Fundamentals of Instructing (FOI) Mnemonics
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1
Maintaining Motivation - R CPR
Reward Success
Challenge
Praise
Reinforce Goals
Challenge
Praise
Reinforce Goals
2
Maslow's Hierarchy of Needs - PS BS CS
Physiological
Safety & Security
Belonging
Self-Concept
Cognitive/Aesthetic
Self-Actualization
Safety & Security
Belonging
Self-Concept
Cognitive/Aesthetic
Self-Actualization
3
Defense Mechanisms - DR DR F CPR
Denial
Repression
Displacement
Rationalization
Fantasy
Compensation
Projection
Reaction Formation
Misunderstandings -
Repression
Displacement
Rationalization
Fantasy
Compensation
Projection
Reaction Formation
Misunderstandings -
4
COILE
Confusion between object & symbol
Overuse of Generalizations
Interference
Lack of Common Experience
External Factors
Overuse of Generalizations
Interference
Lack of Common Experience
External Factors
5
Developing Comms - QILTR
Questioning
Increasing knowledge
Listening
Teaching
Roleplaying
Increasing knowledge
Listening
Teaching
Roleplaying
6
Definitions of Learning - ABMAP + DoSKA
A change in behavior/cognition
Based on experience
Multifaceted
Active Process
Purposeful
+
Development
of
Skill
Knowledge
Attitude
Based on experience
Multifaceted
Active Process
Purposeful
+
Development
of
Skill
Knowledge
Attitude
7
Cognitive Theory Principles - RIC
Reflection Theory
Information Processing Theory
Constructivism
Information Processing Theory
Constructivism
8
Factors that effect Perceptions - G-STEP
Goals & Values
-
Self-Concept
Time & Opportunity
Element of Threat/Fear
Physical Organism
-
Self-Concept
Time & Opportunity
Element of Threat/Fear
Physical Organism
9
3 Phases of Knowledge - MUA
Memorization
Understanding
Application
Laws of Learning -
Understanding
Application
Laws of Learning -
10
REEPIR
Readiness
Exercise
Effect
Primacy
Intensity
Recency
Exercise
Effect
Primacy
Intensity
Recency
11
Cognitive Domains Levels of Learning - RUAC
Rote
Understanding
Application
Correlation
Understanding
Application
Correlation
12
Levels of the Cognitive Domain (Blooms Taxonomy) - KCAASE
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Comprehension
Application
Analysis
Synthesis
Evaluation
13
Levels of the Affective Domain - ARVOI
Awareness/Receiving
Response
Value
Organizing
Integration
Response
Value
Organizing
Integration
14
Levels of the Psychomotor Domain - OIPH
Observation
Imitation
Practice
Habit
Imitation
Practice
Habit
15
Characteristics of Learning - BMAP
Based on experience
Multifaceted
Active Process
Purposeful
Multifaceted
Active Process
Purposeful
16
SBT Characteristics - CTC
Clear goals
Tailored to student needs
Capitalizes on nuances of the environment
Types of Practice -
Tailored to student needs
Capitalizes on nuances of the environment
Types of Practice -
17
DBR
Deliberate
Blocked
Random
Blocked
Random
18
Slips ...on a banana
Error of Action
19
Reducing Errors - CULT DR
Check for error
Use reminders
Learning & Practicing
Take our time
Develop routine
Raise awareness
Use reminders
Learning & Practicing
Take our time
Develop routine
Raise awareness
20
Forgetting is caused by - FIRR/S
Fading
Interference
Retrieval Failure
Repression
/
Suppression
Interference
Retrieval Failure
Repression
/
Suppression
21
Principles that Aid Retention - PAFUM M
Praise
Association
Favorable attitudes
Using all senses
Meaningful repetition
Mnemonics
Association
Favorable attitudes
Using all senses
Meaningful repetition
Mnemonics
22
The Teaching Process - PPAR/A
Preparation
Presentation
Application
Review
