CFI

Definition of Night Time

(61.57) Period beginning 1hr after sunset and ending 1hr before sunrise

Factors that inhibit learning - defense mechanisms

*Repression - place uncomfortable thoughts into inaccessible areas of the unconscious mind *Denial - refuse to accept external reality *Compensation - disguise week/.undesirable quality by emphasizing a more positive one *Projection - place own unacceptable impulses onto someone else *Rationalization - justify actions that would otherwise be unacceptable *Reaction Formation - fake a belief opposite to the true belief b/c true belief causes anxiety *Fantasy - daydreams about how things can be vs. how they actually are - escape from reality *Displacement - shift of emotion to a less threatening substitute

What is a critique

-An instructor-to-student assessment -Considers good as well as bad performance, the individual parts, relationships of the individual parts, and the overall performance -May be oral, written, or both Types: Instructor/Student Critique Student-Led Critique Small Group Critique Individual Student Critique by Another Student Self-Critique Written Critique

What Presolo requirements must be met:

-Receive and log flight training § 61.87(c) and 61.87(d) through 61.87(m) -Complete a knowledge test (refer to § 61.87(b)). -Demonstrate satisfactory aeronautical knowledge and an acceptable performance level IAW § 61.87(b). -Solo endorsement per § 61.87(n) every 90 days. -Endorsement stating student received the required flight training to operate an aircraft in solo flight at night.

Class E Airspace

700 AGL, 1200 AGL to 17,999 MSL Within 12 NM off the coast of the 48 contiguous states Controlled (flight following/traffic advisories, if able) Equipment: Mode C Transponder when flying at or above 10,000 feet MSL, over the 48 contiguous states or the District of Columbia, excluding that airspace below 2,500 feet AGL. Above 10,000 AGL: 5111 Otherwise: 3152

Day VFR Equipment Requirements

A TOMATO FLAMES A - airspeed indicator T - tachometer (for each engine) O - oil pressure gauge (for each engine using a pressure system) M - manifold pressure gauge (for each altitude engine) A - altimeter T - temperature gauge (for each liquid cooled engine) O - oil temperature gauge (for each air cooled engine) F - fuel gauge L - landing gear position indicator A - anti collision lights (for aircraft certified after March 11th 1996) M - magnetic compass E - ELT S - safety belts

What is interference

Forget something because a certain experience has overshadowed it, or the learning of similar things has intervened.

What is forgetting

Forgetting, which refers to loss of a memory, typically involves a failure in memory retrieval. The failure may be due to the decay or overwriting of information which has been temporarily stored in STM, but generally forgetting refers to loss of information from LTM. The information is not lost, per se, it is somewhere in the person's LTM, but he or she is not able to retrieve and remember it.

Characteristics of an effective question

Has a specific purpose Clear in meaning Contains a single idea Stimulates thought Requires definite answers Relates to previously covered information

What is P-Factor (1 of 4 left turning tendencies)

P-factor is the term for asymmetric propeller loading, that causes the airplane to yaw to the left when at high angles of attack. One side of the prop is making more lift than the other.

What are Performance Based Objectives

PBO's are used to set measurable, reasonable standards that describe the desired performance before progressing to the next stage of instruction. Consist of three elements: description of the skill or behavior, conditions, and criteria. Each part is required and must be stated in a way that leaves every reader with the same picture of the objective, how it is performed, and to what level of performance. e.g. PTS is performance-based

Training Objectives & Standards

Performance-based objectives: essential in defining exactly what needs to be done and how it is done during each lesson. As the student progresses through higher levels of performance and understanding, the instructor should shift the training focus to decision-based training objectives. Decision-based training objectives: allow for a more dynamic training environment and are ideally suited to scenario type training. The instructor uses decision-based training objectives to teach aviation students critical thinking skills, such as risk management and aeronautical decision-making (ADM).

Simultaneous Performance

Performing several tasks at once

Purpose of assessments

Provide feedback to students, including direction and guidance on how to raise their level of performance. Contributes to the development of ADM and judgment skills by helping develop the student's ability to evaluate his or her own knowledge and performance accurately.

Two Types of Assessments

Traditional Assessment: often involves the kind of written testing (e.g., multiple choice, matching) and grading with a single answer that is correct Authentic Assessment: demonstrates not just rote and understanding, but also application and correlation levels of learning. Requires the student to perform real-world tasks, and demonstrate a meaningful application of skills and competencies. The authentic assessment requires the student to exhibit in-depth knowledge by generating a solution instead of merely choosing a response. Can be formal or informal

Development part of the lesson includes

past to present simple to complex known to unknown frequent to non-frequent

When has instruction occurred

Instructor has explained a procedure and subsequently determined that the desired student response has occurred.

