FOI SU 5: Planning Instructional Activity

A series of studies leading to an attainment of a goal is A. a determination of objective. B. a course of training. C. a decision based objective.

a course of training.

Which statement is true concerning extraneous blocks of instruction during a course of training? A. They are usually necessary parts of the total objective. B. They detract from the completion of the final objective. C. They assist in the attainment of the lesson's objective.

They detract from the completion of the final objective.

In developing a lesson, the instructor should organize explanations and demonstrations to help the learner A. achieve the desired learning outcome. B. acquire a thorough understanding of the material presented. C. acquire new concepts, generally progressing from the known to the unknown.

achieve the desired learning outcome.

Instructional aids used in the teaching/learning process should be A. self-supporting and require no explanation. B. compatible with the learning outcomes to be achieved. C. selected prior to developing and organizing the lesson plan.

compatible with the learning outcomes to be achieved.

A lesson plan, if constructed properly, will provide an outline for A. proceeding from the unknown to the known. B. the teaching procedure to be used in a single instructional period. C. establishing blocks of learning that become progressively larger in scope.

the teaching procedure to be used in a single instructional period.

Instructional aids may be used A. to clarify the relationships between material objects and concepts. B. to cover broad subject areas. C. to add to the time it takes instructors to teach learners.

to clarify the relationships between material objects and concepts.

When teaching new material, the traditional teaching process can be divided into which steps? A. Preparation, presentation, application and review/evaluation. 8. Preparation, demonstration, practice, and review. C. Explanation, demonstration, practice, and evaluation.

Preparation, presentation, application and review/evaluation.

What are the four steps in the teaching process? A. Research, presentation, grading, and review. B. Preparation, presentation, application, and assessment. C. Presentation, explanation, review, and critique.

Preparation, presentation, application, and assessment.

After the instructor establishes the overall training objectives, his or her next step is A. the identification of the blocks of learning which constitute the necessary parts of the total objective. B. create a lesson plan for the unit of instruction. C. create a syllabus for the training objective:

the identification of the blocks of learning which constitute the necessary parts of the total objective.

What is true of all syllabi? A. The order of training should not be altered as this will detract from the completion o e final objective. B. All syllabi should stress well-defined objectives and standards for each lesson. C. Common ground between the learner and instructor will be established by using a syllabus.

All syllabi should stress well-defined objectives and standards for each lesson.

What is a use of instructional aids? A. Using instructional aids as a substitute for verbal instruction. B. Demonstrating simple concepts, but not complicated ideas. C. Clarifying relationships between material objects and concepts.

Clarifying relationships between material objects and concepts.

The use of instructional aids should be based on their ability to support a specific point in the lesson. What is the first step in determining if and where instructional aids are necessary? A. Organize subject material into an outline or a lesson plan. B. Determine what ideas should be supported with instructional aids. C. Clearly establish the lesson objective, being certain what must be communicated.

Clearly establish the lesson objective, being certain what must be communicated.

(Refer to Figure 1 below) Section G is titled: A. Summary B. Evaluation. C. Completion Standards

Completion Standards

Reinforcement of learner learning occurs primarily during which state of lesson organization? A. Introduction. B. Development. C. Conclusion.

Conclusion.

.(Refer to Figure 1 on page 129.) Section B is titled: A. Content. B. Elements. C. Course of Training.

Content.

Which element of a performance-based objective explains-the standards used to measure the accomplishment of the objective? A. Description of the skill or behavior. B. Conditions. C. Criteria.

Criteria.

Performance-based objectives consist of which three elements? A. Flight training scenarios, judgment assessment, and maneuver assessment. B. Cognitive skills, affective skills, and psychomotor skills. C. Description of the skill or behavior, conditions, and criteria.

Description of the skill or behavior, conditionS, and criteria.

Which is not a type of objective used in aviation training? A. Performance-based objectives. B. Decision-based objectives. C. Description-based objectives.

Description-based objectives.

Which is not a step to ensuring a quality lesson? A. Instructor research. B. Assembling training aids. C. Determining the length of the practice session.

Determining the length of the practice session.

