Index

Aviation Instructor's Handbook (FAA-H-8083-9)

A

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

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

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

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

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

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

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

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

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

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

K

keep the learner informed — 9-12

keeping the learner informed — 8-10

Keirsey, Dr. David — 2-2

kinds of error — 3-33

kinesthetic learners — 3-22, 3-23, 4-2

knowledge tests — 5-19

known to unknown — 5-10, 9-7

L

lack of common experience — 4-4

lack of responsibility — 1-1

law of exercise — 3-10, 3-11, 3-13, 5-22

law of intensity — 3-10, 3-11, 3-13,

law of primacy — 3-11, 3-13, 3-40, 9-8

law of readiness — 2-3, 2-6, 3-11, 3-12, 3-19, 5-9, 6-9

law of recency — 3-11, 3-13, 3-37

laws of learning — 3-11,

lead-off questions — 5-14, 5-15

learner error — 3-34, 9-12, 10-9

learner failure — 8-3, 8-4

learner performance and instruction supervision phases — 5-22, 9-6

learner performance and instructor supervision phases — 5-22, 9-6

learner preparation for a guided discussion — 5-15

learner questionnaire — 2-4

learner tells - instructor does — 9-7, 9-8

learner tells - learner does — 9-8

learner-led critique — 6-10

learning — 2-1, 2-4, 3-2

learning plateaus — 3-25, 3-26

learning process — 2-1, 2-9, 2-11, 2-13, 3-1, 3-2, 3-3, 3-5, 3-8, 3-9, 3-11, 3-20, 3-24, 3-39, 3-40, 4-2, 4-10, 5-3, 5-5, 5-7, 5-10, 5-13, 5-17, 5-18, 5-19, 5-21, 5-22, 5-23, 5-25, 6-5, 6-8, 7-10, 8-2, 8-8, 9-4

learning styles — 3-20

learning theory — 3-2

least used — 5-10

lecture method — 5-10, 5-11, 5-13

lesson plan formats — 7-9

lesson plans — 1-28, 3-20, 3-23, 5-3, 5-4, 5-7, 5-9, 5-11, 5-24, 6-9, 6-11, 7-1, 7-4, 7-7, 7-8, 7-9, 7-14, 8-4, 9-1, 10-7

level of risk — 1-3, 1-9, 1-10, 1-11, 1-12, 1-19, 2-17, 10-3

link — 1-20 , 3-35, 3-39, 3-42, 4-6

list indicators — 6-8, 6-9

listening — 3-11, 3-16, 3-23, 3-39, 4-2, 4-8, 4-9, 4-10, 5-2

long-term memory (LTM) — 3-27, 3-35, 3-36, 3-42

M

make risk decisions at the appropriate level — 1-3

manage/decide — 1-29

management skills — 5-1, 5-2

maneuver — 1-16, 1-25, 1-27, 1-28, 1-29, 2-6, 2-9, 2-12, 2-13, 3-13, 3-15, 3-16, 3-24, 3-25, 3-28, 3-37, 4-7, 5-6, 5-7, 5-22, 5-23, 5-26, 6-6, 6-7, 6-9, 6-12, 7-1, 7-6, 7-9, 7-10, 7-11, 7-14, 8-2, 8-9, 8-10, 9-2, 9-5, 9-7, 9-8, 9-9, 9-10, 9-11, 9-12, 9-13, 10-1, 10-6, 10-7, 10-8

marker board — 5-25

Maslow, Abraham — 2-5

Maslow's Hierarchy of Needs — 2-5, 2-6

matching — 3-6, 3-23, 6-1, 6-3

meaningful repetition — 3-39, 6-12

memorization — 3-9, 3-10, 3-20, 3-36, 3-39, 6-3

memory — 2-8, 2-9, 3-5, 3-19, 3-27, 3-34, 3-35, 3-36, 3-37,3-38, 3-39, 3-40, 3-41, 3-42, 5-10, 5-12, 6-11, 8-5, 9-12

mental models — 3-11

minimizing learner frustration — 8-4

mistake 2-10, 3-9,.3-25, 3-29, 3-32, 3-33, 3-34, 3-35, 6-3, 6-7, 8-2, 8-4

mitigating risk — 1-13, 7-1, 10-3

mnemonics — 3-39

mock-ups — 5-24, 5-25, 5-27

models — 1-9, 1-17, 3-4

most frequently used to least used — 5-10

motivate learners — 7-1, 8-4

motivation — 1-14, 1-23, 1-24, 2-2, 2-3, 2-4, 2-5, 2-7, 2-8, 2-10, 2-12, 2-14, 3-1, 3-3, 3-13, 3-16, 3-27, 3-38, 4-3, 4-4, 4-8, 5-2, 5-9, 5-14, 5-15, 5-17, 6-13, 8-1, 8-3, 8-4

