Learn more about how our GroundSchool programs and apps feature superior learning content that leads to better study, testing, and learning outcomes. Free Trial! Download Below. However, some people under some quite specific circumstances such as certain FAA employees might need to prep for the FOI only and have no intention of ever taking one of the other flight instructor tests in the future - for you, we have a Fundamentals of Instruction-only version of GroundSchool.

The links below are for the versions of our award-winning FAA test prep software and apps. They're updated regularly throughout the year to be as fresh as possible.

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If you're not ready to take your test just yet, we've got you covered; all of our GroundSchool apps feature free lifetime updates for both the question banks and the apps themselves. Why are are downloads so large? Click here to find out why. Having difficulty? Please let us know - we're here to help!

We believe and scientific study validates that the interactive activity of test preparation, when combined with the sort of detailed supplementary and explanatory material that we offer, is an excellent way to thoroughly learn and internalize key aviation information.

We are test prep specialists and the experience of thousands upon thousands of pilots proves that our method works. We do not use test prep as a "hook", as some of our advertising-based competitors do, to sell you expensive but ineffective passive video-based courses and similar products that do little besides waste your time and drain your wallet.

Use our material and study hard - not just the questions and answers, but the reasoning and explanations too, and be on your way, in a highly time and cost efficient way, to knowledge test and aviation success! This software has a really cool feature.

After you complete a study session, you can, choose to report your progress to our TestPrepStatus. The really cool thing, however, is that you can also invite your instructor CFI, flight school, mechanic school, mentor, parent, study partner, etc to log in and monitor your progress.

This is neat because now you can prove to your instructor in a concrete way now your study is progressing. Access to the TestPrepStatus. Only GroundSchool has this innovative system. GroundSchool is designed to help you learn the material and score highly on your test in the most efficient manner possible.

Our software represents years of listening to and understanding the needs of pilots and mechanics.

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The program is designed with the singular goal of helping you learn the material so you can pass your FAA written test with a minimum of time and effort. Sure, there are some study methods that are cheaper and many far more expensive! Our software is fast, efficient, and proven. Our authors work to update the data as FAA question pools change. Groundschool has a built-in self-update feature that connects to our servers and makes sure that you have the latest and greatest versions of the software and data soon after they becomes available.

Additionally, the self-update can be used to install new test data such as Instrument Rating on top of Private Pilot so you can have it when and where you need it. I think your apps are very good. I think the intuitiveness of your apps is superb.

Thanks for the help, I'll be using this for my commercial as well! The features are outstanding with regard to knowledge reinforcement, cross referencing, concentrating on weak points, and ease of use.

Even if you have one of the other home study courses you still need this program. None of them hit the mark in terms of meeting my needs as much as your app did.

I was able to load the app on my work laptop, and take practice tests everywhere: in airports, in-flight in scheduled airlineslong meetings. It really helped that I could save my tests, and could review the questions I got wrong later. Being able to search for questions You should all be proud of having created something so useful, so well thought out! A "test bank" contains one or more tests.Absence of praise or recognition tends to discourage, and any form of negativism in the acceptance of a response tends to make its recall less likely Recall Is Promoted by Association: As discussed earlier, each bit of information or action, which is associated with something to be learned, tends to facilitate its later recall by the student.

Unique or disassociated facts tend to be forgotten unless they are of special interest or application Favorable Attitudes Aid Retention: People learn and remember only what they wish to know. Without motivation there is little chance for recall. The most effective motivation is based on positive or rewarding objectives Learning With All Senses Is Most Effective: Although people generally receive what is learned through the eyes and ears, other senses also contribute to most perceptions.

Fundamentals of Instructing

When several senses respond together, a fuller understanding and greater chance of recall is achieved Meaningful Repetition Aids Recall: Each repetition gives the student an opportunity to gain a clearer and more accurate perception of the subject to be learned, but mere repetition does not guarantee retention.

Practice provides an opportunity for learning, but does not cause it. Further, some research indicates that three or four repetitions provide the maximum effect, after which the rate of learning and probability of retention fall off rapidly Along with these five principles, there is a considerable amount of additional literature on retention of learning during a typical academic lesson.

After the first 10—15 minutes, the rate of retention drops significantly until about the last 5—10 minutes when students wake up again. Students passively listening to a lecture have roughly a five percent retention rate over a hour period, but students actively engaged in the learning process have a much higher retention.