What makes a good Scenario for SBT

1. Has a clear set of objectives 2. Is tailored to the needs of the student 3. Capitalizes on the nuances of the local environment Scenarios that allow students to practice what they have learned

3 Phases of Knowledge

1. Memorization 2. Organize Knowledge to formulate understanding 3. Use knowledge to solve problems and make decisions

How to help ensure Transfer of Learning

1. Plan for transfer as a primary objective. 1. Deliberately plan to achieve it. 2. Ensure that the students understand that what is learned can be applied to other situations. 3. Prepare them to seek other applications. 4. Maintain high-order learning standards. Overlearning may be appropriate. The more thoroughly the students understand the material, the more likely they are to see its relationship to new situations. Avoid unnecessary rote learning, since it does not foster transfer. Provide meaningful learning experiences that build student confidence in their ability to transfer learning. This suggests activities that challenge them to exercise their imagination and ingenuity in applying their knowledge and skills. Use instructional material that helps form valid concepts and generalizations. Use materials that make relationships clear.

Pyschomotor Domain

= Doing Physical movement, coordination and use of motor skills Development requires repetitive practice measured in terms of speed, precision, distance and techniques Practical instructional levels for aviation training purposes include observation, imitation, practice, and habit e.g. skills include learning to fly a precision instrument approach procedure and programming a global positioning system (GPS) receiver Origination - combine, compose, construct, design, or originate Adaptation - adapt, alter, change, rearrange, reorganize, or revise Complex Overt Response - same as guided response except more highly coordinated Mechanism - same as guided response except with greater proficiency Guided Response - assemble, build, calibrate, fix, grind, or mend Set - begin, move, react, respond, start, or select Perception - choose, detect, identify, isolate, or compare

Repression vs. Suppression

A memory is pushed out of reach because the individual does not want to remember the feelings associated with it. Repression is an unconscious form of forgetting while Suppression is a conscious form.

Learning Plateaus

A normal part of the learning process and tend to be temporary -Student may have reached capability limits. -Student may be consolidating levels of skill, interest may have waned, or may need a more efficient method for increasing progress. -Can be a result form over practice. After repeating any task three or four times, give it a break to avoid causing a learning plateau. Keep in mind that the apparent lack of increasing proficiency does not necessarily mean that learning has ceased. The point is that, in learning motor skills, a leveling off process, or plateau, is normal and should be expected after an initial period of rapid improvement. The instructor should prepare the student for this situation to avert discouragement. If the student is aware of this learning plateau, frustration may be minimized. Move the student to a different place in the curriculum and give the current task a break. Learning plateau problems can sometimes be alleviated also by the instructor better explaining the lesson, the reason for the lesson, and how it applies to the student.

What is fading

A person forgets information that is not used for an extended period of time (it fades away or decays)

What is a Rubric

A rubric is a guide used to score performance assessments in a reliable, fair, and valid manner. Is composed of dimensions for judging student performance, a scale for rating performances on each dimension, and standards of excellence for specified performance levels.

What is Gyroscopic Precession (1 of 4 left turning tendencies)

A spinning propeller is essentially a gyroscope, which is a spinning disc. That means it has the two properties of a gyroscope: rigidity in space and precession. Here's how it works: you apply a force to one point of the disc, and the effect of that force (the resultant force) is felt 90 degrees in the direction of rotation of the disc. For the most part, this only applies to tailwheel airplanes when they lift their tail off the runway during takeoff. As the tail comes up, a force is applied to the top of the propeller. And since the propeller is spinning clockwise, that force is felt 90 degrees to the right. That forward moving force, on the right side of the propeller, creates a yawing motion to the left.

Learning Styles

Active: Tends to retain and understand information by doing something with it Reflective: Prefers to think about information quietly Sensing: Likes learning facts Intuitive: Prefers discovering possibilities and relationships Visual: Remembers best what is seen Verbal: Learns more from words-written and spoken explanations Sequential: Learns best with step-by-step explanations Global: Tends to learn in large jumps

Information Processing Theory 1. Constructivism

Actively construct skills from past experiences - learners assume responsibility for their own learning Match new information against old information and make connections. Become more effective problem solvers, identifying and evaluating problems. Figuring out how to transfer learning to these problems, fostering critical thinking skills.

