcome.
- Readiness
- The learner's relevant preparation and physical, mental and emotional condition for the proposed task, considered before selecting its complexity.
- Primacy
- The instructional principle that initial learning can be durable, making an accurate first explanation and demonstration particularly valuable.
- Recency
- The learning principle emphasizing recently practiced or reviewed material, supporting purposeful summaries without making repetition alone proof of mastery.
- Cognitive domain
- Knowledge and thinking processes, distinguished from attitudes and physical execution even when a practical aviation task draws on all three.
- Affective domain
- Attitudes, values and motivation relevant to learning and decisions, not a synonym for precise physical control of an aircraft.
- Psychomotor domain
- Physical skill and coordinated execution developed through appropriately supervised practice, rather than demonstrated solely by verbal recall of a procedure.
- Rote learning
- Recall of information without necessarily explaining its meaning or applying it accurately when a scenario differs from the memorized example.
- Correlation
- Connecting learned elements with other relevant knowledge and applying relationships in broader situations, beyond repeating one familiar task in isolation.
- Positive transfer
- Previous learning that assists acquisition or performance of a new task because the relevant relationships remain applicable in the new context.
- Negative transfer
- Previous learning that interferes with a new task when a familiar response is applied despite an important difference in conditions or design.
- Learning plateau
- A period of reduced observable progress that calls for diagnosis and appropriate instructional adjustment rather than automatic blame or guaranteed immediate improvement.
- Guided discussion
- A planned exchange using purposeful questions and follow-up prompts to develop relationships, test understanding and involve learners in reasoning.
- Scenario-based instruction
- Instruction using realistic decisions and constraints to develop application and judgment, without manufacturing hazards or replacing required practical supervision.
- Formative assessment
- Assessment during learning that identifies progress and gaps and informs the next instructional action rather than simply assigning a final result.
- Reliability
- Consistency of assessment results under relevant repeated conditions, distinguished from whether the test measures the intended skill or construct.
- Validity
- The extent to which evidence supports the intended interpretation and use of an assessment, not simply its scoring consistency.
- Constructive critique
- Specific feedback connecting observed performance with objectives and a practicable improvement, avoiding humiliation and unsupported global judgments about the learner.
- Learner self-assessment
- The learner's reasoned evaluation of performance using evidence and criteria, discussed with the instructor rather than substituted for independent observation.
- Instructional scope
- The boundaries of the instructor's actual authorization and competence, preventing a ground-teaching activity from being represented as practical flight qualification.