Define Aviation

This clearly reiterates the point that active learning is superior to just listening Mnemonics: A mnemonic uses a pattern of letters, ideas, visual images, or associations to assist in remembering information It is a memory enhancing strategy that involves teaching learners to link new information to information they already know Its chief value lies in helping learners recall information that needs to be recalled in a particular order by encoding difficult-to-remember information in a way that makes it easier to remember.

An example of a useful aviation acrostic is the memory aid for one of the magnetic compass errors. Developing a logical strategy for encoding information is a significant step in the learning process Transfer of Learning: Transfer of learning is broadly defined as the ability to apply knowledge or procedures learned in one context to new contexts Learning occurs more quickly and the learner develops a deeper understanding of the task if he or she brings some knowledge or skills from previous learning A positive transfer of learning occurs when the learner practices under a variety of conditions, underscoring again the value of SBT A distinction is commonly made between near and far transfer.

Near transfer consists of transfer from initial learning that is situated in a given setting to ones that are closely related. Far transfer refers both to the ability to use what was learned in one setting to a different one as well as the ability to solve novel problems that share a common structure with the knowledge initially acquired.

There is a third way to talk about transfer called generativity. In this context it means learners have the ability on their own to come up with novel solutions During a learning experience, things learned previously usually aid the student, but sometimes previous learning interferes with the current learning task. Consider the learning of two skills. If the learning of skill A helps to learn skill B, positive transfer occurs. If learning skill A hinders the learning of skill B, negative transfer occurs.

For example, the practice of slow flight skill A helps Beverly learn short-field landings skill B. However, practice in making a landing approach in an airplane skill A may hinder learning to make an approach in a helicopter skill B.

It should be noted that the learning of skill B might affect the retention or proficiency of skill A, either positively or negatively. While these processes may help substantiate the interference theory of forgetting, they are still concerned with the transfer of learning It is clear that some degree of transfer is involved in all learning. This is true because, except for certain inherent responses, all new learning is based upon previously learned experience. People interpret new things in terms of what they already know Many aspects of teaching profit by this type of transfer, perhaps explaining why students of apparently equal ability have differing success in certain areas.

Negative transfer may hinder the learning of some; positive transfer may help others. In lesson and syllabus development, instructors can plan for transfer by organizing course materials and individual lesson materials in a meaningful sequence.

Each phase should help the student learn what is to follow The cause of transfer and exactly how it occurs is difficult to determine, but no one disputes the fact that transfer occurs.

For the instructor, the significance of transference lies in the fact that the students can be helped to achieve it The following suggestions are representative of what educational psychologists believe should be done: Plan for transfer as a primary objective. As in all areas of teaching, the chance for success is increased if the instructor deliberately plans to achieve it Ensure that the students understand that what is learned can be applied to other situations.

Prepare them to seek other applications Maintain high-order learning standards. Overlearning may be appropriate. The more thoroughly the students understand the material, the more likely they are to see its relationship to new situations. Avoid unnecessary rote learning, since it does not foster transfer Provide meaningful learning experiences that build student confidence in their ability to transfer learning.

This suggests activities that challenge them to exercise their imagination and ingenuity in applying their knowledge and skills Use instructional material that helps form valid concepts and generalizations.

Use materials that make relationships clear Habit Formation: The formation of correct habit patterns from the beginning of any learning process is essential to further learning and for correct performance after the completion of training.

Remember, primacy is one of the fundamental principles of learning. It is much easier to foster proper habits from the beginning of training than to correct faulty ones later Due to the high level of knowledge and skill required in aviation for both pilots and maintenance technicians, training has traditionally followed a building block concept.

Everything from intricate cognitive processes to simple motor skills depends on what the student already knows and how that knowledge can be applied in the present.Many of these memory items will apply to multiple areas of your flying, but are categorized by when they are generally first learned.

A irworthiness certificate A ltimeter 24months Required for VFR flight F uel gauge quantity for each tank L anding gear position indicator for retractable landing gear E mergency locator transmitter A nti-collision light system any additional equipment required by the Pilots Operating Handbook.

Additionally required for VFR night FLAPS additional equipment required for night flight F uses 3 spare for each type L anding light if for hire A nti-collision lights P osition lights S ource of electrical power adequate for all installed electrical and radio equipment. D etect a change needing attention E stimate the need to counter or react to change C hoose the most desirable outcome for the flight I dentify actions to successfully control the change D o something to adapt to the change E valuate the effect of the action countering the change.

Special VFR requires.

