FOI lack of motivation

robofos

robofos

Well-Known Member
I am trying to self study as much as I can for the CFI, so I can save money, but Ive mostly done nothing about it the last few weeks. I have read a little bit of the Aviation Instructor's Handbook that I downloaded online, it was free. Is that good material for the FOI? How do you get motivation to read that thing? Its real boring, and seems irrelevant a lot of the time. If you do a self study thing, like what I am trying to do, does anyone have any tricks for disciplining yourself to study? Who else worked by themselves for the CFI?
 
Are you taking the written? If so go pick up a gleim book. Highlight it... read it 10 times and go take your test.
 
robofos said:
I am trying to self study as much as I can for the CFI, so I can save money, but Ive mostly done nothing about it the last few weeks. I have read a little bit of the Aviation Instructor's Handbook that I downloaded online, it was free. Is that good material for the FOI?
Click to expand...
It =is= the material for the FOI.
 
robofos said:
but Ive mostly done nothing about it the last few weeks.
Click to expand...
i guess it all depends on how motivated you are to actually get this rating.

I have read a little bit of the Aviation Instructor's Handbook that I downloaded online, it was free. Is that good material for the FOI?
Click to expand...
Yes.

Its real boring, and seems irrelevant a lot of the time.
Click to expand...
you wouldn't believe how much of that information is useful and applicable in teaching students. If you don't see the information as applicable to teaching, you might not be ready to take this step forward.

If you do a self study thing, like what I am trying to do, does anyone have any tricks for disciplining yourself to study? Who else worked by themselves for the CFI?
Click to expand...

If you don't have the discipline to learn the material, then you definitely are not ready to instruct.
 
Trev0079 said:
Are you taking the written? If so go pick up a gleim book. Highlight it... read it 10 times and go take your test.
Click to expand...

:yeahthat: except you probably only need to read it once or twice. Its a 50 question test. Honestly you could have never read anything about FoI and go in and pass that test. When i took it, it took more time to type in all my personal information into the computer and then verify it all than it did to take the test.
 
I find that you learn more about the fundamentals of instruction from experience than reading out of the book. With that said, it is a required written test and is in the PTS for your oral exam, so you still have to know the information. Not to mention it will provide a foundation for your experience to build on.

Most people tend to pass the FOI stuff based on rote memorization. Eventually they understand it during their first 100-200 hours of instruction. They then apply it to their new students and eventually correlate it into other practices.
 
I passed the FOI written a month ago to get my IGI certificate, but I began studying in Last November, it's true it is very boring and you have to memorize too much stuff but you have to do it (unless you have a teacher certificate). I used the Instructor handbook and some other docs downloaded on the net, believe me, you can not use the instructor handbook and use some free doc o nthe net that just give a summary of what you really need to know. Finallym I really recommand you to use the free FAA written exams websites, that helps, I remeber at the begining I could not get more than 30% and by keeping to read and practice I went to 80%
Send me an Email, I can forward you some good stuff you can use fo study
Good luck
 
The FOI, when looked at from a bigger perspective, is really about the best broad-brush psychology and behavioral guide I've seen (not that I've seen many).

There is so much from that book I use in my professional and personal life, and the concepts, if you think on them, are very important. Hell, it's even helped me as a parent.

Don't just go through the motions as our busted system allows, actually learn the material. If you have a 72% on the test, but know the basic concepts and can apply them when you're instructing, then you're lightyears ahead of the dude with the photographic memory that memorizes answers and scores 100%.

As an aside, I took an entire summer to write out each individual lesson plan. It was well worth the effort.
 
Not having the motivation for the FOI is actually pretty typical... Being a "left brain" thinker (I used to be an engineer, go figure), the FOI was the only FAA test that drove me absolutely nuts. I hated studying for it with a passion, and it was the only FAA test where I relied upon rote memorization rather than a true understanding of the material.

It wasn't until after I had some experience as a CFI that I began to see that there actually was something to this FOI business after all. But I think it is extremely difficult to see the value in it unless you've previously had teaching experience.

I disagree rather strongly with some of the comments above that seem to think you are not ready to be a CFI simply because you currently see little value in the FOI. I'd say those posters forgot what it was like to be in your shoes, with very little to no previous experience to confirm and associate with what you're currently studying.

My advice is this: Do what you need to pass this test, which will most likely be rote memorization. But keep the concepts in the back of your head and realize that when you do start teaching, a lot of this info will start making sense to you. You may even want to review some of the FOI concepts from time to time when you get some dual given under your belt.

Interestingly enough, when I renewed my CFI last year I was amazed at how much more sense the FOI section made, and that I actually enjoyed reviewing it. Good luck!
 
wrxpilot said:
But I think it is extremely difficult to see the value in it unless you've previously had teaching experience.
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(General reply, not directed at you wrx)

I think it is often over looked how much teaching experience we can take from our everyday lives. Anything we do to manipulate behavior is teaching.