Distraction

An unexpected event Causes the student's attention to be momentarily diverted Must learn to decide if distraction warrants further attention or action. Once decided, the students must either turn their attention back to what they were doing, or act on the distraction.

3 HOTS (higher order thinking skills)

Analysis - breaking into component parts, examining, and trying to understand the information in order to develop conclusions, make inferences, and/or find evidence to support generalizations Synthesis - putting parts together to form a whole Evaluation - making judgments about the merits of ideas, materials, or phenomena

Affective Domain

Attitudes, Beliefs, and Values. A learner's emotions towards the learning experience. Framework for teaching in 5 levels: 1. awareness - open to learning and ready to listen 2. response - participates actively in the training 3. value - decides the value of the training 4. organizing - organizes the training into belief system 5. integration - finally internalizes it Domain is difficult to measure.

What is Learning

Change in behavior as a result of experience Can be physical/overt or intellectual or attitudinal

Domains of Learning

Cognitive - thinking Affective - feeling Psychomotor - doing

Stages of skill acquisition

Cognitive Stage: carries out memorized steps, often unaware of progress, may fixate on one aspect of performance. Requires all the student's attention; distractions cause performance to deteriorate or stop. Associative Stage: associate individual steps with likely outcomes. No longer performs a series of memorized steps, but is able to assess his or her progress along the way and make adjustments in performance. Requires deliberate attention and student is better able to deal with distractions. Automatic Response Stage: As procedures become automatic, less attention is required to carry them out, so it is possible to do other things simultaneously, or at least do other things more comfortably.

Overlearning

Continued study of a skill after initial proficiency has been achieved. Practice proceeds beyond the point at which the act can be performed with the required degree of excellence.

Attention Switching

Continuously switching attention back and forth between two or more tasks

What is Computer-Assisted Learning

Couples the personal computer (PC) with multimedia software to create a training device. Advantages: reduces the amount of manpower necessary to train personnel, test prep study guides, focus on an area you either need to study or want to study

Oral Assessment

Direct or indirect oral questioning of students by the instructor Questions may be loosely classified as fact questions and HOTS questions. The answer to a fact question is based on memory or recall. This type of question usually concerns who, what, when, and where. HOTS questions involve why or how, and require the student to combine knowledge of facts with an ability to analyze situations, solve problems, and arrive at conclusions.

What is a perception

Directed to the brain by one of 5 senses: Taste Touch Sight Smell Hearing giving meaning to sensations Sight/Hearing account for ~88% of all perception

What XC solo endorsements are required?

Endorsement that student has received the training required by § 61.93(e) through 61.93(m), has demonstrated acceptable skills, abilities, and competency to his/her instructor who then would endorse the student's logbook in accordance with § 61.93(c).

What is the Cognitive Theory

Explains what is going on in the mind, more concerned with thinking/learning

Demonstration-Performance Method

Explanation Demonstration Student Performance Instructor Supervision Evaluation Instructors tells, instructor does Student tells, instructor does Student tells, Student does Student does, instructor evaluates

Night VFR equipment Requirements

FLAPS: Fuses Landing Light (for hire) Anti-Collision Lights Position Lights Source of power

6 major levels of Bloom's Taxonomy of the Cognitive Domain

First 3 are generally acquired through ground school, reading about aircraft systems, listening to preflight briefing or CBT. 1. Knowledge 2. Comprehension 3. Application Second 3 are generally acquired through SBT: 4. Analysis 5. Synthesis 6. Evaluation

Other Types of assessments

Formal: Involve documentation, such as a quiz or written examination. Measure and document whether or not the course objectives have been met. Informal: Include verbal critique, occur as needed and are not part of the final grade. Diagnostic: knowledge/skills prior to a course of instruction Formative: Not graded. Used as a wrap-up of lesson. Set the stage for the next lesson. Limited to what transpired during that lesson. Informs and guides the instructor on which areas to reinforce. Summative: learning progression to that point Collaborative: Replay—ask the student to verbally replay the flight or procedure. Listen for areas in which the instructor's perceptions differ from the student's perceptions, and discuss why they do not match. This approach gives the student a chance to validate his or her own perceptions, and it gives the instructor critical insight into his or her judgment abilities. Reconstruct—the reconstruction stage encourages the student to learn by identifying the key things that he or she would have, could have, or should have done differently during the flight or procedure. Reflect—insights come from investing perceptions and experiences with meaning, requiring reflection on the events. For example: • What was the most important thing you learned today? • What part of the session was easiest for you? What part was hardest? • Did anything make you uncomfortable? If so, when did it occur? • How would you assess your performance and your decisions? • Did you perform in accordance with the PTS? Redirect—the final step is to help the student relate lessons learned in this session to other experiences, and consider how they might help in future sessions. Questions: • How does this experience relate to previous lessons? • What might be done to mitigate a similar risk in a future situation? • Which aspects of this experience might apply to future situations, and how? • What personal minimums should be established, and what additional proficiency flying and/or training might be useful?

