FOI – Chapter 5 Planning and Instructional Activity

Question 1 of 51

1. Question

In planning any instructional activity, the first consideration should be to

determine the overall objectives and standards.
establish common ground between the instructor and student.
identify the blocks of learning which make up the overall objective.

Question 2 of 51

2. Question

Which statement is true concerning extraneous blocks of instruction during a course of training?

They are usually necessary parts of the total objective.
They detract from the completion of the final objective.
They assist in the attainment of the lesson's objective.

Question 3 of 51

3. Question

When it is impossible to conduct a scheduled lesson, it is preferable for the instructor to

review and possibly revise the training syllabus.
proceed to the next scheduled lesson, or if this is not practical, cancel the lesson.
conduct a lesson that is not predicated completely on skills to be developed during the lesson which was postponed.

Question 4 of 51

4. Question

Performance-based objectives consist of which three elements?

Flight training scenarios, judgment assessment, and maneuver assessment.
Cognitive skills, affective skills, and psychomotor skills.
Description of the skill or behavior, conditions, and criteria.

Question 5 of 51

5. Question

Development and assembly of blocks of learning in their proper relationship will provide a means for

both the instructor and student to easily correct faulty habit patterns.
challenging the student by progressively increasing the units of learning.
allowing the student to master the segments of the overall pilot performance requirements individually and combining these with other related segments.

Question 6 of 51

6. Question

As an instructor you should write performance-based objectives that

fit the desired outcome of a particular lesson.
do not require the consideration of conditions.
must be open to interpretation by knowledgeable readers.

Question 7 of 51

7. Question

A series of studies leading to an attainment of a goal is

a determination of objective.
a course of training.
a decision based objective.

Question 8 of 51

8. Question

What is the overall objective of any pilot training?

To make sure all objectives are clear, measurable, and repeatable.
To facilitate a higher level of learning and application.
To qualify the student to be a competent, efficient, safe pilot.

Question 9 of 51

9. Question

Which is not a type of objective used in aviation training?

Performance-based objectives.
Decision-based objectives.
Description-based objectives.

Question 10 of 51

10. Question

Which element of a performance-based objective explains the standards used to measure the accomplishment of the objective?

Description of the skill or behavior.
Conditions.
Criteria.

Question 11 of 51

11. Question

What is true of all syllabi?

The order of training should not be altered as this will detract from the completion of the final objective.
All syllabi should stress well-defined objectives and standards for each lesson.
Common ground between the student and instructor will be established by using a syllabus.

Question 12 of 51

12. Question

After the instructor establishes the overall training objectives, his or her next step is

the identification of the blocks of learning which constitute the necessary parts of the total objective.
create a lesson plan for the unit of instruction.
create a syllabus for the training objective.

Question 13 of 51

13. Question

The method of arranging lesson material from the simple to complex, past to present, and known to unknown, is one that

creates student thought pattern departures.
shows the relationships of the main points of the lesson.
requires students to actively participate in the lesson.

Question 14 of 51

14. Question

In organizing lesson material, which step sets the stage for everything to come?

Overview.
Conclusion.
Introduction.

Question 15 of 51

15. Question

The proper sequence for the subparts of an introduction is

attention, motivation, and overview.
attention, development, and overview.
overview, motivation, and conclusion.

Question 16 of 51

16. Question

Instructors should utilize the proper sequence for the subparts of an introduction. These are

attention, motivation, and overview
application, correlation, and understanding.
anecdote or story, motivation, and overview.

Question 17 of 51

17. Question

In developing a lesson, the instructor should organize explanations and demonstrations to help the student

achieve the desired learning outcome.
acquire a thorough understanding of the material presented.
acquire new concepts, generally progressing from the known to the unknown.

Question 18 of 51

18. Question

When teaching from the known to the unknown, an instructor is using the student’s

current knowledge of the subject.
previous experiences and knowledge.
previously held opinions, both valid and invalid.

Question 19 of 51

19. Question

The known to unknown pattern helps the instructor lead the student into new ideas and concepts by

anxieties and insecurities.
using something the student already knows.
previously held opinions, both valid and invalid.

Question 20 of 51

20. Question

Examples of methods to gain student attention include

Jokes, video clips, questions.
Lectures, guided discussions, demonstrations.
Review problems, case studies, explanations.

Question 21 of 51

21. Question

Reinforcement of student learning occurs primarily during which state of lesson organization?

Introduction.
Development.
Conclusion.

Question 22 of 51

22. Question

Which statement is true regarding lesson plans?

Lesson plans should not be directed toward the course objective, only to the lesson objective.
A well-thought-out mental outline of a lesson may be used any time as long as the instructor is well prepared.
Lesson plans help instructors keep a constant check on their own activity as well as that of their students.

Question 23 of 51

23. Question

When the instructor keeps the student informed of lesson objectives and completion standards, it minimizes the student’s feelings of

insecurity.
resignation.
aggressiveness.

Question 24 of 51

24. Question

Which statement is true about lesson plans?