multimedia — 5-8, 5-19, 5-28

multiple choice — 4-10, 5-29, 6-3, 6-5, B-2, B-3, B-4, B-5

multitasking — 3-29, 3-32, 4-6

Myers, Isabel Briggs — 2-1

Myers-Briggs Type Indicator (MBTI) — 2-1

N

navigate — 1-20, 5-6

normal reactions to stress — 2-15

not observed — 1-30, 6-6

O

objective — 1-1, 1-28, 2-3, 2-4, 2-10, 2-12, 2-13, 2-17, 3-3, 3-5, 3-6, 3-12, 3-14, 3-15, 3-16, 3-17, 3-18, 3-19, 3-20, 3-31, 3-38, 3-40, 5-1, 5-4, 5-5, 5-6, 5-7, 5-8, 5-9, 5-10, 5-11, 5-13, 5-14, 5-15, 5-16, 5-17, 5-20, 5-21, 5-22, 5-23, 5-24, 5-25, 5-27, 6-1, 6-2, 6-4, 6-5, 6-8, 6-9, 6-11, 6-12, 7-1, 7-2, 7-3, 7-4, 7-5, 7-6, 7-7, 7-8, 7-9, 7-10, 7-11, 7-14, 8-1, 8-8, 9-2, 9-4, 9-5, 9-6, 9-8, 9-12, 10-5

objectivity — 2-17, 6-2

obstacles — 3-1, 8-5, 9-14

obstacles to flight learners (physiological) — 8-5

obstacles to maintaining situational awareness — 1-14

operating efficiency — 9-10

operational pitfalls — 1-15

oral assessment — 6-10, 6-11

organization of material — 5-4, 5-9

organized — 1-19, 2-14, 2-17, 3-10, 3-37, 4-9, 5-4, 5-13, 5-14, 5-23, 6-3, 6-10, 7-1, 7-3, 7-7, 7-14, 8-4, 8-11

overlearning of knowledge — 3-28, 3-40

oversize — 6-11

overuse of abstractions — 4-4, 4-5

overview — 1-13, 3-8, 5-7, 5-9, 5-14, 5-15, 5-26, 8-4

P

past to present — 5-10

PAVE — 1-4, 1-13, 10-2, 10-3, 10-5, 10-6

people skills — 5-1, 5-2

perceptions — 1-7, 1-13, 1-20, 2-1, 2-3, 2-5, 2-6, 2-9, 2-12, 3-7, 3-8, 3-9, 3-15, 3-20, 3-28, 3-35, 3-36, 3-39, 4-1, 4-10, 5-11, 5-21, 6-5, 8-1, 8-3, 9-8

perform — 6-6

performance-based objectives — 5-5, 5-6

personal appearance and habits — 8-9

personality types — 2-1, 2-2, 2-5, 3-20

physiological obstacles for flight learners — 8-5

physical discomfort, illness, fatigue, and dehydration — 2-13

physical organism — 3-7, 3-8

physiological — 1-14, 1-18, 2-1, 2-5, 2-6, 2-9, 2-14, 3-38, 4-6

Piaget, Jean — 3-2, 3-4

pilot error — 1-20

pilot proficiency — 1-18, 8-10

pilot self-assessment — 1-13

pilot supervision — 9-13

planning a guided discussion — 5-14,

poor judgment chain — 1-20

positive exchange of flight controls — 8-6, 9-8, 9-14

positive motivation — 2-2, 2-4, 8-3

postflight evaluation — 9-12

post-solo debriefing — 9-12

practical flight instructor strategies — 9-1

practical test — 2-4, 2-5, 2-16, 3-1, 3-17, 3-41, 5-5, 6-4, 6-9, 7-6, 7-9, 7-11, 8-2, 8-10, 9-3, 9-10, 9-13

