Appendix
Acronyms
- Hierarchy of human needs (PSSES)
- P - Physiological
- S - Safety
- S - Social
- E - Egoistic
- S - Self-fulfillment
- Laws/principles of Learning (REEPIR)
- R - Readiness
- E - Exercise
- E - Effect
- P - Primacy
- I - Intensity
- R - Recency
- Four levels of learning (RUAC)
- R - Rote
- U - Understanding
- A - Application
- Where most instructors stop teaching
- C - Correlation
- Defense Mechanisms (DR CPR DR F (ARF))
- D - Denial
- R - Repression
- C - Compensation
- P - Projection
- R - Reaction Formation
- D - Displacement
- R - Resignation
- F - Fantasy
- Note: denial and repression are main defense mechanisms
- Characteristics of Learning (PEMA)
- P - Purposeful
- E - Experience
- M - Multifaceted
- A - Active Process
- The Teaching Process (PPAR)
- P - Preparation
- P - Presentation
- A - Application
- R - Review/Evaluation
- Domains of learning (CAP)
- C - Cognitive domain
- A - Affective domain
- P - Psychomotor domain
- Factors That Affect an Individual's Ability to Perceive (PTS GE)
- P - Physical Organism
- T - Time and Opportunity
- S - Self-concept
- A learner's self-image (e.g. confidence or insecurity) has a strong effect on perception
- G - Goals and Values
- E - Element of Threat
- Three stages of skill acquisition (CAA)
- C - Cognitive stage
- A - Associative stage
- A - Automatic response stage
- Three types of practice (DBR)
- D - Deliberate
- B - Blocked
- R - Random
- Learning elements (VCP PME) (different types of learning)
- V - Verbal
- C - Conceptual
- P - Perceptual
- P - Problem solving
- M - Motor
- E - Emotional
- 5 essential phases of the demonstration/performance method (EDLIE)
- E - Explanation
- D - Demonstration
- L - Learner (or student) performance
- I - Instructor supervision
- E - Evaluation
- Memory (SrSL)
- Sr - Sensory Register
- S - Short term
- L - Long term
- Basic elements of effective communication (SSR)
- S - Source
- S - Symbols
- R - Receiver
- Barriers to effective communication (COILE)
- C - Confusion between symbol and symbolized object
- O - Overuse of abstractions
- I - Interference
- L - Lack of common experience
- E - External factors
- Developing communication skills (RILQI)
- R - Role Playing
- I - Instructional Communication
- L - Listening
- Q - Questioning
- I - Instructional Enhancement
- How to assist students in remembering what has been learned (PAFAR)
- P - Praise
- A - Association - recall by
- F - Favorable attitudes
- A - All senses used
- R - Repetition
- Forgetting (RID)
- R - Repression (Suppression)
- I - Interference (through overshadowing or displacement)
- D - Disuse (Fading)
- How people learn (PIM)
- P - Perception
- I - Insight
- M - Motivation
- Organizing material for a lesson (IDC)
- I - Introduction
- D - Development
- C - Conclusion
- 3 most common teaching methods and 3 more (LGD CDC)
- L - Lecture
- G - Guided Discussion
- D - Demonstration/performance
- C - Computer-assisted learning method
- D - Drill and practice method
- C - Cooperative / Group Learning
- Guided discussion questions (ORDRR)
- O - Overhead
- R - Rhetorical
- D - Direct
- R - Reverse
- R - Relay
- Level of risk is measured by
- E - Exposure
- S - Severity
- P - Probability
- Learner Emotional Reactions / obstacles to learning during flight instruction (AIWA PU)
- A - Anxiety
- I - Impatience
- W - Worry (lack of interest)
- A - Apathy (due to inadequate instruction)
- P - Physical Discomfort (illness, fatigue, dehydration)
- U - Unfair treatment (feelings of)
- Learner Emotional Reactions / obstacles to learning during flight instruction (AIWA PNAF)
- A - Anxiety
- I - Impatience
- W - Worry (lack of interest)
- A - Apathy (due to inadequate instruction)
- P - Physical Discomfort (illness, fatigue, dehydration)
- N - Normal reactions to stress
- A - Abnormal reactions to stress
- F - Flight instructor actions regarding seriously abnormal learners
- Parts of lesson introduction (AMO)
- A - Attention
- M - Motivation
- O - Overview
- Test characteristics (RVUCD)
- R - Reliability
- V - Validity
- U - Usability
- C - Comprehensiveness
- D - Discrimination
- Personal checklist (IMSAFE)
- I - Illness
- M - Medication
- S - Stress
- A - Alcohol
- F - Fatigue
- E - Eating
- Perceives risk from the four fundamental risk elements or categories (PAVE)
- P ilot
- A ircraft
- en V ironment
- E xternal pressures (mission)
Definitions
- Behavior - the product of factors that cause people to act in predictable ways.
- Learning - the change in behavior that results from experience and practice.
- Insight - the grouping of affiliated perceptions into meaningful wholes.
- Perception - give meaning to sensations being experienced.
- Is the basis of all learning.
- Motivation - the reason one acts or behaves in a certain way and lies at the heart of goals.
- Tangible motivation - the learner must believe their efforts will be rewarded in a definitive and tangible manner
- Positive motivations - can be subtle and difficult to identify
- Incidental learning - learning more than originally intended
- Mental model - refers to an organized collection of ideas that forms a learner's understanding of a thing or process, and evolve as new information is learned.
- Recoding - taking new information and relating it existing knowledge and building new relationships
- Mnemonic - uses a pattern of letters, ideas, visual images, or associations to assist in remembering information and include but are not limited to acronyms, acrostics, rhymes, and chaining.
- Precoding - a selective process where the sensory register is set to recognize certain stimuli and immediately transmit them to the short-term memory (STM) for action. An example of sensory precoding is recognition of a fire alarm.
- Praise - a response that gives a pleasurable return and stimulates remembering.
Aviation Instructor Handbook Summary
- Learner should be motivated and ready to learn
- Always set clear goals
- It is important for learner to understand and have good mental model
- Scenario-based training (SBT) is best approach
- Use positive feedback