Fundamentals of Instruction for CFI Oral Exam

Introduction

• Presenter: John from Fly8MA.com
• Location: Lufthansa Aviation Training Center, Goodyear, Arizona
• Focus: CFI (Certified Flight Instructor) Initial Oral Exam
• Features: John as the applicant, Cheryl as DPE (Designated Pilot Examiner)

Maslow's Hierarchy of Needs

• Physiological Needs: Breathing, food, water, shelter
• Safety and Security: Health, employment, social stability
• Love and Belonging: Relationships, intimacy, connection
• Self-Esteem: Confidence, respect from others
• Self-Actualization: Realization of personal potential

Defense Mechanisms

• Fantasy: Daydreaming to escape unpleasant reality
• Projection: Assigning one's faults to others
• Compensation: Emphasizing strengths to cover weaknesses
• Displacement: Redirecting emotions to another safer target
• Rationalization: Justifying poor performance
• Denial: Refusing to accept reality
• Repression: Blocking out stressful memories
• Reaction Formation: Believing the opposite of the true feeling

Emotional Responses to Stress

• Anxiety: Fear of flying, lack of confidence
• Coping Mechanisms: Building confidence, setting clear goals
• Stress: Manageable stress enhances performance; excessive stress hampers it
• Abnormal Reactions: Nervous tics, whistling, inappropriate behavior

Effective Communication

• Three Parts: Source, symbols, receiver
• Barriers to Communication (COIL):
  • Confusion
  • Overuse of abstractions
  • Interference
  • Lack of common experience

Communication Skill Development

• Questioning: Asking targeted questions
• Listening: Understanding student responses
• Instructional Communication: Teaching with confidence
• Role-Playing: Simulating real-life situations
• Instructional Enhancement: Continuous learning

Assessing Learning

• Behavior Change: Key indicator of learning
• Behaviorism: Learning through rewards and punishments
• Cognitive Theory: Learning via mental processes

Insight and Perception

• Insight: Grouping perceptions for understanding
• Factors Affecting Perception: Emotional state, previous experiences

Ensuring Insight Development

• Student Self-Concept: Boosting confidence through community and friendships
• Safe Environment: Reducing threats
• Clear Lesson Plans: Defining goals and objectives

Laws of Learning (REEPIR)

• Readiness: Student must be ready to learn
• Effect: Connection must be made
• Exercise: Practice strengthens understanding
• Primacy: First lessons are most lasting
• Intensity: Vivid, intense experiences are remembered
• Recency: Recently learned material is better retained

Levels of Learning (RUAC)

• Rote: Memorization
• Understanding: Comprehending the material
• Application: Applying the material learned
• Correlation: Relating new learning to previous knowledge

Characteristics of Learning

• Active: Students need to engage
• Multifaceted: Audio, visual, kinesthetic learning methods
• Experiential: Real-world experiences aid learning
• Purposeful: Clear, attainable goals

Types of Practice

• Deliberate: Focused on specific skills
• Block: Repetitive practice
• Random: Mixed, varied practice

Scenario-Based Training

• Purpose: Providing real-world context
• Application: Assigning real-life missions

Handling Errors in Learning

• Slips: Unintentional mistakes
• Mistakes: Intentional but incorrect choices

Memory Types

• Sensory: Initial, short-term stimuli
• Short-Term: Brief, immediate recall
• Long-Term: Permanent storage

Training Delivery Methods

• Lecture: Traditional, informative
• Guided Discussion: Soliciting student interaction
• Computer-Based: Digital learning
• Demonstration-Performance: Showing and doing
• Drill and Practice: Repetition for mastery

Problem-Based Learning

• Real-World Tasks: Assigning problems to solve

Purpose of Assessments

• Measures Progress: Highlights student understanding

Retention Enhancement

• Praise: Reinforcing success
• Multi-Sensory Learning: Engaging all senses
• Associations: Relating new material to known concepts

Types of Learning Transfer

• Positive: Good learning transference
• Negative: Counterproductive learning transfers

Lesson Preparation

• Objectives: Defining clear goals
• Equipment and Resources: Tools needed
• Instructor Actions: Instructor's role
• Completion Standards: Defining success criteria

CFI Responsibilities

• Maintaining Professionalism: Setting an example
• Adequate Instruction: Ensuring thorough learning
• Upholding Standards: Adhering to ACS guidelines

Types of Critiques

• Instructor-Student: Instructor leads feedback
• Student-Led: Students take the lead
• Group Critique: Peer feedback
• Self-Critique: Self-assessment
• Written Critique: Documented feedback

Professionalism in Instruction

• Appearance: Professional look
• Attitude: Positive demeanor

Effective Assessment Characteristics

• Flexible, Objective, and Comprehensive: Fair and thorough
• Acceptable, Constructive: Beneficial feedback

Assessment Types

• Traditional: Written tests
• Authentic: Real-world tasks
• Oral: Spoken questions

Questioning Techniques

• Effective Questioning: Relevant and clear
• Avoiding Ineffective Questions: No trick or irrelevant questions

Integrated Flight Instruction

• Visual and Instrument References: Using both for teaching maneuvers

Assessing Pilot Ability

• Performance Evaluation: Using set standards

Aeronautical Decision Making (ADM)

• Risk Matrix: Assessing risk levels
• Principles of Risk Management: Accepting beneficial risks

Risk Management Process

• Steps: Identify, assess, decide, implement, supervise

Levels of Risk**: From benign to catastrophic

Domains of Learning

• Cognitive: Mental processes
• Affective: Attitudes and feelings
• Psychomotor: Physical skills

Conclusion

• Video is part one of a series on the CFI oral exam.