(Refer to Figure 1 on page 129.) Section D is titled: A. Instructor's Actions. B. Equipment. C. Content.

Equipment.

Which is a true statement concerning the use of instructional aids? A. Instructional aids ensure getting and holding the learner's attention. B. Instructional aids should be designed to cover the key points in a lesson. C. Instructional aids should not be used simply to cover a subject in less time.

Instructional aids should be designed to cover the key points in a lesson.

(Refer to Figure 1 on page 129.) Section E is titled: A Content. B. Discussion. C. Instructor's Actions.

Instructor's Actions.

What kind of software responds quickly to a learner's choices and commands? A. Interactive video. B. Projected material. C. Programmed text.

Interactive video.

In organizing lesson material, which step sets the stage for everything to come? A. Overview. B. Conclusion. C. Introduction.

Introduction.

How might understanding learning styles help in the design of lesson plans? A. It may predict the learner's performance during training. B. It can help instructors make adjustments in how material is presented. C. It may identify ways to motivate groups of learners to work as a unit.

It can help instructors make adjustments in how material is presented.

Examples of methods to gain learner attention include A. Jokes, video clips, questions. B. Lectures, guided discussions, demonstrations. C. Review problems, case studies, explanations.

Jokes, video clips, questions.

(Refer to Figure 1 on page 129.) Section F is titled: A Application. B. Understanding. C. Learner's Actions.

Learner's Actions.

Which statement is true regarding lesson plans? A. Lesson plans should not be directed toward the course objective; only to the lesson objective. B. A well-thought-out mental outline of a lesson may be used any time as long as the instructor is well prepared. C. Lesson plans help instructors keep a constant check on their own activity as well as that of their learners.

Lesson plans help instructors keep a constant check on their own activity as well as that of their learners.

(Refer to Figure 1 on page 129.) Section A is titled: A. Overview. B. Objective. C. Introduction.

Objective.

Which is true regarding the overlearning of knowledge? A. Overlearning can result in automatic responses that are undesirable. B. Overlearning is helpful in increasing learner proficiency of a topic. C. Overlearning develops higher-order thinking skills.

Overlearning can result in automatic responses that are undesirable.

Which of the following statements is true in regards to the properties of overlearning? A. Overlearning allows the learner to bypass the learning plateau phenomenon. B. Overlearning is the continued study of a skill after initial proficiency has been achieved. C. Targets the learner's deep memory.

Overlearning is the continued study of a skill after initial proficiency has been achieved.

(Refer to Figure 1 on page 129.) Section C is titled: A. Schedule. B. Overview. C. Training Schedule.

Schedule.

How long should a flight lesson be? A. Shorter lessons for new learners. B. Longer lessons for new learners. C. Shorter lessons as learners gain experience.

Shorter lessons for new learners.

What are lesson plans designed to ensure? A. That each learner receive the best possible instruction under existing circumstances. B. To reinforce learning and retention of the stated objective. C. To provide a boost of self-confidence to each learner.

That each learner receive the best possible instruction under existing circumstances.

Which statement is true about lesson plans? A. Lesson plans should follow a prescribed format. B. Standard prepared lesson plans are effective for teaching all learners. C. The use of standard lesson plans may not be effective for learners requiring a different approach.

The use of standard lesson plans may not be effective for learners requiring a different approach.

What is one reason an instructor would use an instructional aid? A. To describe a desired outcome of training. B. To gain and hold learner attention. C. To describe the standards used to measure the objective.

To gain and hold learner attention.

What is the overall objective of any pilot training? A. To make sure all objectives are clear measurable, and repeatable. B. To facilitate a higher level of learning and application C. To qualify the learner to be a competent efficient, safe pilot.

To qualify the learner to be a competent, efficient, safe pilot.

Development and assembly of blocks of learning in their proper relationship will provide a means for A. both the instructor and learner to easily correct faulty habit patterns. B. challenging the learner by progressively increasing the units of learning. C. allowing the learner to master the segments of the overall pilot performance requirements individually and combining these with other related segments.

allowing the learner to master the segments of the overall pilot performance requirements individually and combining these with other related segments.