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C onfess C limb C onserve C ommunicate C omply. VFR Cruising Altitudes Also for computing groundspeed winds Winds from the left you subtract to heading Winds from the right you add to heading.

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Logging : FAR 1. Recency to carry passengers at night Position lights required: Five hazardous attitudes and antidotes. I nvulnerability—It could happen to me M acho—Taking chances is foolish A ntiauthority—Follow the rules, they are usually right I mpulsivity—Think first—not so fast R esignation—I can make a difference, I am not helpless.

Identifying the critical engine : It is critical to remember the past.

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P -factor A ccelerated slipstream S piraling slipstream T orque Vmc certification requirements Laws of Learning Readiness—reason to learn—motivation Exercise—most often repeated is best remembered Effect—best with pleasant feeling Primacy—teach right the first time Intensity—vivid, dramatic, or exciting Recency—most recent is best remembered. Levels of Learning Rote—memorization Understanding—perceiving and learning Application—achieving skill to apply and perform Correlation—associating learning to previously learned.Welcome Guest.

Sign in or Signup. So I went and got checked out in a today at an airport. The CFI asked me what are the required inspections for the airplane. He replied VFR. I said annual inspection, hour inspection, ELT.

I thought that the transponder, altimeter, and pitot-static system 24 month inspection requirements were for IFR only. Was i wrong and can somebody point to where it says in the regs? Is is even required for a VFR airplane to have a transponder?

What am i missing here? John D. Collins on Aug 31, You are correct. If an aircraft is operated in the airspace specified in In other words, if you are using your transponder, it must be maintained according to There is a lot of airspace where a transponder is not required. FAR Lagmanbek on Aug 31, A- annual inspection, T — transponder check, 24 months, That cuts out a significant amount of American airspace, but not insurmountable.

He had a little trouble avoiding Cleveland, but otherwise no problem! Thanks for a good question. Jason on Aug 31, The following terms have been auto-detected the question above and any answers or discussion provided. Collins on Aug 31, Jason, You are correct. Anyone have any corrections, please advise.

Answer Question Our sincere thanks to all who contribute constructively to this forum in answering flight training questions. Additionally, direct links to FAA and related official government sources of information are welcome. Click here to cancel reply. Latest Questions How to fly correctly this procedure? Jeppesen Approach Chart. Tax deduction for cfi training. Sitemap Site Statistics Legal Privacy.

The best explanations in the business.Sign in. Don't have an account? We weren't able to detect the audio language on your flashcards. Please select the correct language below. Add to folder [? Find out how you can intelligently organize your Flashcards. You have created 2 folders. Please upgrade to Cram Premium to create hundreds of folders! Flashcards FlashCards Essays. Create Flashcards. Share This Flashcard Set Close. Please sign in to share these flashcards.

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Upgrade to Cram Premium Close. Upgrade Cancel. Study your flashcards anywhere! How to study your flashcards. Play button. Card Range To Study through. Definition of learning. A change in behavior as a result of experience. Purposeful through Experience Multifaceted Active Process. What are the laws of learning? What is the basis of all learning? All learning comes from Perceptions. How do people learn?

Perception Insight Motivation. What are the 4 levels of learning?

Define Aviation

Rote Understanding Application Correlation. What are the 9 principles in learning a skill?Levels of learning: Rote: Lowest level, the ability to repeat something that has just been said without understanding Understanding: Understanding what has been taught Application: the ability to apply what has been learned Correlation: putting something previously learned together with something you just learned. The pattern of progress: rapid improvement in early stages followed by a plateau when approaching critical sections of a rating.

Organization of a lesson: Things to consider Duration: At the start students reach a point where additional practice is unproductive. Description: explain the desired outcome of the instruction Criteria: List of standards which measure the accomplishment of the objective Presentation: There are several methods examples are: lecture method, demonstration method, guided discussion.

Application: when the student first uses what is presented Review and Evaluation: Before the end of each lesson plan the instructor should review what has been covered in the lesson and have the student demonstrate how each objective has been met. Teaching Methods: Regardless of material or teaching method used the instructor MUST be organized Introduction stage — Sets the stage for everything to come — Made up of three elements 1.

Attention, grasping the attention of the student, through telling a story, a joke etc… 2. Motivation, offer specific reasons why the lesson content is important to know, understand, and apply 3.

Overview, gives a brief idea of what is to come in the lesson Development stage — Main part of the lesson — Subject matter is developed in a manner to help students best understand and achieve the desired learning outcomes 1.

