Index
A
| Entry | Pages |
|---|---|
| abnormal reactions to stress | 2-15 |
| abstractions | 4-4 |
| accept no unnecessary risk | 1-3 |
| accept risks when the benefits outweigh the costs | 1-3 |
| acceptable | 6-2 |
| acceptance of the learner | 8-8 |
| accident prevention | 1-1, 8-6 |
| accuracy tradeoff | 3-33 |
| acquiring knowledge | 3-2, 3-9 |
| admit errors | 8-4 |
| adult learners | 2-4, 2-17, 3-20 |
| advantages and disadvantages of the lecture | 5-13 |
| aeronautical decision-making | 1-11, 1-15, 1-20, 1-21, 5-5, 6-1, 7-1, 8-6, 9-1 |
| aesthetic | 2-7 |
| affective | 3-13 |
| affective domain | 3-16, 5-5, 6-8, 7-3, 7-4 |
| air traffic control | 1-16, 1-19, 1-21, 1-26, 3-11, 10-1, 10-8 |
| answering learner questions | 6-12 |
| anxiety | 1-8, 2-9, 2-11, 2-12, 2-15, 4-8, 10-7 |
| apathy due to inadequate instruction | 2-14 |
| application | 1-17, 2-3, 2-13, 2-17, 3-5, 3-6, 3-10, 3-12, 3-13, 3-14, 3-16, 3-28, 3-38, 3-40, 4-7, 5-1, 5-7, 5-15, 5-17, 6-1, 6-5, 6-8, 6-12, 7-8, 7-9, 7-11, 9-2, 9-8 |
| application for certificate or rating | 9-13 |
| application of the lesson | 5-23 |
| approach learners as individuals | 8-4 |
| area of operation | 6-9, 8-2 |
| assessing risk | 1-8, 1-9, 1-10, 1-11, 10-2, 10-3 |
| assessing risk management skills | 6-6 |
| assessing SRM skills | 1-29 |
| assessment | 2-6, 3-28, 4-7, 5-7, 5-9, 5-23, 6-1 to 6-13, 7-1, 7-9, 7-13, 9-6, 9-11, 9-12 |
| assessment of demonstrated ability | 9-12 |
| assessment of the lesson | 5-23 |
| assessment skills | 5-3 |
| assessment terminology | 6-1 |
| associative stage | 3-24 |
| attention | 1-14, 1-15, 1-19, 1-21, 1-27, 2-3, 2-5, 2-7, 2-13, 2-14, 3-1, 3-3, 3-8, 5-9, 3-12, 3-24, 3-27, 3-29, 3-30, 3-31, 4-2, 4-4, 4-10, 5-8, 5-9, 5-14, 5-15, 5-23, 5-27, 7-9, 8-2, 8-3, 8-5, 8-8, 9-9, 9-10, 10-8 |
| attention switching | refer to: priorities of task management |
| attitude | 1-1, 1-23, 1-24, 2-2, 2-11, 3-2, 3-16, 3-18, 3-19, 3-20, 3-38, 4-3, 4-4, 5-5, 6-2, 7-3, 7-4, 8-2, 8-9, 9-1 |
| auditory learners | 3-23, 4-2 |
| authentic assessment | 6-1, 6-5, 6-8, 6-10, 9-6 |
| authority | 1-21, 1-23, 3-42, 6-2, 6-3, 6-12, 7-11 |
| automatic response stage | 2-8, 3-24, 3-25, |
| automation management | 1-15, 1-20, 1-30, 10-5 |
| aviation instructor responsibilities | 5-2, 8-5, 9-10 |
| aviator's model code of conduct | 8-6 |
B
| Entry | Pages |
|---|---|
| background | 1-21, 2-4, 3-19, 4-4, 4-7, 5-9, 5-13, 5-14, 5-15, 5-24, 7-3, 7-9, 8-1, 9-1, 9-8 |
| barriers to effective communication | 4-4, 4-6 |
| basic elements of communication | 4-2 |
| be consistent | 8-4 |
| behavior | 1-15, 1-23, 1-24, 1-30, 2-1, 2-2, 2-5, 2-8, 2-9, 2-11, 2-12, 2-13, 2-18, 3-2, 3-3, 3-4, 3-5, 3-6, 3-8, 3-11, 3-12, 3-14, 3-18, 3-19, 3-20, 3-30, 4-3, 4-10, 5-1, 5-3, 5-4, 5-5, 5-6, 6-6, 6-8, 6-9, 8-2, 8-3, 8-4, 8-9, 9-1, 9-6, 9-9, 10-1 |
| behaviorism | 3-3 |
| belonging | 2-3, 2-5 |
| bewilderment | 6-11 |
| blocked practice | 3-27 |
| blocks of learning | 3-15, 7-1, 7-2, 7-3, 7-14 |
| Bloom, Benjamin | 3-4, 3-5, 3-6, 3-13, 3-14 |
| bookmark | 3-1 |
| branching | 5-26 |
| briefing | 1-20, 1-25, 3-16, 4-1, 5-11, 5-13, 5-26, 7-3, 9-5, 9-8, 9-11, 9-13, 10-2, 10-4 |
| Briggs, Catherine Cook | 2-1 |
| Bruner, Jerome | 3-4 |
| building block concept | 3-40 |
C
| Entry | Pages |
|---|---|
| case study method | 5-18 |
| characteristics of a good written assessment | 6-3 |
| characteristics of effective assessment | 6-2 |
| characteristics of learning | 3-2, 3-19 |