practical test recommendations — 9-13

practical test standards — 5-5, 6-9, 8-2

practicality — 7-8

practice — 1-10, 1-20, 1-28, 1-29, 1-30, 2-1, 2-3, 2-8, 2-9, 2-13, 3-1, 3-2, 3-8, 3-9, 3-13, 3-15, 3-17, 3-19, 3-23, 3-24, 3-25, 3-26, 3-27, 3-28, 3-29, 3-30, 3-31, 3-32, 3-33, 3-34, 3-35, 3-37, 3-39, 3-40, 3-41, 4-2, 5-11, 5-13, 5-15, 5-21, 5-22, 5-23, 5-26, 6-6, 6-7, 6-10, 7-1, 7-9, 7-11, 8-2, 8-4, 8-7, 9-6, 9-7, 9-8, 9-9, 9-11, 10-1, 10-3, 10-5, 10-6, 10-7, 10-9

practice landings — 9-13

practicing — 1-13, 3-27, 3-28, 3-29, 3-31, 3-32, 3-33, 5-2, 5-22, 6-12, 7-1, 7-9, 9-4, 9-10, 10-3, 10-6, 10-7

praise — 3-13, 3-38, 4-3, 6-3, 8-4

precautions — 2-14, 8-3, 9-8

preparation of a lesson — 5-5

pre-scenario planning — 7-11

presentation — 2-14, 3-23, 3-24, 4-3, 4-4, 4-6, 4-7, 4-9, 4-10, 5-1, 5-8, 5-9, 5-11, 5-12, 5-19, 5-23, 5-24, 5-26, 5-27, 6-9, 7-8, 7-9, 8-11

primacy — 3-11, 3-13, 3-40, 9-8

principles of risk management — 1-2, 1-3

printed material — 8-11

priorities of task management — 3-29

problem-based instruction — 5-17

problem-based learning (PBL) — 3-6, 5-16, 9-6

problem-solving tactics — 3-32

procedures — 1-1, 1-7, 1-13, 1-21, 1-26, 1-27, 1-29, 2-1, 2-2, 2-3, 2-8, 2-12, 2-13, 3-10, 3-11, 3-13, 3-16, 3-19, 3-23, 3-24, 3-28, 3-30, 3-32, 3-34, 3-39, 3-40, 4-7, 5-1, 5-2, 5-3, 5-7, 5-17, 5-19, 5-22, 5-23, 5-26, 5-27, 6-6, 6-7, 6-9, 6-12, 7-1, 7-6, 7-8, 7-9, 7-11, 7-13, 8-2, 8-3, 8-6, 8-7, 8-10, 9-4, 9-5, 9-6, 9-7, 9-8, 9-11, 9-12, 9-13, 10-5, 10-6, 10-7,

professional development — 4-10, 5-2, 8-1, 8-7, 8-10

professionalism — 1-14, 5-2, 5-4, 8-1, 8-7

projected material — 5-25, 5-26

projection — 2-10

proper language — 8-9

provide adequate instruction — 8-6

psychomotor — 3-37, 5-5, 9-4

psychomotor domain — 3-13, 3-17, 5-5, 6-8, 7-4

purpose of assessment — 6-1

puzzle — 6-11

Q

questioning — 4-10, 5-28

R

raising awareness — 3-34

random practice — 3-27

rationalization — 2-10, 8-7

reaction formation — 2-11

readiness — 1-7, 1-16, 2-3, 2-6, 3-11, 3-12, 3-19, 5-9, 6-9

recall — 3-6, 3-13, 3-14, 3-31, 3-35, 3-36, 3-37, 3-38, 3-39, 3-41, 4-6, 5-5, 5-13, 5-15, 5-16, 5-23, 6-10, 6-11

receiver — 4-1, 4-2, 4-3, 4-4, 4-10

recency — 1-23, 3-11, 3-13, 3-37

recognizing hazardous attitudes — 1-23

reconstruct — 3-11, 3-37, 4-9, 6-5, 6-7

redirect — 5-15, 6-5, 6-7

reducing error — 3-33

reflect — 3-4, 3-6, 3-20, 5-16, 5-17, 5-21, 6-3, 6-5, 6-7

relation to course of training — 7-8

reliability — 6-4

replay — 6-5, 6-7

repression — 2-9, 3-37, 3-38

response — 1-14, 1-19, 1-20, 1-21, 1-22, 1-24, 2-1, 2-5, 2-8, 2-9, 2-12, 2-15, 3-3, 3-4, 3-5, 3-6, 3-16, 3-19, 3-24, 3-25, 3-30, 3-36, 3-38, 3-40, 4-2, 4-3, 4-4, 4-7, 4-10, 5-11, 5-13, 5-14, 5-15, 5-19, 6-1, 6-3, 6-4, 6-5, 6-11, 10-3, 10-7

