FAA FOI study plan

Differentiate the instructor's regulatory duties from professional and ethical duties, sorting 15 self-written examples into the correct category.

State all five hazardous attitudes and their matching antidotes from memory, then write one aviation scenario illustrating each.

Apply the IMSAFE, PAVE, and 3P risk-management models to three pilot-in-command scenarios you compose yourself.

Outline the endorsement and recordkeeping chain for a student's first solo, listing each required sign-off and its regulatory basis.

Apply decision-making models to five self-written in-flight scenarios, writing the chosen action and the rejected alternative for each.

Explain each defense mechanism (denial, rationalization, projection, displacement, compensation, repression, reaction formation) with a distinct flight-training example.

Relate Maslow's hierarchy to student motivation by writing one instructor action that addresses each level.

Draft a personal-minimums checklist for a student pilot and justify each item with a specific risk factor.

Describe how stress, anxiety, and impatience each show up in a learner's behavior, and name one instructional adjustment for each.

Distinguish learner readiness, motivation, and self-concept, and predict how each affects a lesson you would teach.

Identify the physical and psychological needs that interfere with learning, and rank them by how often they surface in flight training.

Explain how situational awareness degrades and list three instructor cues that signal a student has lost it.

Distinguish the laws of learning (readiness, exercise, effect, primacy, recency, intensity, freedom) and match each to a concrete teaching tactic.

Order the levels of learning from rote through correlation and classify five sample objectives at the correct level.

Explain positive, negative, and neutral transfer of learning, and design one instructional sequence that maximizes positive transfer.

Compare the cognitive, affective, and psychomotor domains and place three aviation objectives into each.

Identify the common barriers to effective communication and write one instructor countermeasure for each.

Distinguish good questioning from poor questioning, and convert five closed or leading questions into open, guiding ones.

Apply the elements of effective critique by writing a balanced critique of a simulated poor landing.

Explain how nonverbal cues and active listening change the instructional message, with two in-flight examples.

Order the steps of the teaching process from preparation through review and evaluation, and state the output of each step.

Draft a complete lesson plan for one maneuver containing objective, completion standards, content outline, instructor actions, learner actions, and schedule.

Compare the demonstration-performance method with guided discussion and scenario-based training, naming one strength and one limit of each.

Write three measurable, learner-centered objectives that specify condition, behavior, and standard.

Distinguish the purposes of assessment and match assessment type to instructional stage in five examples.

Write 20 original knowledge-test items spread across recall, comprehension, and application levels.

Compute and interpret item difficulty and discrimination for a set of practice responses.

Evaluate a test against validity, reliability, objectivity, usability, and comprehensiveness, and note where each is weakest.

Complete two full-length timed practice exams and log every missed item by domain and cause.

Re-drill the two weakest domains identified from your error log until practice scores hold at 90% or better.

Recite the hazardous attitudes, risk models, and instructor responsibilities from memory without notes.

Assemble a one-page final review sheet covering the highest-yield facts from all seven domains.