| checking for errors | 3-33 |
| checklist misuse | 1-1 |
| choosing a course of action | 3-22 |
| cognitive | 1-28, 2-7, 3-4, 3-5, 3-6, 3-11, 3-13, 3-17, 3-23, 3-24, 3-30, 3-35, 3-37, 3-40, 4-6, 5-5, 5-7, 5-16, 5-21, 6-6, 6-8, 7-10 |
| cognitive domain | 3-4, 3-5, 3-14, 3-15, 3-16, 7-3 |
| cognitive stage | 3-24, 3-25 |
| cognitive strategies | 3-20, 3-32 |
| cognitive theory | 3-3, 3-4, 3-5, 3-13 |
| collaborative assessment | 1-30, 6-6, 6-7, 9-6, 9-11, 9-12 |
| collaborative problem-solving method | 5-17, 5-18 |
| commercial organizations | 8-11 |
| communication skills | 4-1, 4-6, 8-5 |
| compensation | 2-10 |
| complacency | 1-1, 1-15, 1-25 |
| comprehensive | 6-3, 6-5, 6-9, 6-10, 7-3, 9-1 |
| computer-assisted learning (CAL) | 5-19, 5-22, 5-26, 5-27 |
| computer-assisted learning (CAL) method | 5-19 |
| computer-based training | 3-16, 5-27, 8-11 |
| concept learning | 3-11, 3-27 |
| conditions | 5-6, 5-7 |
| conditions and controls | 5-21 |
| constructive | 5-6, 5-7, 5-21 |
| constructivism | 3-5, 3-6 |
| content | 7-8 |
| continuing education | 8-10, 8-12 |
| cooperative or group learning method | 5-21 |
| correction of learner errors | 9-12 |
| correlation | 3-14, 3-15, 3-41, 4-8, 6-1, 6-8 |
| course of training | 1-29, 5-4, 5-26, 6-1, 7-1, 7-3, 7-6, 7-8 |
| crew resource management | 1-16, 1-18, 10-6 |
| criteria | 5-4, 5-5, 5-6, 5-7, 5-26, 6-1, 6-5, 6-9, 6-10, 6-13, 9-2, 9-3, 9-6, 9-12 |
| criterion-referenced assessment | 6-8, 6-9 |
| criticize constructively | 8-4 |
| critiques and oral assessment | 6-10 |
| curriculum | 2-1, 3-4, 3-5, 3-12, 3-18, 3-26, 5-4, 5-16, 8-4, 9-4 |
| cut-away | 5-25, 5-27 |
D
| Entry | Pages |
|---|---|
| dealing with normal challenges | 9-13 |
| decision-based objectives | 5-7 |
| defense mechanisms | 2-1, 2-9, 2-10, 2-11, 2-12, 2-18 |
| defining the problem | 1-21 |
| dehydration and heatstroke | 2-14 |
| deliberate practice | 3-26 |
| demeanor | 8-9 |
| demonstrated ability | 1-20, 8-10, 9-12 |
| demonstration phase | 5-22, 9-5 |
| demonstration-performance method | 5-10, 5-11, 5-21, 5-22, 9-5, 9-6, 9-7, 9-8, 9-14 |
| demonstration-performance training delivery method | 9-5 |
| denial | 2-9 |
| describe | 6-6 |
| determine level-of-learning objectives | 6-8 |
| determiner | B-2, B-4 |
| developing routines | 3-34 |
| development | 5-10 |
| development of habit patterns | 9-10 |
| Dewey, John | 3-4 |
| discrimination | 3-11, 6-5 |
| discussion | 5-10 |
| discussion method | 5-13 |
| displacement | 2-11 |
| distractions | 1-14, 3-1, 3-24, 3-26, 3-27, 3-29, 3-30, 3-32, 8-9, 9-9, 9-10, 9-14, 10-7 |
| disuse | 3-13, 3-41 |
| domains of learning | 3-5, 3-13, 5-5, 6-8, 7-9 |
| drill and practice method | 5-22 |
| duties | 1-19, 3-25, 3-31, 3-37, 6-12, 7-11, 9-9 |
E
| Entry | Pages |
|---|---|
| educational/training institutions | 8-11 |
| effective assessment method | 6-7 |
| effective communication | 4-2 |
| effective questions | 4-10, 6-11 |
| electronic learning (e-learning) | 5-18 |
| element of threat | 3-7, 3-8 |
| emphasizing the positive | 8-2 |
| endorsements | 2,16, 5-26, 7-6, 7-8, 9-13, 9-14 |
| enhanced training materials | 5-26 |
| ensuring learner skill set | 8-5 |
| Erickson, Stanford C | 5-1 |
| error recovery | 3-34 |
| errors | 3-33 |
| establish criterion objectives | 6-8, 6-9 |
| esteem | 2-3, 2-5, 2-7, 2-17, 3-2, 5-21, 6-3, 6-7 |
| evaluation of learner ability | 8-9 |
| evaluation phase | 5-22, 9-6 |
| evaluation versus critique | 3-28 |
| exercise | 3-11, 3-13, 3-32 |