Keep in mind that the FOI isn't showing us how to teach. Instead, it is a glimpse into understanding basic human behaviors with effective ways to approach various situations. As we work through the FOI, if we're observant in everyday life, we can link behaviors observed to what we've read.
 
I am taking one next week. I look at the total chapter and divide by the days i have left before the test. So say 10 days from now i will take the test.
5 chapters in 9 days. Test on 10th day. I even schedule it so it creates urgency for me.
 
shdw said:
(General reply, not directed at you wrx)

I think it is often over looked how much teaching experience we can take from our everyday lives. Anything we do to manipulate behavior is teaching.

Keep in mind that the FOI isn't showing us how to teach. Instead, it is a glimpse into understanding basic human behaviors with effective ways to approach various situations. As we work through the FOI, if we're observant in everyday life, we can link behaviors observed to what we've read.
Click to expand...


:yeahthat:
 
TopGunn said:
I am taking one next week. I look at the total chapters and divide by the days i have left before the test. So say 10 days from now i will take the test.
5 chapters in 9 days. Test on 10th day. I even schedule it so it creates urgency for me.
Click to expand...
 
Well ironically I read the section today in the AIH about motivation, and it definitely applies to me right now. Reminding yourself of the desired goal is how to keep motivation levels high. I also had a couple cups of coffee. That always gets me more interested in whatever I'm doing. I have learned a few things from the AIH so far cause I know what you all mean when you talk about rote memorization. So, the book has some low moments, and I cant sit around trying to get every sentence. but Im gonna keep a straight schedule and keep reading this thing a little at a time. I can even use some of this stuff on myself. Learning plateaus, they're normal.
 
The FOI written shouldn't be a problem. The Gliem has all questions and answers verbatim. What you need to do is find a quiet place and study the Gliem for a few hours everyday for the week or so leading up to the written. Set a date with the examiner so you feel the pressure of the impending test. Be able to know the answers without looking.

As for the oral, make a lesson plan for FOI. Mirror the PTS so that you cover everything. The Instructor Handbook has all you need and most of it is in the PTS order. If you do this there is no way you will be asked something you don't know or can't quickly refer to. The ASA CFI Oral Exam Guide is also a good study tool leading up to the oral. Here's my FOI lesson plan:

I. Fundamentals of Instructing______________________________________________


[FONT=&quot]References:[/FONT][FONT=&quot] (Aviation Instructor's Handbook[/FONT][FONT=&quot])[/FONT]

Objective

[FONT=&quot]To present the student with the knowledge of concepts related to FOI to include the Learning Process, Human Behavior, Effective Communication, the Teaching Process, Teaching Methods, the Instructor as a Critic, Evaluation, Instructional Aids, Flight Instructor Characteristics & Responsibilities, Techniques of Flight Instruction, and Planning Instructional Activity[/FONT]
[FONT=&quot]Elements[/FONT]
[FONT=&quot]1.Learning Theory[/FONT]
[FONT=&quot]2.Characteristics of Learning[/FONT]
[FONT=&quot]3.Effective Communication[/FONT]
[FONT=&quot]4.Teaching Process[/FONT]
[FONT=&quot]5.Teaching Methods[/FONT]
[FONT=&quot]6.Instructor as a Critic[/FONT]
[FONT=&quot]7.Evaluation[/FONT]
[FONT=&quot]8.Instructional Aids[/FONT]
[FONT=&quot]9.Flight Instructor Characteristics & Responsibilities[/FONT]
[FONT=&quot]10.Techniques of Flight Instruction[/FONT]
[FONT=&quot]11.Planning Instructional Activity.[/FONT]

[FONT=&quot]Schedule[/FONT]
[FONT=&quot]1.Discuss Lesson Objective 05[/FONT]
[FONT=&quot]2.Present Lecture 30[/FONT]
[FONT=&quot]3.Conclusion 05[/FONT]

[FONT=&quot]Equipment[/FONT]
[FONT=&quot]1.Markers[/FONT]
[FONT=&quot]2.Aviation Instructors Handbook[/FONT]

[FONT=&quot]IP’s Actions[/FONT]
[FONT=&quot]1.Discuss Objective[/FONT]
[FONT=&quot]2.Present Lecture[/FONT]
[FONT=&quot]3.Answer Questions[/FONT]

[FONT=&quot]SP’s Actions[/FONT]
[FONT=&quot]1.Participate in discussion and planning[/FONT]
[FONT=&quot]2.Take notes[/FONT]
[FONT=&quot]3.Ask and respond to questions[/FONT]

[FONT=&quot]Completion[/FONT]
[FONT=&quot]Standards[/FONT]
[FONT=&quot]This lesson will be complete when the CFI student demonstrates an understanding of the elements related to FOI.[/FONT]


[FONT=&quot]Instructor’s Notes: Fundamentals of Instructing[/FONT]

[FONT=&quot]INTRODUCTION:[/FONT]

[FONT=&quot]What? - [/FONT][FONT=&quot]FOI is the basic principles designed to promote learning in the student through Instructor application of those principles.[/FONT]