Past to present, the subject matter is arranged chronologically 2. Simple to complex, helps instructor lead student from simple facts or ideas to understanding of involved ideas and concepts. Known to unknown, using something a student already knows and leading it to new ideas and concepts. Most frequently used to least frequently used, In some subjects certain information or concepts are commonly used, this pattern starts with common ideas and moves to less common ideas.

Conclusion, an effective conclusion retraces the important information and relates them to the objective. Demonstration performance: — Learning by doing The 4 phases are explanation, demonstration, student performance, evaluation. Professionalism: Professionalism is only achieved only after extended training and preparation True performance as a Professional is based on study and research Key points: Sincerity — should be straightforward and honest Acceptance of the student — Must accept students regardless of faults Personal appearance and habits — Personal appearance has a huge effect on the Professional image of the instructor.

Demeanor — The attitude and behavior of the instructor can contribute greatly to the instructors image. Safety practices and accident prevention — To maintain a Professional image a flight instructor must carefully observe all regulations and recognized safety practices during all flight operations.

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Proper Language — The use of profanity and obscene language leads to distrust Self improvement — Professional flight instructors will never become complacent or satisfied with there own abilities.

Fundamentals of Instructing by Jason Schappert 0 comments. Search for:. Share This Share this post with your friends!Decided to write this up because I can't think of a single checkride I've taken where I didn't spend the entire week beforehand scouring the internet for every single checkride write-up I could find for the particular ride I was preparing for.

CFI ORAL EXAM: Part 1 - FOI

So if one nervous soon-to-be CFI reads this and finds it helpful I'll consider it a success. I had dabbled with studying and getting ready for the checkride over the summer, but most of my focus was on my multi-engine addon rating.

I didn't start specifically getting ready for it until the beginning of October, after I passed my multi checkride.

I did maybe 10 hours of ground instruction mainly going over the Fundamentals of Instruction, classroom teaching ground topics and flight maneuvers, and scenario based "what would you do if a student does this. Other than that it was a couple hours a day studying at home. I passed my Commercial checkride in December and had only flown about 35 hours between then and my CFI checkride almost a year later in November due to real life aka my other job getting in the way and keeping me busy enough where I wasn't able to even think about airplanes for about 4 months in that time period.

Long story short, there was quite a bit of information had slipped my mind since my PPL training days over 4 years ago and I was a nervous wreck in the days leading up to the ride.

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So enough about the back story, here's comes the part I'm sure you're more interested in if you have CFI ride coming up. I had the maintenance logs in order and tabbed out the day before, so they were ready to go.

Got the plane out, did a pre-flight and I was rolling off the ramp at am. I had planned a 30 minute flight up to Clermont Co. Airport I Run-up at the end of the runway, RPMs, mags check, suction's good, up and around the panel, everything's in the green that should be in the green, oil temp's low but coming up, cycle the prop 3 times, everything did what it was supposed to, idle throttle test annnnnnnnd the engine quits. Restart the engine, do the run-up again, everything looks good until the idle test.

Engine quits again, but I get it restarted by putting some throttle back in while the prop is still spinning. Taxi back to the ramp and have one of the mechanics look at it. He does a run up and it's fine.

We decided it was probably just a cold engine that had been sitting out all night. Oral exam began at am. The first thing we talked about was the Fundamentals of Instruction. What would you do if a student freaks out after doing their first stall? If you have a student hyperventilating what should you do?

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When a student doesn't perform maneuvers correctly what should you do? I was glad this was scenario based, as rote memorizing all the FOI stuff sounds terrible. We then went on to endorsements. I had all the endorsements relevant for private pilot and commercial pilot training ready and was able to show him which ones we would need for student pilot solos, checkrides, BFRs, etc. We then discussed BFRs. How do you conduct a BFR? What do you have to do on one?

The big thing he wanted me to understand is that no two BFRs should be the same, because no two pilots are the same. You need to tailor your BFRs to the individual. You could probably get away with Someone that got a PPL 20 years ago and flies a couple hours here and there to stay current?

You're going to need to spend a lot more time with them both on the ground and in the air. Pretty obvious stuff if you ask me, but evidently you'd be surprised at the number of CFIs that will do the minimum 1 hour of ground and 1 hour in the air with anyone needing a BFR, sign their books and call it a day.

After that discussion we went on to teaching lessons. He had me teach a basic lesson on aerodynamics, specifically how lift is generated. I explained Bernoulli's principle and how it relates to airfoils and he was happy with it. This led to a discussion on center of gravity and what happens when it moves forward or aft.

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