What is an Insight

Group of perceptions into meaningful wholes Insights help a student understand how each piece relates to all other pieces of the total pattern of the task to be learned e.g. fixed pitch propeller: how rpms not only change with throttle, but also with pitch. So, obviously engine speed, power setting, airspeed and altitude are all related.

What are Instructional Aids

Help gain and hold the attention of students. Help solve certain language barrier problems. Clarify the relationships between material objects and concepts. Should be designed to cover the key points and concepts to aid in memory recall. e.g. Types: chalk or marker boards, and supplemental print materials, including charts, diagrams, and graphs, projected materials, video, computer-based programs, and models, mock-ups, or cut-aways.

Blooms Taxonomy of Cognitive Domain

Higher Order Thinking Skills (HOTS) - aka Aeronautical Decision Making (ADM) HOTS Teaching Methods: Problem Based Learning (PBL or SBT) Authentic Problems Real World Problems Student Centered Learning Active Learning Cooperative Learning Customized Instruction Analysis Synthesis Evaluation

Name all control surfaces and the corresponding axis

Horizontal Stabilizer or stabilator - Lateral axis (controls pitch) Ailrons - Longitudinal axis (controls roll) Rudder - Vertical axis (controls yaw)

Learning Theory - Behaviorism

How animals and humans behave entirely in terms of observable and measurable responses to stimuli

What is e-Learning

Involves Internet, a network, a stand-alone computer, CD/DVDs, video conferencing, websites, or e-mail in its delivery, technology flight training devices and flight simulators Advantage: Distance learning, or the use of electronic media to deliver instruction when the instructor and student are separated, is another advantage to e-learning Downfalls: lack of peer interaction and personal feedback

What is slipstream (one of 4 left turning tendencies)

It happens when your prop is moving fast and your plane is moving slow. And there's no better example of this than takeoff. During takeoff, air accelerated behind the prop (known as the slipstream) follows a corkscrew pattern. As it wraps itself around the fuselage of your plane, it hits the left side of your aircraft's tail, creating a yawing motion, and making the aircraft yaw left.

Barriers to Effective Communication

Lack of common experience - communication can be effective only to the extent that the experiences (physical, mental, and emotional) of the people concerned are similar. Confusion between the symbol and the symbolized object - a word is confused with what it is meant to represent (e.g. introduction as a mechanic, which means different things to different people). Use of abstractions - words that are general rather than specific. Abstract words, on the other hand, stand for ideas that cannot be directly experienced, things that do not call forth mental images in the minds of the students (e.g. aircraft does not call a specific aircraft to mind). Interference - factors include physiological, environmental, and psychological interference. physiological (hearing, injury, physical illness); environmental (vibration, noise); psychological (fear/mistrust)

Methods of training delivery

Lecture: can be formal/informal (formal=students are silent participants, informal=students are active participants) - Delivered in one of four ways: • Reading from a typed or written manuscript • Reciting memorized material without the aid of a manuscript • Speaking extemporaneously from an outline • Speaking impromptu without preparation Cooperative Learning: organizes students into small groups who can work together to maximize their own and each other's learning. Alternatives to a pure form of group learning: collaborative student-led instructor-led working group In these examples, the student leader or the instructor serves as a coach or facilitator who interacts with the group, as necessary, to keep it on track or to encourage everyone in the group to participate. Guided Discussion: relies on student possession of a level of knowledge about the topic to be discussed either through reading prior to class or a short lecture to set up the topic to be discussed. Goal is to draw out what the students know through skillful use of questions. Demonstration-Performance: based on the principle that people learn by doing. Explanation, Demonstration, Student Performance, Instructor Supervision, Evaluation Drill and Practice: promotes learning through repetition because those things most often repeated are best remembered. E-Learning

What is Problem-Based Learning (PBL)

Lessons confront students with problems encountered in real life that force them to reach real world solutions. Relate to the real world so students want to solve them. • Require students to make decisions. • Are open ended and not limited to one correct answer. • Are connected to previously learned knowledge as well as new knowledge. • Reflect lesson objective(s). • Challenge students to think critically.