| explain | 1-29, 5-21, 5-22, 5-23 |
| explanation phase | 5-21 |
| external resources | 1-26 |
F
| Entry | Pages |
|---|---|
| FAA Safety Team (FAASTeam) | 8-7 |
| factors affecting decision-making | 1-23 |
| factors that affect perception | 2-9, 2-12, 3-7 |
| fading | 3-37, 3-38 |
| fantasy | 2-11 |
| fatigue | 1-8, 1-9, 1-14, 1-15, 1-17, 1-18, 1-21, 1-29, 2-13, 2-14 |
| favorable attitudes | 3-38 |
| Felder, Richard | 3-21 |
| first solo flight | 2-7, 9-12 |
| fixation | 3-29, 3-30, 3-31, 3-32 |
| flexibility | 7-8 |
| flexible | 5-12, 5-18, 6-2, 7-3, 8-3 |
| flight instructor actions regarding seriously abnormal students | 2-16 |
| flight instructor endorsements | C-1 |
| flight instructor qualifications | 8-7 |
| flight instructor responsibilities | 8-5, 9-13 |
| flight reviews | 3-12, 3-41, 10-3, 10-5, C-1, C-3 |
| flight training devices | 5-18, 9-2, 9-3, 9-4 |
| follow-up question | 5-14, 5-15 |
| forgetting | 2-9, 3-9, 3-28, 3-37, 3-38, 3-40, 3-41, 3-42, 5-12 |
| formal lecture | 5-11 |
| Freud, Sigmund | 2-9, 3-38 |
| future developments | 5-28 |
G
| Entry | Pages |
|---|---|
| give credit when due | 8-4 |
| goals and values | 3-7, 3-8 |
| guided discussion method | 5-13, 5-14 |
| guided discussion method instructor technique | 5-15 |
H
| Entry | Pages |
|---|---|
| habit formation | 3-40 |
| habits | 1-13, 3-19, 3-31, 3-34, 5-23, 8-6, 9-8, 9-10 |
| hazard | 1-3, 1-13, 1-20 |
| hazard list for aviation technicians | 1-13 |
| hazardous attitudes | refer to: recognizing hazardous attitudes |
| helping learners learn | 3-9, 3-39, 5-15, 8-1 |
| hierarchy of human needs | 2-5, 2-6 |
| higher order thinking skills (HOTS) | 3-6, 5-13, 5-16, 6-5 |
| how to use a training syllabus | 7-3 |
| human behavior | 2-1, 2-2, 2-8, 2-9, 2-18, 3-3, 3-11, 3-20, 3-30, 5-1, 8-2, 8-3 |
| human factors | 1-20 |
| human nature | 2-1, 2-8, 2-9 |
I
| Entry | Pages |
|---|---|
| illustrated talk | 5-11 |
| impatience | 2-12, |
| implementing the decision and evaluating the outcome | 1-23 |
| implementing the risk management process | 1-4 |
| index of learning styles (ILS) | 3-21 |
| individual learner critique by another learner | 6-10 |
| industry organizations | 8-11 |
| informal lecture | 5-13 |
| information management | 1-19 |
| insight | 1-21, 1-22, 2-3, 2-16, 3-9, 3-15, 3-28, 4-10, 6-5, 9-8 |
| instructional aids | 5-1, 5-20, 5-23, 5-24, 5-25, 7-8, 7-9, 5-28 |
| instructional aids and training technologies | 5-23 |
| instructional aids, types of | 5-25, 5-26, 5-27 |
| instructional communication | 4-6, 4-7, 4-10 |
| instructional enhancement | 4-10 |
| instructional steps | 7-8 |
| instructor and learner relationship | 2-1 |
| instructor logbook entries | C-1 |
| instructor tells - instructor does | 9-7 |
| instructor/leaner critique | 6-10 |
| instructor's code of conduct | 5-4 |
| instrument proficiency checks | 3-12, 10-3, 10-5, C-1, C-3 |
| integrate risk management into planning at all levels | 1-3 |
| Integrated Airman Certification and Rating Application (IACRA | ) C-2 |
| integrated flight instruction | 9-10, 9-11, 9-14 |
| intensity | 3-11, 3-13 |
| interference | 3-37, 3-38, 3-40, 4-6 |
| internal resources | 1-26 |
| internet | 5-28, 8-6, 8-11, 8-12 |
| interruptions | 3-1, 3-29, 3-30, 3-32, 4-6, 9-8 |
| irrelevant questions | 6-12 |
J
| Entry | Pages |
|---|---|
| judgment | 1-8, 1-13, 1-20, 4-10, 5-3, 5-4, 5-5, 5-7, 5-16, 5-17, 6-1, 6-5, 6-12, 7-1, 7-3, 7-4, 7-10, 7-11, 8-5, 9-1, 9-8, 9-12 |