Human Behaivor - teaching methods (FOI)

6043. Which of the estudents human needs offer the greatest challenge to an instructor?. Physiological. Phychological. Self-actualization.

6042. After individuals are physically comfortable and have no fear for their safety, which human needs become the prime influence on their behavior?. Belonging. Self-actualization. Esteem.

6041. Before a student can concentrate on learning, which human needs must be satisfied?. Safety. Physiological. Security.

6041-1. Before a student can concentrate on learning, which human needs must be satisfied?. Aesthetic. Biological. Physiological.

6045. Although defense mechanisms can severe a udeful purpose, they can also. provide feelings of adequacy. alliviate the cause of problems. involve some degree of self-deception and distortion of reality.

6046. When a student presents beliefs opposite to what they truly believe, it usually ys an endication of the defense mechanism known as. fantacy. reaction formation. displacement.

6047. Fantasy is a defense mechanism students use when they. want to escape from frustrating situations. cannot accept the real reasons for their behavior. lose interest during the advanced stages of training.

6044. When a student uses excuses to justify inadequate performance, it is an indication of the defense mechanism known as. fantasy. displacement. rationalization.

6044-1. A student pilot blames the failure of a Practical Exam om an unfair evaluation by the examiner. This demonstrates the defense mechanism known as. rationalization. projection. denial.

6048. When students subconsciously use the defense mechanism called rationalization, they. use excuses to justify acceptable behavior. cannot accept the real reasons for their behavior. fake a belief opposite to their true belief because the true belief causes anxiety.

6051. The process of phychologically counterbalancing perceived weaknesses by emphasizing strength in other area is. projection. compensation. rationalization.

6051-1. When a student attempts to disguise a weak or undersirable quality by emphasizing a more positive one, this is a defense mechanism in the form of. rationalization. submission. compensation.

6049. When a students display the defense mechanism called repression, they. refuse to accept reality. place uncomfortable thoughts into inaccessible areas of the unconscious mind. attempt to justify actions by asking numerous questions.

6049-1. When students display the defense mechanism of denial they. become visibility angry, upset or childish. may attempt to minimize the situation. attempt to justify actions by asking numerous questions.

6050. When a student engagas in daydreaming it is the defense mechanism of. compensation. fantasy. denial.

6052. Which would more likely result in students becoming frustrated?. Giving the students meaningless praise. Telling students their work is unsatisfactory with no explanation. An instructor freely admitting mistakes causing lack of trust.

6053. When students are unable to see the benefits or purpose of a lesson, they will. be less motivated. not learn as quickly. be expected to increase their efforts.

6054. When the instructor keeps the student informed of lesson objetives and completion standards, it minimizes the student s feelings of. insecurity. ressignation. aggressiveness.

6054-1. If a lesson objetive is not clearly stated, the student will become. apathetic. motivated to see the big picture. less motivated.

6055. Student confidence tends to be destroyed if instructors. bluff whenever in doubt about some point. continually identify student errors and failures. direct and control the student s actions and behavior.

6055-1. Student who recognize that the instructor is inadequately prepared can become. assertive. apprehensive. apathetic.

Effective Communications 6056. The effectiveness of communication between instructor and student is measured by the. degree of dynamic, interrelated elements. similiraty between the idea transmited and the idea received. relationship between communicative and dynamic elements.

Effective Communications 6057. To be more likely to communicate effectively, an instructor should speak or write from a backgroud of. technical expertise. knowing the ideas presented. up-to-date, stimulating material.

Effective Communications 6039-6. When has instruction taken place?. When a procedure has been explained, and the desired student response has occurred. When the student hears what is presented. When all the required material has been presented.

Effective Communications 6058. To communicate effectively, instructors must. recognize the level of comprehension. provide an atmosphere which encourages questions. reveal a positive attitude while delivering their message.

Effective Communications 6059. Effective communication has taken place when, and only when, the. information is transmitted and received. receivers react with understanding and change their behavior accordingly. receivers have the ability to question and comprehend ideas that have been transmitted.

Effective Communications 6060. In the communication process, the communicator will be more successful in gaining and retaining the receiver s attention by. being friendly and informative. using a varied communicative approch. using a variety of audiovisual aids in class.