What is listening

Listening is hearing with comprehension. Student hears the communication, interprets it based on their knowledge to that point, processes the information to a level of understanding, and attempts to make a correlation of that communicated information to the task at hand.

What is Torque (1 of 4 left turning tendencies)

Newton's Law: "For every action there is an equal and opposite reaction," such that the propeller, if turning clockwise (when viewed from the cockpit), imparts a tendency for the aircraft to rotate counterclockwise. Since most single engine aircraft have propellers rotating clockwise, they rotate to the left, pushing the left wing down. 1. Pressure on left landing gear on takeoff - turn to left 2. Left roll on take-off

Class G Airspace

No dimensions - All uncontrolled airspace Equipment: None Weather At or Below 1,200 AGL Day: 1 COC At or Below 1,200 AGL Night: 3 152 Above 1,200 Day: 1 152 Above 1,200 Night: 3 152 Above 10,000 AGL: 5 111

Characteristics of Effective Assessments

Objective: focused on performance and does not reflect the personal opinions, likes, dislikes, or biases of the instructor. Flexible: evaluates the entire performance of a student in the context in which it is accomplished. Sometimes a good student turns in a poor performance, and a poor student turns in a good one. A friendly student may suddenly become hostile, or a hostile student may suddenly become friendly and cooperative. The instructor must fit the tone, technique, and content of the assessment to the occasion, as well as to the student. An assessment should be designed and executed so that the instructor can allow for variables. The ongoing challenge for the instructor is deciding what to say, what to omit, etc. Acceptable: student must accept the instructor in order to accept his or her assessment Comprehensive: decide whether the greater benefit comes from a discussion of a few major points or a number of minor points. The instructor might assess what most needs improvement, or only what the student can reasonably be expected to improve. An effective assessment covers strengths as well as weaknesses. The instructor's task is to determine how to balance the two. Constructive: inspires the student to improve in areas of lesser accomplishment. When identifying a mistake or weakness, the instructor must give positive guidance for correction. Negative comments that do not point toward improvement or a higher level of performance should be omitted from an assessment altogether. Organized: logical and makes sense to the student. Thoughtful: considers student's need for self-esteem, recognition, and approval. Specific: states why it was not as good, and offers suggestions on how to improve. Should be expressed with firmness and authority, and in terms that cannot be misunderstood. Students should have no doubt about what they did well and what they did poorly and, most importantly, specifically how they can improve.

Inattention

Occurs when a student fails to pay attention to a task that is important. e.g. happens when students are not busy: attention may drift when they become bored or think that a task does not deserve their attention.

What is a Schema

Occurs when people see reoccurring patterns in things frequently observed or done e.g. Why an experienced pilot is able to listen and read back a lengthy departure clearance issued by ATC

Best kind of question and why

Open-Ended 1. Encourage full, meaningful answers using the student's own knowledge and perceptions 2. Typically begin with words such as "why" and "how". Closed-Ended 1. Encourage a short or single-word answer. 2. Evaluate the student's understanding only at the rote level.

Factors that affect Perception

Physical Organism - sense world around you Goals and Values - how student interprets experiences and instructions Self-Concept - favorable or negative self-image. Negatives experiences result in rejection of additional training Time and Opportunity - proper sequence and time are necessary to relate new things to earlier perceptions e.g. student could stall on first time, but cannot really be learned unless some experience in normal flight has been acquired Element of a threat - does not promote effective learning and narrows perceptual field e.g. student focuses on altimeter during steep turns and pay no attention to outside references. Anything done as threatening makes student less able to accept the experience

Maslow's Hierarchy of Needs

Physiological Needs (food/water/air/shelter/sleep/sex) Security and Safety (can't learn if you don't feel safe) Belonging (seek to overcome feelings of alienation/loneliness) Self-Esteem (internal/external respect) Self-Actualization (be and do that which the person was born to do) Maslow later added: Cognitive/Aesthetic (need to know/understand) - eureka moment when you learn something new - if instructor doesn't like a student, it can impact his ability to teach

Characteristics of Learning

Purposeful : Each student sees a learning situation from a different viewpoint. Each student is a unique individual whose past experiences affect readiness to learn and understanding of the requirements involved. Result of Experience: student can learn only from personal experiences Multi-Faceted: verbal elements, conceptual elements, perceptual elements, emotional elements, and problem-solving elements all taking place at once. Active Process: Students do not soak up knowledge like a sponge absorbs water. The instructor cannot assume that students remember something just because they were in the classroom, shop, or aircraft when the instructor presented the material. Neither can the instructor assume the students can apply what they know because they can quote the correct answer verbatim. For students to learn, they need to react and respond, perhaps outwardly, perhaps only inwardly, emotionally, or intellectually.