responsibilities — 1-13, 2-6, 3-9, 5-2, 6-12, 7-11, 7-13, 8-1, 8-5, 8-6, 8-12, 9-10, 10-6

retention of learning — 3-38, 3-39

retrieval failure — 3-37, 3-38

review and evaluation — 7-8

rewarding success — 2-4

right brain/left brain — 3-20

risk — 1-1, 1-2, 1-3, 1-4, 1-5, 1-7, 1-8, 1-9, 1-10, 1-11, 1-12, 1-13, 1-15, 1-17, 1-18, 1-19, 1-20, 1-21, 1-22, 1-23, 1-24, 1-25, 1-27, 1-28, 1-29, 1-30, 2-8, 2-11, 2-14, 2-16, 2-17, 3-16, 3-30, 5-3, 5-5, 5-7, 5-16, 6-6, 6-12, 7-1, 7-5, 7-11, 7-14, 8-1, 8-5, 8-6, 9-1, 9-10, 10-1, 10-2, 10-3, 10-4, 10-5, 10-6, 10-7, 10-8, 10-9

risk management process — 1-3, 1-4, 1-10, 1-12, 10-3, 10-4

role playing — 4-6, 4-7, 5-20

rote learning — 3-6, 3-14, 3-15, 3-19, 3-40, 4-10, 5-28, 6-1, 6-3, 6-6

S

safety — 1-1, 1-2, 1-3, 1-5, 1-6, 1-8, 1-9, 1-11, 1-12, 1-13, 1-14, 1-15, 1-17, 1-19, 1-20, 1-21, 1-23, 1-25, 1-26, 1-27, 1-30, 2-1, 2-5, 2-6, 2-13, 2-17, 3-6, 3-7, 3-16, 4-3, 5-1, 5-3, 5-4, 5-17, 5-18, 5-24, 6-9, 7-3, 7-4, 7-8, 7-10, 8-1, 8-5, 8-6, 8-7, 8-10, 8-11, 8-12, 9-1, 9-5, 9-7, 9-8, 9-9, 9-10, 9-11, 9-12, 10-1, 10-2, 10-4, 10-8, 10-9

safety practices — 8-6

samples of desired behavior — 6-9

scenario-based lesson plan — 7-11, 7-12

scenario-based training (SBT) — 1-19, 1-28, 1-29, 2-17, 3-4, 3-6, 3-7, 3-11, 3-12, 3-13, 3-16, 3-27, 3-31, 3-38, 3-39, 4-7, 5-5, 5-7, 5-17, 6-12, 7-1, 7-9, 7-10, 7-11, 7-12, 7-13, 7-14, 9-6, 9-12, 9-13, 9-14

schema — 3-11, 3-37, 3-41

scope — 6-8, 7-2, 7-8, 10-1

security — 2-3, 2-5, 2-6

see and avoid — 9-1, 9-11, 10-7

selection-type test item — 6-5

self-actualization — 2-7

self-concept — 2-2, 3-7, 3-8, 3-9, 4-4, 8-3

self-critique — 6-10

sensory memory — 3-36

sensory register — 3-35, 3-36

short-term memory (STM) — 3-35, 3-36, 3-37, 3-42, 5-10

Silverman, Linda — 3-21

simple to complex — 3-5, 3-6, 3-20, 5-10, 5-16, 9-7

simulation — 1-19, 3-20, 5-20, 5-28, 9-1, 9-2, 9-10, 10-7

simultaneous performance — 9-5, 10-8, 3-24

sincerity — 6-2, 8-8

single-pilot resource management (SRM) — 1-1, 1-15, 1-16, 1-17, 1-18, 1-19, 1-20, 1-21, 1-27, 1-29, 1-30, 3-13, 6-6, 6-7, 6-12, 7-11, 7-14, 9-1, 10-1, 10-5

site — 2-18, 9-13

situational awareness — 1-4, 1-12, 1-13, 1-14, 1-15, 1-18, 1-19, 1-20, 1-21, 1-27, 1-28, 1-29, 7-1, 7-13, 7-14, 9-1, 10-5, 10-6, 10-8

