FAA FOI flashcards
FAA FOI · Build recall with a focused review session.
32 cards. Read the term and the definition here. The deck at the top of this page is optional.
- Maslow's Hierarchy of Needs
- Five levels from bottom to top: physiological, security, social, ego, self-actualization. Lower-level needs generally must be satisfied before higher-level needs motivate behavior.
- Compensation defense mechanism
- A subconscious reaction in which a person covers up a perceived weakness by emphasizing a strength or by excelling in another area.
- Projection defense mechanism
- Subconsciously attributing one's own unacceptable thoughts, feelings, or faults to another person as a way of avoiding anxiety.
- Rationalization defense mechanism
- Subconsciously inventing plausible but false explanations to justify behavior or feelings that would otherwise cause anxiety or guilt.
- Reaction formation
- A subconscious defense in which a person expresses feelings or behavior that are the exact opposite of the true, anxiety-producing impulse.
- Levels of learning
- Rote, understanding, application, correlation. Rote is memorization; correlation is the highest level, linking new learning to other knowledge.
- Three domains of learning
- Cognitive (knowledge and thinking), affective (attitudes, values, feelings), and psychomotor (physical skills); instruction should address all three.
- Law of readiness
- Thorndike's principle that learning is most effective when the learner is physically and mentally prepared to act on the material.
- Law of exercise
- Thorndike's principle that learned connections are strengthened by repeated practice and weakened when practice is discontinued.
- Law of primacy
- Thorndike's principle that what is learned first creates the strongest and most lasting impression, making early instruction especially important.
- Elements of communication
- Source (sender), symbols (the message, including words and gestures), and receiver. Effective communication also requires feedback confirming the message was understood.
- Barriers to communication
- Lack of common experience, confusion between the symbol and the object, overuse of abstractions, and external or internal interference.
- Overhead question
- A question directed to the entire group rather than to a named student, used to stimulate thought and keep everyone involved.
- Reverse question
- A question in which the student asks the instructor; the instructor redirects it back to the student to encourage self-reliance.
- Steps of the teaching process
- Four steps: preparation (planning), presentation (delivering), application (student practice), and review and evaluation (measuring whether the objective was met).
- Performance-based objective
- A statement with three parts: condition (the given situation), behavior (what the student must do), and standard (the criteria for acceptable performance).
- Lesson plan characteristics
- Unity, scope, sequence, practicality, and flexibility: a good plan covers one topic, is logically ordered, realistic, and adaptable to the student.
- Demonstration-performance method
- Five steps: explanation, demonstration, student performance, instructor supervision, and evaluation. It is the primary method for teaching psychomotor skills.
- Application step of teaching
- The student practices and performs under supervision, allowing the instructor to confirm understanding and correct errors before evaluation.
- Formative assessment
- Assessment conducted during instruction to monitor progress and guide adjustments in teaching; it is not used to assign a final grade.
- Summative assessment
- Assessment at the end of a lesson or course that measures whether the student achieved the stated objective.
- Test validity and reliability
- Validity means the test measures what it is intended to measure; reliability means it produces consistent results when used repeatedly.
- Criterion-referenced test
- A test that measures a student's performance against a fixed standard rather than against the performance of other students.
- Instructor's role as a model
- The instructor's appearance, language, and conduct set the standard students imitate; professionalism is taught by example as much as by words.
- Instructor responsibility to standards
- The instructor must demand adequate standards and must not endorse or pass a student who has not met the required performance.
- Negligence elements
- A duty of care owed to the student, a breach of that duty, and resulting injury or damage; all three must be shown.
- Instructor recordkeeping duty
- Instructors must make accurate, timely endorsements and keep records that reflect the training actually given, consistent with regulations.
- Lecture method
- An efficient way to present new material to a group; weak for developing skills and it does not confirm individual understanding without questioning.
- Guided discussion method
- Instructor-led questioning that draws answers from students; most effective when students already have some knowledge of the topic.
- PAVE risk checklist
- Pilot, Aircraft, enRoute, and External pressures: a framework for identifying hazards before a flight.
- 3P risk management model
- Perceive (identify hazards), Process (assess risk), Perform (mitigate and decide): a simple decision model for pilots and students.
- IMSAFE checklist
- Illness, Medication, Stress, Alcohol, Fatigue, Emotion: a personal preflight check of the pilot's fitness to fly.