Questions to avoid

Puzzle—"What is the first action you should take if a conventional gear airplane with a weak right brake is swerving left in a right crosswind during a full flap, power-on wheel landing?" • Oversize—"What do you do before beginning an engine overhaul?" • Toss-up—"In an emergency, should you squawk 7700 or pick a landing spot?" • Bewilderment—"In reading the altimeter—you know you set a sensitive altimeter for the nearest station pressure—if you take temperature into account, as when flying from a cold air mass through a warm front, what precaution should you take when in a mountainous area?" • Trick questions—these questions cause the students to develop the feeling that they are engaged in a battle of wits with the instructor, and the whole significance of the subject of the instruction involved is lost.

Laws of Learning

REEPIR: Readiness - basic needs satisfied and ready to learn Exercise - use it or lose it (practice) Effect - strengthened by good feeling/weakened by bad Primacy - must be taught and learned correctly first time Intensity - immediate, exciting, dramatic learning, better than routine boring experience Recency - things most recently learned are best remembered

What is long-term memory

Relatively permanent storage of unlimited information; possible for memories to remain there for a lifetime.

Characteristics of a good test

Reliability: consistent with repeated measurements. The reliability of a written test is judged by whether it gives consistent measurement to a particular individual or group. Validity: measures what it is supposed to measure. Usability: functionality of tests. A usable written test is easy to give if it is printed in a type size large enough for students to read easily. The wording of both the directions for taking the test and of the test items needs to be clear and concise. Graphics, charts, and illustrations appropriate to the test items must be clearly drawn, and the test should be easily graded. Objectivity: singleness of scoring of a test. Essay questions provide an example of this principle. It is nearly impossible to prevent an instructor's own knowledge and experience in the subject area, writing style, or grammar from affecting the grade awarded. Selection-type test items, such as true/false or multiple choice, are much easier to grade objectively. Comprehensiveness: measures the overall objectives. Discrimination: how well it distinguishes the difference between students.

What are Higher Order Thinking Skills (HOTS)

Risk management, ADM, automation management, situational awareness, and Controlled Flight into Terrain Basic approach to teaching HOTS: 1. Set up the problem. 2. Determine learning outcomes for the problem. 3. Solve the problem or task. 4. Reflect on problem-solving process. 5. Consider additional solutions through guided discovery. 6. Reevaluate solution with additional options. 7. Reflect on this solution and why it is the best solution. 8. Consider what "best" means (is it situational).

4 Levels of Learning

Rote - repeat something one has been taught - memorized - not understood (verbs: define, identify, label) Understanding - Comprehend or grasp meaning of something (verb: describe, estimate, explain) Application - put something to use that has been learned and understood (verbs: determine, develop, solve) Correlation: able to associate an element which has been learned with other segments or blocks of learning

What are types of Problem-Based Instruction

Scenario-Based Training Method (SBT): A good scenario: • Is not a test • Will not have one, right answer • Does not offer an obvious answer • Should not promote errors • Promotes situational awareness and opportunities for decision-making. Collaborative Problem-Solving Method: Two or more people working together to solve problems. Combines collaboration with problem solving when the instructor provides a problem to a group who then solves it. Case Study Method: Is a written or oral account of a real world situation that contains a message that educates the student.

What is short-term memory (STM)

Short-term memory is the part of the memory system where information is stored for roughly 30 seconds, after which it may rapidly fade or be consolidated into long-term memory, depending on the individual's priorities. Goal of the STM is to put the information to immediate use.

What are the two kinds of errors

Slip - plan to do one thing, but do another; or neglect to do something; or when someone is asked to perform a routine procedure in a slightly different way (e.g. wrong pattern entry from habit); or because of time pressure (speed-accuracy tradeoff) Mistake - plan to do the wrong thing and are successful. e.g. One type of mistake happens when a student formulates an understanding of a phenomenon and then later encounters a situation that shows how this understanding was incorrect or incomplete. For example, overly simplistic understanding of weather frequently leads inexperienced students into situations that are unexpected.