skill — 1-6, 1-8, 1-9, 1-13, 1-15, 1-19, 1-20, 1-21, 1-23, 1-25, 1-26, 1-27, 1-28, 1-29, 1-30, 2-1, 2-3, 2-4, 2-5, 2-8, 2-9, 2-10, 2-12, 2-14, 2-17, 3-1, 3-2, 3-3, 3-4, 3-5, 3-6, 3-11, 3-12, 3-13, 3-14, 3-15, 3-17, 3-18, 3-19, 3-20, 3-23, 3-24, 3-25, 3-26, 3-27, 3-28, 3-29, 3-30, 3-31, 3-32, 3-33, 3-35, 3-37, 3-38, 3-39, 3-40, 3-41, 3-42, 4-1, 4-2, 4-3, 4-4, 4-5, 4-6, 4-7, 4-9, 4-10, 5-1, 5-2, 5-3, 5-5, 5-6, 5-7, 5-10, 5-13, 5-14, 5-16, 5-18, 5-20, 5-21, 5-22, 5-25, 5-28, 6-1, 6-3, 6-4, 6-5, 6-6, 6-7, 6-8, 6-9, 6-10, 6-12, 7-1, 7-2, 7-3, 7-5, 7-6, 7-7, 7-8, 7-10, 7-11, 7-13, 8-2, 8-5, 8-10, 8-11, 8-12, 9-1, 9-4, 9-5, 9-6, 9-7, 9-8, 9-10, 9-11, 9-12, 9-13, 10-1, 10-3, 10-4, 10-5, 10-8, 10-9

skill stages of acquisition — 3-24

slip — 2-9, 3-33, 3-34, 3-35

small group critique — 6-10

source — 1-3, 1-13, 1-15, 1-19, 1-20, 1-21, 1-22, 1-25, 1-27, 2-4, 3-41, 3-42, 4-1, 4-2, 4-3, 4-10, 5-18, 5-19, 5-26, 5-28, 8-1, 8-6, 8-10, 8-11, 8-12, 9-1, 10-4

sources of knowledge — 3-41, 3-42

sources of material — 8-11, 8-12

specific — 6-3

sport pilot — C-1, C-2, C-3

standards — 1-11, 1-13, 2-4, 2-7, 2-10, 3-1, 3-25, 3-30, 3-40, 4-7, 5-1, 5-4, 5-5, 5-6, 5-7, 5-9, 5-22, 6-1, 6-2, 6-5, 6-6, 6-9, 7-1, 7-3, 7-4, 7-5, 7-6, 7-7, 7-9, 8-1, 8-2, 8-5, 8-10, 9-1, 9-4, 9-5, 9-6, 9-12, 10-4

standards of performance — 8-2

stem (question stem) — B-2, B-3, B-4, B-5

sterile flight deck rule — 9-9, 10-8

stress management — 1-24, 1-29

subject matter expertise — 5-1, 5-2

suitable language — 5-12

superlinks — 3-23

supplemental print material — 5-25, 5-26

supply-type test item — B-1

suppression — 3-37, 3-38

syllabus format and content — 7-3

symbol — 3-30, 4-2, 4-3, 4-4, 4-5, 4-10, 5-24

symbolized object — 4-4, 4-5

T

task — 1-3, 1-11, 1-15, 1-18, 1-19, 1-21, 1-25, 2-1, 2-3, 2-4, 2-5, 2-6, 2-8, 2-9, 2-12, 2-13, 2-14, 3-1, 3-6, 3-9, 3-11, 3-12, 3-13, 3-15, 3-17, 3-18, 3-19, 3-20, 3-22, 3-24, 3-25, 3-26, 3-27, 3-29, 3-30, 3-31, 3-32, 3-33, 3-34, 3-37, 3-39, 3-40, 4-5, 4-6, 4-7, 4-8, 5-2, 5-3, 5-5, 5-6, 5-17, 5-21, 5-22, 5.23, 5-25, 6-1, 6-5, 6-7, 6-8, 6-9, 6-12, 7-2, 7-9, 7-11, 7-13, 7-14, 8-1, 8-2, 8-3, 8-5, 8-9, 9-1, 9-2, 9-4, 9-5, 9-6, 9-8, 9-9, 9-10, 9-11, 9-12, 10-5,