Lesson plans should follow a prescribed format.
Standard prepared lesson plans are effective for teaching all students.
The use of standard lesson plans may not be effective for students requiring a different approach.

Question 25 of 51

25. Question

A well-developed lesson plan should

promote uniformity of instruction regardless of the instructor teaching it.
be a sketch of a program or teaching lecture.
be a document that will not require changes or alternations.

Question 26 of 51

26. Question

The main concern in developing a lesson plan is the

format.
content.
student.

Question 27 of 51

27. Question

With regard to the characteristics of a well-planned lesson, each lesson should contain

new material that is related to the lesson previously presented.
one basic element of the principle, procedure, or skill appropriate to that lesson.
every bit of information needed to reach the objective of the training syllabus.

Question 28 of 51

28. Question

A primary consideration in planning for student performance is the

student's motivational level.
student's intellectual level.
length of the practice session.

Question 29 of 51

29. Question

A lesson plan, if constructed properly, will provide an outline for

proceeding from the unknown to the known.
the teaching procedure to be used in a single instructional period.
establishing blocks of learning that become progressively larger in scope.

Question 30 of 51

30. Question

Each lesson of a training syllabus includes

attention, motivation, and overview.
introduction, development, and conclusion.
objective, content, and completion standards.

Question 31 of 51

31. Question

A primary consideration in planning for student performance is the

length of time devoted to practice.
length of time devoted to evaluation.
segmentation of the practice session.

Question 32 of 51

32. Question

Which of the following statements is true in regard to the properties of overlearning?

Overlearning allows the student to bypass the learning plateau phenomenon.
Overlearning is the continued study of a skill after initial proficiency has been achieved.
Targets the student's deep memory.

Question 33 of 51

33. Question

Which is true regarding the overlearning of knowledge?

Overlearning can result in automatic responses that are undesirable.
Overlearning is helpful in increasing student proficiency of a topic.
Overlearning develops higher-order thinking skills.

Question 34 of 51

34. Question

When teaching new material, the teaching process can be divided into which steps?

Preparation, presentation, application, and review and evaluation.
Preparation, demonstration, practice, and review.
Explanation, demonstration, practice, and evaluation.

Question 35 of 51

35. Question

Every lesson, when adequately developed, falls logically into the four steps of the teaching process –

preparation, introduction, presentation, and review and evaluation.
preparation, introduction, presentation, and review and application.
preparation, presentation, application, and review and evaluation.

Question 36 of 51

36. Question

Which is not a step to ensuring a quality lesson?

Instructor research.
Assembling training aids.
Determining the length of the practice session.

Question 37 of 51

37. Question

What are lesson plans designed to ensure?

That each student receive the best possible instruction under existing circumstances.
To reinforce student learning and retention of the stated objective.
To provide a boost of self-confidence to each student.

Question 38 of 51

38. Question

How long should a flight lesson be?

Shorter lessons for new students.
Longer lessons for new students.
Shorter lessons as students gain experience.

Question 39 of 51

39. Question

Which is a true statement concerning the use of instructional aids?

Instructional aids ensure getting and holding the student's attention.
Instructional aids should be designed to cover the key points in a lesson.
Instructional aids should not be used simply to cover a subject in less time.

Question 40 of 51

40. Question

The use of instructional aids should be based on their ability to support a specific point in the lesson. What is the first step in determining if and where instructional aids are necessary?

Organize subject material into an outline or a lesson plan.
Determine what ideas should be supported with instructional aids.
Clearly establish the lesson objective, being certain what must be communicated.

Question 41 of 51

41. Question

Instructional aids used in the teaching/learning process should be

self-supporting and require no explanation.
compatible with the learning outcomes to be achieved.
selected prior to developing and organizing the lesson plan.

Question 42 of 51

42. Question

Instructional aids used in the teaching/learning process should not be used

as a crutch by the instructor.
for teaching more in less time.
to visualize relationships between abstracts.

Question 43 of 51

43. Question

What is one reason an instructor would use an instructional aid?

To describe a desired outcome of training.
To gain and hold student attention.
To describe the standards used to measure the objective.

Question 44 of 51

44. Question

Instructional aids may be used

to clarify the relationships between material objects and concepts.
to cover broad subject areas.
to add to the time it takes instructors to teach students.

Question 45 of 51

45. Question

Refer to figure 1 below. Section A is titled

Overview.
Objective.
Introduction.

Question 46 of 51

46. Question

Refer to figure 1 below. Section B is titled

Content.
Elements.
Course of Training.

Question 47 of 51

47. Question

Refer to figure 1 below. Section C is titled

Schedule.
Overview.
Training Schedule.

Question 48 of 51

48. Question

Refer to figure 1 below. Section D is titled

Instructor's Actions
Equipment.
Content.

Question 49 of 51

49. Question

Refer to figure 1 below. Section E is titled

Content.
Discussion.
Instructor's Actions.

Question 50 of 51

50. Question

Refer to figure 1 below. Section F is titled

Application.
Understanding.
Student's Actions.

Question 51 of 51

51. Question

Refer to figure 1 below. Section G is titled

Summary.
Evaluation.
Completion Standards.