Basic Elements of Communication

Source (sender, speaker, writer, transmitter, or instructor) Symbol used in composing and transmitting the message (words or signs (model prop/desk lamp) Receiver (listener, student) -Select and use language essential for transmitting symbols that are meaningful to listeners and readers. - Communicators consciously or unconsciously reveal attitudes toward themselves as a communicator, toward the ideas being communicated, and toward the receivers. These attitudes must be positive while delivering the message if they are to communicate effectively. -Speak or write from accurate, up-to-date, and stimulating material.

Light Gun Signals

Steady Green Cleared for takeoff Cleared to land Flashing Green Cleared for taxi Return for landing Steady Red STOP Give way and continue circling Flashing Red Taxi clear of runway in use Airport unsafe, do not land Flashing White Return to starting point on airport ---- Alternating Red and Green Exercise extreme caution

4 fundamentals of flight

Straight and Level Straight and Level turns Straight and Level transition to a Climb Straight and level transition to a Descent

Fixation

Student becomes absorbed in performing one task to the exclusion of other tasks. e.g. Beginning instrument pilots characteristically fixate on particular instruments, attempting to control one aspect of their performance while other aspects deteriorate.

What is SBT

Students learn then apply their knowledge in realistic scenarios. Allows students to move from theory to practical application.

Class B Airspace

Surface to 10000 MSL 30 Nautical Miles Controlled Mode C veil ATC Permission to enter Equipment: Altimeter with Mode C, two-way radio 3 and COC

Class C Airspace

Surface to 4000 AGL (5NM) Outer ring 1200 to 4000 (5NM) Controlled know weather (e.g. ATIS phonetic - information Alpha) Establish two-way communication Equipment: Altimeter with Mode C, two-way radio 3 152

Class D Airspace

Surface to typically 2500 AGL (4NM) Controlled Know weather (e.g. ATIS - phonetic information Alpha) Establish communication No Mode C required 3 152

What is Transfer of Learning

The ability to apply knowledge or procedures learned in one context to new contexts.

What is memory

The ability to encode, store, and retrieve information.

What is SRM

The art and science of managing all the resources (both on-board the aircraft and from outside sources) available to a single pilot (prior and during flight) to ensure that the successful outcome of the flight is never in doubt. SRM includes the concepts of ADM, Risk Management (RM), Task Management (TM), Automation Management (AM),

Motivation

The reason one acts or behaves in a certain way and lies at the heart of goals.

Night Flight Requirements to carry passengers

Three takeoffs and landings to a full stop in an aircraft of the same category, class, and type within the last 90 days.

Class A Airspace

Typically 18000 to FL60 IFR only (must be current/equipped) >24000 ft MSL, DME required Includes airspace overlying the waters within 12 NM of the coast of the 48 contiguous states and Alaska

Visual, Auditory, and Kinesthetic (VAK) Learners

Visual: Seeing, Reading (graphs/charts/videos) Auditory: Hearing, Speaking (learner verbalizes questions) Kinesthetic: Touching, Doing (demonstration of skills)

Interruption

Voluntarily suspends performance of one task in order to complete a different one. Significant source of errors and students must be made aware of the potential for errors caused by interruptions and develop procedures for dealing with them. e.g. An interruption that occurs while a student is following the steps in a written procedure or checklist. The student puts down the checklist, deals with the interruption, and then returns to the procedure—but erroneously picks up at a later point in the procedure, omitting one or more steps.

Anxiety

Worry, nervousness, uneasiness about something that is going to happen with an unknown outcome, The most significant psychological factor affecting flight instruction Normal Reactions: responds rapidly/exactly w/in limits of experience and training Abnormal Reactions: responds randomly, illogical, freezing, incapable of doing anything, no rational thought or reason. over-cooperation, pain-staking self control, inappropriate laughter/singing or mood changes, anger Instructor should treat fears as a normal reaction. Emphasize benefits and pleasurable experience of flying rather than citing consequences of faulty performances.

Characteristics of good questions

• Apply to the subject of instruction. • Brief and concise, but also clear and definite. • Adapted to the ability, experience, and stage of training of the students. • Center on only one idea (limited to who, what, when, where, how, or why, not a combination). • Present a challenge.