Instructional aids used in the teaching/learning process should not be used A. as a crutch by the instructor. B. for teaching more in less time. C. to visualize relationships between abstracts.

as a crutch by the instructor.

Instructors should utilize the proper sequence for the subparts of an introduction. These are A. attention, motivation, and overview. B. application, correlation, and understanding. C. anecdote or story, motivation, and overview.

attention, motivation, and overview.

The proper sequence for the subparts of an introduction is A. attention, motivation, and overview. B. attention, development, and overview. C. overview, motivation, and conclusion.

attention, motivation, and overview.

When it is impossible to conduct a scheduled lesson, it is preferable for the instructor to A. review and possibly revise the training syllabus. B. proceed to the next scheduled lesson, or if this is not practical, cancel the lesson. C. conduct a lesson that is not predicated completely on skills to be developed during the lesson which was postponed.

conduct a lesson that is not predicated completely on skills to be developed during the lesson which was postponed.

When a dual cross-country flight cannot be conducted as planned due to weather, an instructor should A. consider the current block of learning and select an appropriate alternate lesson. B. begin the next lesson in the training syllabus. C. cancel the lesson to prevent the learner from becoming frustrated.

consider the current block of learning and select an appropriate alternate lesson.

In planning any instructional activity, the first consideration should be to A. determine the overall objectives and standards. B. establish common ground between the instructor and learner. c. identify the blocks of learning which make up the overall objective.

determine the overall objectives and standards.

As an instructor you should write performance-based objectives that A. fit the desired outcome of a particular lesson. B. do not require the consideration of conditions. C. must be open to interpretation by knowledgeable readers.

fit the desired outcome of a particular lesson.

When the instructor keeps the learner informed of lesson objectives and completion standards, it minimizes the learner's feelings of A. insecurity. B. resignation. C. aggressiveness.

insecurity.

The main concern in developing a lesson plan is the A. format. B. content. C. learner.

learner.

A primary consideration in planning for learner performance is the A. learner's motivational level. B. learner's intellectual level. C. length of the practice session.

length of the practice session.

A primary consideration in planning for learner performance is the A. length of time devoted to practice. B. length of time devoted to evaluation. C. segmentation of the practice session.

length of time devoted to practice.

With regard to the characteristics of a wellplanned lesson, each lesson should contain A. new material that is related to the lesson previously presented. B. one basic element of the principle, procedure, or skill appropriate to that lesson. C. every bit of information needed to reach the objective of the training syllabus.

new material that is related to the lesson previously presented.

Each lesson of a training syllabus includes A. attention, motivation, and overview. B. introduction, development, and conclusion. C. objective, content, and completion standards

objective, content, and completion standards

Every lesson, when adequately developed, falls logically into the four steps of the traditional teaching process - A. preparation, introduction, presentation and review/evaluation. B. preparation, introduction, presentation and review/application. C. preparation, presentation, application, and review/evaluation.

preparation, presentation, application, and review/evaluation.

When teaching from the known to the unknown an instructor is using the learner's A. current knowledge of the subject. B. previous experiences and knowledge. C. previously held opinions both valid and invalid.

previous experiences and knowledge.

A well developed lesson plan should A. promote uniformity of instruction regardless of the instructor teaching it. B. be a sketch of a program or teaching lecture. C. be a document that will not require changes or alterations.

promote uniformity of instruction regardless of the instructor teaching it.

The method of arranging lesson material from the simple to complex, past to present, and known to unknown is one that A. creates learner thought pattern departures. B. shows the relationships of the main points of the lesson. C. requires learners to actively participate in the lesson.

shows the relationships of the main points of the lesson.

The known to unknown pattern helps the instructor lead the learner into new ideas and concepts by A. anxieties and insecurities. B. using something the learner already knows. C. previously held opinions, both valid and invalid.

using something the learner already knows.

In a syllabus with the objective leading to the first solo flight, a block of learning that contains cross-country procedures A. is a required part of the objective. B. would detract from the completion of the objective. C. would assist in the attainment of the objective.

would detract from the completion of the objective.