Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
50 Cards in this Set
- Front
- Back
- 3rd side (hint)
Definition of learning
|
A change in behavior as a result of experience.
|
|
|
4 Basic characteristics of learning
|
Purposeful
through Experience Multifaceted Active Process |
PEMA
|
|
What are the laws of learning?
|
Readiness
Excercise Effect Primacy Intensity Recency |
REEPIR
|
|
What is the basis of all learning?
|
All learning comes from Perceptions.
|
|
|
How do people learn?
|
Perception
Insight Motivation |
PIM
|
|
What are the 4 levels of learning?
|
Rote
Understanding Application Correlation |
RUAC
|
|
What are the 9 principles in learning a skill?
|
Pattern to follow
Perform the skill Desire to learn More than muscles Duration and Organization of the lesson Progress follows a pattern Evaluation vs Critique Application of skill Knowledge of results |
PPDMDPEAK
|
|
Why do individuals forget?
|
Dissuse
Interference Repression |
DIR
|
|
How can the instructor help students remember what they have learned?
|
Praise
Repetition Attitude Association All senses |
PR-AAA
|
|
Basic reason for using the building block method of instruction
|
Formation of correct habit patterns from the begining
|
|
|
What are the defense mechanisms?
|
Compensation
Projection Resignation Denial of Reality Rationalization Flight Agression Reaction Formation |
CPR-DR-FAR
|
|
Factors affecting an individuals perceptions
|
Basic need
Element of threat Self concept Time and opportunity Physical organism Goals and Values |
BEST-PG
|
|
Elements of effective communication
|
Source
Symbols Receiver |
SSR
|
|
Effectiveness of the communicator is limited to 3 basic factors
|
Reveals attitudes
Accurate and up to date Meaningful |
RAM
|
|
Barriers to effective communication
|
Confusion between symbol and subject
Overuse of abstractions Interference Lack of common experience |
COIL
|
|
4 steps in the teaching process
|
Preparation
Presentation Application Review and evaluation |
PPAR
|
|
Evaluation should be based on:
|
stated objectives.
|
|
|
Three main steps when organizing material
|
Introduction
Development Conclusion |
IDC
|
|
Elements of the introduction of the presentation
|
Attention
Motivation Overview |
AMO
|
|
Development step of the presentation:
|
Main part of the lesson
|
|
|
Conclusion step of the presentation:
|
Retraces the important elements of the lesson and relates them to the objective.
|
|
|
Thre most common teaching methods (and one not so common)
|
Lecture
Guided discussion Demonstration/Performance Computer based training |
LGDC
|
|
Guided discussion method types of questions
|
Overhead
Rhetorical Direct Reverse Relay |
ORDRR
|
|
5 essential phases of the demonstration/performance method
|
Explanation
Demonstration Student performance Instructor supervision Evaluation |
EDSIE
|
|
What is programmed instruction?
|
Student actively responds to each instructional step and receives immediate feedback.
|
|
|
What is integrated flight instruction?
|
The first time each maneuver is introduced, the student is taught to use outside and inside references to flight instruments.
|
|
|
How can you develop the main points of a lesson?
|
Past to present
Simple to complex Known to unknown Most frequent to rare |
PSKM
|
|
What are the advantages of the lecture method?
|
Convenient for groups
Timely New subjects |
CTN
|
|
What are the disadvantages of the lecture method?
|
No motor skills
inhibits participation |
NI
|
|
Types of presentations
|
Read manuscript
Recite from memory Outline Impromptu |
RROI
|
|
Basic purpose of a critique
|
Provide constructive critcism
|
|
|
8 characteristics of an effective question
|
Comprehensive
Well organized Constructive Thoughtful Specific Objective Flexible Acceptable |
CWCT-SOFA
|
|
Oral questions to avoid
|
Puzzle
Oversize Toss up Bewilderment |
POTB
|
|
5 characteristics of a good written test
|
Validity
Comprehensiveness Usabilty Reliability Discrimination |
V-CURD
|
|
4 characteristics of an effective question
|
Brief
Concise Clear Definite |
BCCD
|
|
3 examples of ways to evaluate a student
|
Performance
Oral Written |
POW
|
|
3 reasons to use oral quizzing to evaluate a student
|
Reveal effectiveness
Retention check Review material |
RRR
|
|
2 basic types of questions
|
Direct
Indirect |
DI
|
|
Qualifications for professionalism
|
Service performed
Training and preparation Study and research Code of ethics Intellectual logic Good judgement |
STS-CIG
|
|
Most significant psychological factor affective learning
|
Fear
|
|
|
5 examples of abnormal reactions to fear
|
Singing
Anger Laughter Emotion Mood swing |
SALEM
|
|
5 basic human needs (Maslow's hierarchy)
|
Physical
Safety Social Ego Self fulfillment |
PSSES
|
|
How can instructors develop students potential
|
View as a vast and untapped resource
Discover what makes them tick |
VD
|
|
Rules to ensure good human relations with a students
|
Inform student
Criticize constructively Be consistent Motivate student Admit errors Approach as individuals Credit when due |
ICBM-AAC
|
|
3 basic steps in planning a course of learning
|
Determination of standards and objectives
Development of blocks of learning Identification of blocks of learning |
DDI
|
|
What is a lesson plan?
|
Blueprint for period of instruction
Written form |
BW
|
|
A lesson plan tells:
|
What to do,
What order to do it, What procedure to use in teaching it. |
WWW
|
|
7 items always in a lesson plan
|
Objective
Elements Schedule Equipment Instructors actions Students actions Completion standards |
OES-EISC
|
|
7 characteristics of an effective lesson plan
|
Content
Flexible Intro steps Scope Practical Unity Relation to course |
CFI-SPUR
|
|
Why are instructional aids used?
|
Support
Reinforce Supplement |
SRS
|