Effective Communications 6061. By using abstractions in the communication process, the communicator will. bring forth specific items items of experience in the minds of the receivers. be using words which refer to objets or ideas that human beings can experience directly. not evoke in the listener s or reader s mind the specific items of experience the communicator intends.

Effective Communications 6062. The danger is using abstract words in that they. sum up vast areas of experience. call forth different mental images in the minds of the receivers. will not evoke the specific items of experience in the listener s mind that the communicator intends.

Effective Communications 6063. Probably the greatest single barrier to effective communication in the teaching process is a lack of. respect for the instructor. personality harmony between instructor and student. a common experience level between instructor and student.

Effective Communications 6064. A communicator s words cannot communicate the desired meaning to another person unless the. words have meaningful referents. words give the meaning that is in the mind of the receiver. listener or reader has had some experience with the objects or concepts to which these words refer.

The Teaching Process 6070. To enhance a student s acceptance of futher instruction, the instructor should. keep the student sinformed of the progress made. continually prod the student to mantain motivational levels. establish performance standards a little above the student s actual ability.

The Teaching Process 6065. When teaching nex material, the teaching process can be divided into which steps?. Preparation, presentation, application, and review and evaluation. Preparation, demonstration, pratice, and review. Explanation, demonstration, pratice, and evaluation.

The Teaching Process 6069. Evaluation of student performance and accomplishment during a lesson ashould ne based on. objetives and goals established in the lesson plan. performance of each student compared to an objetive standard. each student s aability to make an objetive evaluation of their own progress.

The Teaching Process 6067. Which statement is true regarding student evaluation?. The student s own evaluations can only be objetive. Evaluation of the student s learning should be an integral part of each lesson. If deficiencies or faults not associated with the present lesson are revealed, they should be corrected immediately.

Teaching Methotds 6068. In the teaching process, which method of presentation is suitable for presenting new material, for summarizing ideas, and for showing relationships between theory and practice?. Lecture method. Integrated instruction method. Demondtration/performance method.

Teaching Methotds 6076. The first step in preparing a lecture is to. research the subject. develop the main ideas or key points. establish the objetive and desired outcome.

Teaching Methotds 6079. What is on advantage of a lecture?. Uses time economically. Excellent when additional research is required. Allows for maximum attainment of certain types of learning outcomes.

Teaching Methotds 6080. An instructor can inspire active student participation during informal lectures through the use of. questions. visual aids. encouragement.

Teaching Methotds 6081. The distinguishing characteristic of an informal lecture is the. use of visual aids. student s participation. requirement for informal notes.

Teaching Methotds 6082-2. The most significant charecteristic of group learning is that it. continually requires active participation of the student. continually requires active participation of bhot the student and the instructor. usually requires passive participation of the student.

Teaching Methotds 6082-3. The main advantage(s) with heterogenous groups are that students tend to. think for themselves since they are in a group of dissimilar students. interact and achieve in ways and at levels that are rarely found with other instuctional strategies. uinteract and achieve since they are in a group of similar students.

Teaching Methotds 6082-4. The main reason that students are put in cooperative learning groups is so they. learn and help each other. can individually achieve greater success than if they were to study alone. lear that teamwork is essential if all members are to learn equally well.

Teaching Methotds 6082-5. An instructional strategy which organizes students into small groups so that they can work together to maximeze their own and each other s learning is called. workshop learning. heterogeneous group learning. cooperative or group learning.

Teaching Methotds 6077. Which is a true statement regarding the teaching lecture?. Delivering the lecture in an extemporaneous manner is not recommended. Instructor receives direct feedback from students which is easy to interpret. Instructor must develop a keen perception for subtle responses and be able to interpret the meaning of these reactions.

Teaching Methotds 6077-1. In the teaching lecture. simple rather than complex words complex words should be used whenever possible. slang and colloquialisms should be avoided. use substandard English to add variety and vividness.

Teaching Methotds 6088. When it appears students have adequately discussed the ideas presented during guided discussion, one of the most valuable tools an instructor can use is. a session of verbal testing. a written test on the subject discussed. an interim summary of what the students accomplished.

