FAA FOI key terms

A model that ranks human needs from basic survival through safety, belonging, esteem, and self-actualization; instructors use it to understand what may motivate or distract a learner.

An unconscious mental reaction that protects a person from anxiety or embarrassment, such as rationalization or denial; recognizing it helps instructors correct errors without increasing defensiveness.

The internal drive that prompts a learner to act and persist; it may be intrinsic, such as satisfaction, or extrinsic, such as rewards, and instructors support it with relevance and success.

How a learner views his or her own ability, worth, and role; a threatened self-concept can produce defensive behavior, so instructors correct errors while preserving dignity.

A physical and emotional response to demands or threats; moderate stress can sharpen performance, but excessive stress narrows attention and interferes with learning and decision-making.

A relatively permanent change in knowledge, skill, or behavior resulting from experience or practice; it is inferred from performance and differs from temporary fluctuations in performance.

The process of selecting, organizing, and interpreting sensory information; learners' perceptions determine what they notice, so instructors should present clear and relevant cues.

The mental system that encodes, stores, and retrieves information; instruction supports memory by organizing material, using meaningful repetition, and linking new knowledge to prior learning.

The effect of prior learning on new situations; positive transfer helps a learner apply knowledge to a new problem, while negative transfer occurs when old habits interfere.

A progression from rote recall to understanding, application, and correlation; instructors aim for higher levels so learners can use knowledge flexibly instead of merely repeating facts.

A physical skill involving coordinated movement that is learned through practice and feedback; it develops from awkward trial toward smooth, automatic performance.

A model involving a source, message, symbols, receiver, and feedback; effective instruction reduces interference and confirms that the receiver understood the intended meaning.

Information returned to a learner about performance; it may be verbal, nonverbal, or written and should be timely, specific, and focused on observable behavior.

Conditions that distort or block a message, such as noise, jargon, strong emotion, bias, or distractions; instructors reduce them with clear language and checks for understanding.

A deliberate effort to hear, interpret, and confirm a speaker's message, often by paraphrasing or asking clarifying questions; it helps instructors detect misunderstandings and build trust.

The purposeful use of questions to stimulate thinking, check understanding, and guide discussion; effective questions are clear, appropriately challenging, and followed by adequate wait time.

Communication through body language, facial expression, tone, gestures, and spacing; it can reinforce or contradict spoken words, so instructors should keep both channels consistent.

A systematic cycle of preparation, presentation, application, and review and evaluation; it organizes instruction so objectives, methods, and assessment work together.

A written guide that states objectives, content, methods, materials, and evaluation for a lesson; it keeps instruction organized and helps ensure required elements are covered.

A statement specifying what a learner must do, under what conditions, and to what standard; it focuses instruction and assessment on observable performance rather than vague goals.

A teaching method in which the instructor explains and shows a skill, then the learner practices under supervision with feedback until proficient; it suits psychomotor learning.

A teaching method in which the instructor uses planned questions to lead learners toward understanding; it works best when learners have relevant background and discussion stays focused.

The process of gathering evidence about learner performance to judge progress and guide instruction; it includes formative checks during learning and summative evaluations at the end.

Ongoing evaluation during instruction used to monitor learning and adjust teaching; it is low-stakes and provides feedback rather than a final grade or certification decision.

Evaluation at the end of a unit or course that judges whether learning objectives were met; it is often used for grading or certification decisions.

Assessment that compares a learner's performance to a defined standard or objective rather than to other learners; it answers whether the learner can perform the required task.

The degree to which an assessment measures what it is intended to measure; a valid test matches the objectives and does not introduce unrelated difficulty.

The consistency of an assessment across repeated administrations, raters, or equivalent items; a reliable test yields similar results under similar conditions.

A scoring guide that lists criteria and performance levels for judging a task; it improves consistency among raters and communicates expectations clearly to learners.

The conduct, attitude, and standards expected of an instructor, including competence, integrity, respect, and continuous improvement; it shapes learner trust and the safety culture.

Principles guiding right conduct in instruction, such as honesty, fairness, confidentiality, and avoiding conflicts of interest; ethical decisions protect learners and the profession.

Demonstrating the behaviors, habits, and attitudes expected of learners; because learners imitate instructors, an instructor's example can reinforce or undermine safety and professionalism.

Five counterproductive attitudes-anti-authority, impulsivity, invulnerability, macho, and resignation-that can lead to poor decisions; instructors teach learners to recognize and counter them.

A systematic process for identifying hazards, assessing risk, and applying controls before and during flight; it is a continuous decision-making activity, not a one-time paperwork exercise.

A condition or event with the potential to cause harm or damage; hazards become risks when combined with exposure and likelihood.

The likelihood and severity of harm from a hazard; risk is assessed by considering probability and consequences and is reduced through controls.

A systematic approach to making safe flight decisions by assessing situations, evaluating options, and choosing actions; it includes tools such as PAVE and DECIDE.

A preflight risk checklist covering Pilot, Aircraft, enVironment, and External pressures; it helps a pilot identify relevant hazards before flight.

A personal fitness checklist covering Illness, Medication, Stress, Alcohol, Fatigue, and Emotion; it helps a pilot decide whether he or she is fit to fly.

A decision-making model: Detect, Estimate, Choose, Identify, Do, and Evaluate; it provides a structured way to handle a problem in flight.