FOI Acronyms

VAK

Visual - use charts, graphs, videos
Auditory - have learner verbalize questions
Kinesthetic - use demonstration of skills

Holistic VS Serialistic
Dependent VS Independent
Reflective VS Impulsive
Elaborative VS Reiterative (always asks why VS comfortable with memorization)
Group VS Individual
Task oriented VS Competitive VS Participant

R E E P I R

Readiness
Exercise
Effect
Primacy
Intensity
Recency

Basic needs of learner must be satisfied (IMSAFE)
Learner must want to learn task
Need a clear reason

With repetition, skills are reinforced.
Exercise is most meaningful and effective when a skill is learned within the context of real world's application.
Focus on applying the knowledge and skill through scenarios

Emotional reaction of the student.
Learning is strengthened with positive feelings.
Learning is weakened with negative feelings.
Success breeds success.
Instructors should create situations for success.

What is learn the first time it's what leave the strongest impression

Immediate, exciting or dramatic learning
Real world application or scenarios
Developing Pilot-in-Command mentality
Balance Safety with real procedure
Students learn best from real thing

Things most recently learned are best remembered.
Instructors should repeat, restate or re-emphasize at the end of the lesson.
"Use it or lose it"

R A M P

Result of Experience
Active Process
Multifaceted
Purposeful

Student can only learn from personal experience
Previous experience conditions a person's response
Students bring experiences to training
Teaching must be varied, meaningful and appropriate

Learning is not soaked up like a sponge
Do not assume learning has occurred
Student must be involved

Students learn better when they fully exercise their mind
Multisensory: Sights, Sounds, Kinesthetic

Students tend to learn better when activity or lesson furthers his/her goal.
Training needs to be related to student goals.
To be effective, you need to learn your student's goals.

RUAC

Rote memorization
Understanding
Application
Correlation

Memorizing
Repeat but not understand
Basic Facts
Based on Repetition Learning

Comprehension - "The Why"
Grasping the Meaning
Refers to a Body of Concepts
Facts
Principles
Descriptive Information
Explain, Describe, Measure
Example: Explain why aviation uses a standard temperature

Joining Previously Learned Chunks
Associating Blocks of Learning
The Act of Putting Something Into Operation
Example: Using a standard lapse rate, determine what the temperature would be at a pressure altitude of 4000'.

Highest Level of Learning
Do It!
Applying Previously or Subsequent Learning with What has Already Been Learned
Block Association

R I D R

Retrieval Failure
Interference
Disuse
Repression

Inability to get information
"Tip-of-tongue" phenomenon

Certain experiences overshadow memory
Material not learned well suffers the most

"Use it or lose it"

Individual does not want to remember
Usually feelings associated are negative

PSBESP

Physiological
Safety/Security
Belonging
Esteem
Self-Actualization
Personal growth

CPR DR FAR

Compensation
Projection
Repression
Denial
Rationalization
Fantasy
Aggression
Reaction Formation

Counterbalancing weakness with strength
Disguise undesirable quality by emphasizing positive

Blaming others for personal failures

Places uncomfortable thoughts into inaccessible areas hoping they will fade away

Refusal to accept external realities.
Minimization is a form of denial.

Making up an excuse in the form of a rational, plausible reason

Student daydreams
Uses imagination to escape

AKA Displacement
Puts unpleasant emotions elsewhere
Anger towards the instructor, school, policy, etc.

Faking a belief opposite to true belief.
Do/say something opposite to what you really want.
Developing a "who cares" attitude.

information must be Meaningful
Accurate information
provided in a Positive attitude

Confusion between symbol and the concept being symbolized
Overuse of abstractions
Interference
Lack of common experience

Word is confused with what it is meant for
Same words have different meanings

Words that are general rather than specific
e.g. "fly faster" vs "accelerate to 75kts"

Physiological (fear, anxiety, mistrust)
Physical/Environmental (noise, heat, vibrations)

Aviation lingo
Specific technical terms with which the student is not yet not familiar with

P P A R

Preparation
Presentation
Application
Review / Evaluate

Determination of objectives
Determination of Standards
Performance-based objectives / Decision based objectives

Lecture
Demonstration/Performance
E D S I E
Explanation
Demonstration
Student Performance
Instructor Supervision
Evaluation
Guided discussion

Use of presented material
Student asked to explain or perform
Practice correctly
Shows how to do or use material in new situation

Was there a change in behavior?
Did effective communication take place?
Critique/Evaluation

What went wrong
Why it went wrong
How to correct

Analyze: examine methodically
Appraise: assess quality
Judge: form an opinion/conclusion

Provides timely feedback
Gives tools from which to build
Recognition of performance

FAST COCO
Flexible Comprehensive
Acceptable Objective
Specific Constructive
Thoughtful Organized

Defining, Observing, Judging/Scoring/Grading a performance based on a given STANDARD

Types of evaluations:
Oral
Written
Performance

Reliability- degree to which test result are consistent when repeated
Validity- extent to which the test measures what it is supposed to measure
Usability- easy to read / set up
Objectivity- scores will be the same regardless who grades the test
Comprehensiveness-degree to which test measures all the objectives
Discrimination-degree to which a test distinguishes differences between students

Determine if the student possesses the skill to cope with distraction

Teach the student to divide attention

Maintain aircraft control

Simulation of scenarios

ask simple things (Determine Heading to airport, reset the clock, how much fuel we have, identify a landmark, etc)
pull a circuit breaker
ask pertinent question (airspace and weather minima)
pull a circuit breaker

Present multiple emergencies at once
Overwhelm student
Degrade safety limits
Pull essential circuit breakers (Tachometers)
During high workloads

Help student learn
Positive Learning Experience
Provide adequate instruction
Demand adequate standards of performance
Emphasize the positive
Professionalism
Minimize student frustration

Endorsements
Practical Test Recommendations
8710 IACRA completion
Aircraft Checkouts/Transitions
Legal issues

Representation
Customer Service
Paperwork
Business/Revenue

Safe operation
Positive exchange of controls
Trends/Squawks
Damage prevention
Appearance/Cleanliness

Safe operation
Respect private property
Noise abatement
Fly neighborly

ESALADS

error correction
Sincerity
Acceptance of student
Language
Appearance & Habits
Demeanor
Safety
Self improvement

Professionalism
Sincere
Practice accidents prevention
Define common terms
Motivate the student
Keep student informed
Approach student as individual
Gives credit
Be consistent
Admit errors

Ridicules students
Model irresponsible behaviors
Say one thing...do another
Forget personal hygiene
Disrespect student
Demand unreasonable progress
Forget students are students
Set student up for failure
Corrects error without explanation

Make safety #1
Develop & exercise good judgment
Recognize & manage risk
Be accountable for actions
Act with responsibility & courtesy
Adhere to prudent operating practices & personal minimums
Adhere to applicable laws and regulations

Sight
Hearing
Smell
Touch
Tasting

Giving meaning to a sensation or group of sensations

Physical Organism - ability to see, hear, feel, respond
Goals & Values - experience colored by individual beliefs
Self Concept - student's self image
Time and opportunity - proper sequence of training
Element of threat- threat does not promote learning

Grouping perceptions into meaningful wholes
Point out relationships
Application -> Correlation

Subconscious, almost automatic ego protecting reactions to soften feelings of failure, alleviate feelings of guilt, and to protect sense of personal worth or adequacy

A change in behavior due to experience