Teaching Methotds 6078. During a teaching lecture, what would detract from an instructor s dignity and reflect upon the student s intellegence?. Use of figurative language. Errors in grammar and use of vulgarisms. Using picturesque slang and colloquialisms.

Teaching Methotds 6084. Which statement about the guided discussion method of teaching is true. The lesson objetive becomes apparent at the application level of learning. Students without a background in the subject can also be included in the discussion. Unless the students have some knowledge to exchange with each other, they cannot reach the desired learning outcomes.

Teaching Methotds 6087. In a guided discussion, leadoff questions should usually begin with. Why. What. When.

Teaching Methotds 6086. Which question would be best as a leadoff question for a guided discussin on the subject of torque. Does torque affect an airplane?. How does torque affect an airplane?. What effect does torque have on an airplane in a turn?.

Teaching Methotds 6085. In a guided discussion, learning is achieved through the. skillful use of questions. use of questions, each of which contains several ideas. use of reverse questions directed to the class as a whole.

Teaching Methotds 6083. A question directed to an entire group to stimulate thought and response from each group member is identified as. Relay. Overhead. Rhetorical.

Teaching Methotds 6066. Which method of presentation is desirable for teaching a skill such as ground school lesson on the flight computer?. Presentation/practice. Demostration/performance. Lecture/application.

Teaching Methotds 6090. In the demostration/performance method of instruction, which two separate actions are performed concurrrently?. Instructor explanation and demonstration. Student performance and instructor supervision. Instructor explanation and student demostration.

Teaching Methotds 6091. What is the last step in the demonstration/performance method?. Summary. Evaluation. student performance.

Teaching Methotds 6091-2. Which statements is true concerning computer-based training (CBT)?. The instructor need not be actively involved with the students when using instructional aids. CBT may be used by the instructor as standalone training. One of the major advantages of CBT is that students can progress at a rate which is comfortable for them.

Teaching Methotds 6091-3. Some of the more advanced computer-based training (CBT) applications allow students to progress through a series of interactive segments where the presentation varies as a result of their. training. responses. needs.

Teaching Methotds 6091-4 The major advantage of computer-based training (CBT) over other forms of instruction is that it is interactive-the computer responds in different ways, depending on the students. background. input. needs.

Teaching Methotds 6091-5 How is learning enhanced by electronic-based learning?. Instructors can control what is learned and how fast students learn it. Less time can be spent on instruction compared to traditional classroom training. Peer interaction and personal feedback are limited resulting in a more efficient training program.

Teaching Methotds 6091-6 What type of training aids are interactive?. Interactive video. Web based instruction with email discussions and assignments. Multi-media presentations.

Teaching Methotds 6089 What are the essential steps in the demonstration/performance method of teaching?. Demonstration, practice, and evaluation. Demonstration, pstudent performance, and evaluation. Explanation, demostartion, student performance, instructor supervision, and evaluation.

Teaching Methotds 6073 The method of arranging lesson material from the simple to complex, past to present, and know to unknown, is one that. creates student thought pattern departures. shows the relationsships of the main points of the lesson. requires students to actively participate in the lesson.

Teaching Methotds 6071 The proper sequence for the subparts of an introduction is. attention, motivation. and overiew. attention, development, and overiew. overiew, motivation and conclusion.

Teaching Methotds 6074 When teaching from the known to the unknown, an instructor is using the student s. current knownledge of the subject. previous experiences and knownledge. previously held opinions, both valid and invalid.

Teaching Methotds 6072 In organizing lesson material, which step sets the stage for everything to come?. Overview. Conclusion. Introduction.

Teaching Methotds 6075 In developing a lesson, the instructor should organize explanations and demonstrations to help the student. achieve the desired learning outcome. acquire a thorough undersstanding of the material presented. acquire new concepts, generally progressing from the known to the unknown.

6049-2. A student who has hidenn fear of flying that inhibits learning during training is displaying the defense mechanism of. flight. repression. resignation.

Teaching Methotds 6082-1. Which teaching method is most economical in terms of the time required to present a given amount of material. Briefing. Teaching lecture. Demonstration/performance.