/
Assessment
Presentation
Application
Review
/
Assessment
23
Essential Skills for an Instructor - SPAM
Subject Matter Expertise
People Skills
Assessment Skills
Management Skills
People Skills
Assessment Skills
Management Skills
24
Organization of Material - IDC
Introduction
Development
Conclusion
Development
Conclusion
25
Introduction Elements - AMO
Attention
Motivation
Overview
Motivation
Overview
26
Lectures - FIITB
Formal
Informal
Illustrated
Teaching
Briefing
Informal
Illustrated
Teaching
Briefing
27
Guided Discussion Question Types - ORDRR
Overhead
Rhetorical
Direct
Reverse
Relay
Rhetorical
Direct
Reverse
Relay
28
Characteristics of Effective Questions - CCCRAB
Clear
Centered on one idea
Challenging
Relevant
At the appropriate level
Brief
Centered on one idea
Challenging
Relevant
At the appropriate level
Brief
29
Demonstration-Performance - EDSIE
Explanation
Demonstration
Student Performance
Instructor Supervision
Evaluation
Demonstration
Student Performance
Instructor Supervision
Evaluation
30
Characteristics of Effective Instructional Aids - MFS SOP
Meaningful
Factual
Straightforward
Simple
Objective
Participation
Types of Instructional Aids -
Factual
Straightforward
Simple
Objective
Participation
Types of Instructional Aids -
31
IBM VIP
Interactive systems
Boards
Models
Videos
Images
Presentations
Boards
Models
Videos
Images
Presentations
32
Characteristics of Lesson Plans - C UPS WOOF
Content
Unity
Practical
Scope
Working Document
Objective
Organized
Flexible
Unity
Practical
Scope
Working Document
Objective
Organized
Flexible
33
Formats of Assessments - WAC
Written
Authentic
Collaborative
Authentic
Collaborative
34
Characteristics of Effective Assessments - FAST COCO
Flexible
Acceptable
Specific
Thoughtful
Comprehensive
Objective
Constructive
Organized
Characteristics of Traditional Assessments -
Acceptable
Specific
Thoughtful
Comprehensive
Objective
Constructive
Organized
Characteristics of Traditional Assessments -
35
V CROUD
Validity
Comprehensive
Reliability
Objectivity
Usability
Discrimination
Comprehensive
Reliability
Objectivity
Usability
Discrimination
36
Types of Traditional Assessments - MMT/FFS
Multiple-choice
Matching
True/False
Fill-in-the blanks
Supply type
Matching
True/False
Fill-in-the blanks
Supply type
37
Open-Ended Questions for LCA - RRRR
Replay
Reconstruct
Reflect
Redirect
Reconstruct
Reflect
Redirect
38
Maneuver/Procedure Grades - DEPP
Describe
Explain
Practice
Perform
Explain
Practice
Perform
39
Assessing RM Skills - EP M-D
Explain
Practice
Manage-Decide
Practice
Manage-Decide
40
Characteristics of Critiques - G&B IRO
Good
&
Bad
Individual
Relationships
Overall objectives
&
Bad
Individual
Relationships
Overall objectives
41
Types of Critiques - SWISS B
Self
Written
Instructor/Students
Student Led
Small Group
By another student
Written
Instructor/Students
Student Led
Small Group
By another student
42
Characteristics of Effective Questions for Oral Assessments - CCCRAB
Clear
Centered on one idea
Challenging
Relevant
At the appropriate level
Brief
Centered on one idea
Challenging
Relevant
At the appropriate level
Brief
43
Types of Questions to Avoid in Oral Assessments - TOP BIT
Toss Up
Oversized
Puzzling
Bewildering
Irrelevant
Trick
Oversized
Puzzling
Bewildering
Irrelevant
Trick
44
Answering Learner Questions - HEAR
Honest
Ensure you're answering the questions asked
Accurate & up-to-date
Ensure you're answering the questions asked
Accurate & up-to-date
45
Respectful
in the right environment
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