Maneuver or Procedure "Grades" (rubric)

• Describe—student is able to describe the physical characteristics and cognitive elements of the scenario activities, but needs assistance to execute the maneuver or procedure successfully. • Explain—the student is able to describe the scenario activity and understand the underlying concepts, principles, and procedures that comprise the activity, but needs assistance to execute the maneuver or procedure successfully. • Practice—the student is able to plan and execute the scenario. Coaching, instruction, and/or assistance will correct deviations and errors identified by the instructor. • Perform—the student is able to perform the activity without instructor assistance. The student will identify and correct errors and deviations in an expeditious manner. At no time will the successful completion of the activity be in doubt. ("Perform" is used to signify that the student is satisfactorily demonstrating proficiency in traditional piloting and systems operation skills). • Not observed—any event not accomplished or required.

Single-Pilot Resource Management (SRM) "Grades" (rubric)

• Explain—the student can verbally identify, describe, and understand the risks inherent in the flight scenario, but needs to be prompted to identify risks and make decisions. • Practice—the student is able to identify, understand, and apply SRM principles to the actual flight situation. Coaching, instruction, and/or assistance quickly corrects minor deviations and errors identified by the instructor. The student is an active decision maker. • Manage-Decide—the student can correctly gather the most important data available both inside and outside the flight deck, identify possible courses of action, evaluate the risk inherent in each course of action, and make the appropriate decision. Instructor intervention is not required for the safe completion of the flight.

Instructor's Code of Conduct

• Make safety the number one priority • Develop and exercise good judgment in making decisions • Recognize and manage risk effectively • Be accountable for his or her actions • Act with responsibility and courtesy • Adhere to prudent operating practices and personal operating parameters, and • Adhere to applicable laws and regulations. He or she is teaching a pilot who should: • Seek proficiency in control of the aircraft, • Use flight deck technology in a safe and appropriate way, • Be confident in a wide variety of flight situations, and • Be respectful of the privilege of flight.

How do you maintain motivation

• Praise incremental successes • Relate daily accomplishments to lesson objectives. • Comment favorably on student progress and level of ability. To ensure that students continue to work hard, the instructor should: • Ask new students about their aviation training goals. • Reward incremental successes in learning. • Present new challenges. • Occasionally remind students about their own stated goals for aviation training. • Assure students that learning plateaus are normal and that improvement will resume with continued effort.

Benefits of Quizing

• Reveals the effectiveness of the instructor's training methods • Checks student retention • Identifies points that need more emphasis • Checks student comprehension • Promotes active student participation,

Special Use Airspace

◾MOA ◾MTR ◾Controlled Firing Area: Areas where activities which may be hazardous to nonparticipating aircraft ◾May be spotters on the ground and air which will suspend activity if nonparticipating aircraft are spotted. ◾Prohibited Area:: forbidden to all aircraft usually for reasons of national security ◾Restricted Area: Weapons testing or firing range ◾May be flown through at listed times and listed altitudes or with prior permission from the controlling agency ◾Alert Area: Usually has extensive pilot-training activities or unusual aerial operations ◾Warning Area: areas are over international or domestic territories. ◾Pretty much restricted areas but FAA does not have international jurisdiction ◾National Security: ◾(DDIZ) ◾Air Defense Identification Zone (ADIZ) ◾Any aircraft approaching domestic US airspace must be properly identified prior to entry ◾12 NM off the coast ◾IFR or DVFR flight plan required ◾Other ◾National Wildlife refuge ◾Airport Advisory Area ◾Within 10SM of an FSS at an airport ◾Temporary flight restrictions (TFRs) ◾Parachute jump operations ◾Published VFR routes

Normal vs. Utility Category

◾Normal: (a) Seating configuration, excluding pilot seats, of nine or less, a maximum certificated t/o weight of 12,500 pounds or less, and intended for non-acrobatic operation. Non-acrobatic operation includes: ◾Any maneuver incident to normal flying ◾Stalls (except whip stalls) ◾Lazy eights, chandelles, and steep turns, in which the angle of bank is not more than 60 degrees. ◾Utility: (b) Seating configuration, excluding pilot seats, of nine or less, a maximum certificated takeoff weight of 12,500 pounds or less, and intended for limited acrobatic operation. Airplanes certificated in the utility category may be used in any of the operations covered under paragraph (a) of this section and in limited acrobatic operations. Limited acrobatic operation includes: ◾ Spins (if approved for the particular type of airplane); and ◾Lazy eights, chandelles, and steep turns, or similar maneuvers, in which the angle of bank is more than 60 degrees but not more than 90 degrees