task management — 1-15, 1-19, 3-29, 3-30

taxonomy — 3-5, 3-6, 3-14, 3-15, 3-16, 10-1

teachable moments — 3-12

teaching — 1-2, 1-13, 1-17, 1-19, 1-20, 1-21, 1-27, 1-28, 1-29, 2-1, 2-2, 2-12, 2-17, 3-2, 3-3, 3-5, 3-6, 3-7, 3-8, 3-9, 3-13, 3-16, 3-19, 3-20, 3-22, 3-28, 3-39, 3-40, 4-2, 4-7, 4-8, 4-10, 5-1, 5-2, 5-3, 5-4, 5-5, 5-7, 5-10, 5-11, 5-12, 5-13, 5-14, 5-16, 5-17, 5-18, 5-19, 5-20, 5-21, 5-22, 5-23, 5-28, 6-1, 6-2, 6-3, 7-1, 7-3, 7-7, 7-8, 7-9, 7-10, 7-13, 7-14, 8-1, 8-2, 8-10, 8-11, 9-1, 9-2, 9-5, 9-6, 9-7, 9-8, 9-10, 9-11, 9-12, 9-13, 10-1, 10-4, 10-5, 10-7, 10-8, 10-9

teaching decision making skills (HOTS) — 1-27, 1-29

teaching lecture — 5-11, 5-12

techniques of flight instruction — 1-1, 1-2,

telling-and-doing technique — 9-6, 9-7, 9-14

test — 1-28, 1-29, 2-1, 2-2, 2-4, 2-5, 2-10, 2-11, 2-16, 3-1, 3-17, 3-27, 3-28, 3-41, 5-5, 5-6, 5-17, 5-19, 5-21, 5-22, 5-25, 5-27, 5-28, 6-1, 6-3, 6-4, 6-5, 6-8, 6-9, 6-12, 7-1, 7-3, 7-6, 7-9, 7-11, 7-13, 8-2, 8-10, 8-11, 9-1, 9-3, 9-8, 9-10, 9-11, 9-13

test item — 5-6, 6-4, 6-5, 6-8, 6-9, 7-1

test preparation material — 5-28

theory, information processing — 3-5, 3-21, 3-32

Thorndike, E.L. — 3-11, 3-12, 5-9, 5-22

thoughtful — 6-8, 8-9

three P Model (3P) — 1-11, 1-12, 1-13

time and opportunity — 3-7, 3-8

toss-up — 6-11

traditional assessment — 6-1, 6-3, 6-7, 6-8, 9-12

traditional training lesson plan — 7-9, 7-10, 7-11

training course outline — 7-8

training delivery methods — 3-6, 5-10, 9-14

training media — 5-23, 5-26,

training objectives — 3-6, 5-5, 5-7, 5-17, 7-2, 7-10, 9-2, 9-6, 9-12

training syllabus — 2-17, 3-7, 3-8, 3-41, 5-4, 5-5, 5-9, 5-19, 7-1, 7-3, 7-5, 7-14

transfer of learning — 3-28, 3-39, 3-40,

transition training — 3-6, 5-17, 7-10, 10-5

trick questions — 6-11

true-false test items — B-2

types of delivery — 5-12

types of instructional aids — 5-25, 10-9

types of practice — 3-26

types of problem-based instruction — 5-17

U

understanding — 1-13, 1-19, 1-20, 1-21, 2-1, 2-9, 3-1, 3-4, 3-6, 3-9, 3-10, 3-11, 3-13, 3-14, 3-15, 3-17, 3-19, 3-20, 3-21, 3-28, 3-32, 3-33, 3-37, 3-39, 3-40, 3-41, 3-42, 4-1, 4-2, 4-3, 4-4, 4-5, 4-6, 4-8, 4-10, 5-5, 5-7, 5-10, 5-13, 5-14, 5-16, 5-21, 5-23, 6-1, 6-4, 6-6, 6-8, 6-9, 7-1, 7-12, 8-5, 9-1, 9-5, 9-8

unfair criticism — 8-2, 8-9

unity — 7-8

usability — 6-5

use of distractions — 3-27, 9-9, 9-14

use of notes — 3-23, 5-1, 5-11, 5-12, 7-6, 8-10, 9-12

use of questions in a guided discussion — 5-14

use of resources — 1-25

using reminders — 3-34

V

VAK model — 3-22

validity — 5-6, 6-4

video — 3-23, 3-24, 3-28, 3-37, 3-41, 5-8, 5-9, 5-20, 5-23, 5-25, 5-26, 5-28, 7-3, 8-11

video gaming — 5-20

virtual reality — 5-28

visual learners — 3-23, 4-2

visualization — 9-13

W

working or short-term memory — 5-10

workload management — 1-13, 1-26, 1-29, 9-1, 10-5

worry or lack of interest — 2-13

written critique — 6-10

written exam — 6-1