FAA Instrument Ground Instructor IGI foundations key terms

A statement of observable learner behavior together with conditions and criteria, enabling instruction and assessment to target the same intended outcome.

The learner's relevant preparation and physical, mental and emotional condition for the proposed task, considered before selecting its complexity.

The instructional principle that initial learning can be durable, making an accurate first explanation and demonstration particularly valuable.

The learning principle emphasizing recently practiced or reviewed material, supporting purposeful summaries without making repetition alone proof of mastery.

Knowledge and thinking processes, distinguished from attitudes and physical execution even when a practical aviation task draws on all three.

Attitudes, values and motivation relevant to learning and decisions, not a synonym for precise physical control of an aircraft.

Physical skill and coordinated execution developed through appropriately supervised practice, rather than demonstrated solely by verbal recall of a procedure.

Recall of information without necessarily explaining its meaning or applying it accurately when a scenario differs from the memorized example.

Connecting learned elements with other relevant knowledge and applying relationships in broader situations, beyond repeating one familiar task in isolation.

Previous learning that assists acquisition or performance of a new task because the relevant relationships remain applicable in the new context.

Previous learning that interferes with a new task when a familiar response is applied despite an important difference in conditions or design.

A period of reduced observable progress that calls for diagnosis and appropriate instructional adjustment rather than automatic blame or guaranteed immediate improvement.

A planned exchange using purposeful questions and follow-up prompts to develop relationships, test understanding and involve learners in reasoning.

Instruction using realistic decisions and constraints to develop application and judgment, without manufacturing hazards or replacing required practical supervision.

Assessment during learning that identifies progress and gaps and informs the next instructional action rather than simply assigning a final result.

Consistency of assessment results under relevant repeated conditions, distinguished from whether the test measures the intended skill or construct.

The extent to which evidence supports the intended interpretation and use of an assessment, not simply its scoring consistency.

Specific feedback connecting observed performance with objectives and a practicable improvement, avoiding humiliation and unsupported global judgments about the learner.

The learner's reasoned evaluation of performance using evidence and criteria, discussed with the instructor rather than substituted for independent observation.

The boundaries of the instructor's actual authorization and competence, preventing a ground-teaching activity from being represented as practical flight qualification.