[FONT=&quot]Why? - [/FONT][FONT=&quot]To develop skills of instruction and to enhance the efficiency of instruction[/FONT]

[FONT=&quot]OVERVIEW - [/FONT][FONT=&quot]This lesson will cover the basic elements pertaining to FOI, including:[/FONT]
[FONT=&quot]1.) [/FONT][FONT=&quot]Learning Theory[/FONT]
[FONT=&quot]2.) [/FONT][FONT=&quot]Characteristics of Learning[/FONT]
[FONT=&quot]3.) [/FONT][FONT=&quot]Principals of Learning[/FONT]
[FONT=&quot]4.) [/FONT][FONT=&quot]Teaching Process[/FONT]
[FONT=&quot]5.) [/FONT][FONT=&quot]Teaching Methods[/FONT]
[FONT=&quot]6.) [/FONT][FONT=&quot]Instructor as a Critic[/FONT]
[FONT=&quot]7.) [/FONT][FONT=&quot]Evaluation[/FONT]
[FONT=&quot]8.) [/FONT][FONT=&quot]Instructional Aids[/FONT]
[FONT=&quot]9.) [/FONT][FONT=&quot]Flight Instructor Characteristics & Responsibilities[/FONT]
[FONT=&quot]10.) [/FONT][FONT=&quot]Techniques of Flight Instruction[/FONT]
[FONT=&quot]11.) [/FONT][FONT=&quot]Planning Instructional Activity.[/FONT]
[FONT=&quot]DEVELOPMENT:[/FONT]
[FONT=&quot]How?[/FONT]
[FONT=&quot]The Learning Process:[/FONT]
[FONT=&quot]Learning Definition: "a change in behavior as a result of experience."[/FONT]

[FONT=&quot]1.) [/FONT][FONT=&quot]Learning Theory: “a body of principles advocated by psychologists and educators to explain how people acquire skills, knowledge, and attitudes.”[/FONT]
[FONT=&quot]a. [/FONT][FONT=&quot]Behaviorism: “positive reinforcement of good behavior”[/FONT]
[FONT=&quot]b. [/FONT][FONT=&quot]Cognitive Theory: “concerned with the mental events of the learner”[/FONT]
[FONT=&quot]c. [/FONT][FONT=&quot]Perceptions: giving meaning to sensations. [/FONT]
[FONT=&quot]Factors affecting:[/FONT]
[FONT=&quot]a. Physical organism[/FONT]
[FONT=&quot] b. Goals and values[/FONT]
[FONT=&quot] c. Self-concept[/FONT]
[FONT=&quot] d. Time and opportunity[/FONT]
[FONT=&quot] e. Element of Threat [/FONT]



[FONT=&quot]2.) Characteristics of Learning:[/FONT]
[FONT=&quot] a. Purposeful[/FONT]
[FONT=&quot] b. Result of Experience[/FONT]
[FONT=&quot] c. Multifaceted[/FONT]
[FONT=&quot] d. Active Process[/FONT]


[FONT=&quot]3.) Principals of Learning (Prof. Thorndike)[/FONT]
[FONT=&quot] a. Readiness: "student learns when ready"[/FONT]
[FONT=&quot] b. Exercise: "most often repeated best remembered"[/FONT]
[FONT=&quot] c. Effect: "pleasant experience is better"[/FONT]
[FONT=&quot] d. Primacy: "right the first time"[/FONT]
[FONT=&quot] e. Intensity: "exciting experience better remembered"[/FONT]
[FONT=&quot] f. Recency: "most recently learned best remembered"[/FONT]

[FONT=&quot]4.) Levels of Learning[/FONT]
[FONT=&quot] a. Rote[/FONT]
[FONT=&quot] b. Understanding[/FONT]
[FONT=&quot] c. Application[/FONT]
[FONT=&quot] d. Correlation[/FONT]

[FONT=&quot] 5.) Learning Physical Skills:[/FONT]
[FONT=&quot] a. Desire[/FONT]
[FONT=&quot] b. Pattern Results[/FONT]
[FONT=&quot] c. Know the Results[/FONT]
[FONT=&quot] d. Duration (w/ in focused ability)[/FONT]
[FONT=&quot] e. Organization[/FONT]
[FONT=&quot] f. Evaluation and Critique[/FONT]
[FONT=&quot] g. Application[/FONT]

[FONT=&quot]6.) Memory: “vital link between the student learning/retaining information and the cognitive process of applying what is learned.”[/FONT]
[FONT=&quot] a. Sensory Memory[/FONT]
[FONT=&quot] b. Short-Term Memory (STM)[/FONT]
[FONT=&quot] c. Long-Term Memory (LTM)[/FONT]

[FONT=&quot]Barriers to Memory:[/FONT]
[FONT=&quot]a. [/FONT][FONT=&quot]Forgetting[/FONT]
[FONT=&quot]b. [/FONT][FONT=&quot]Retrieval Failure[/FONT]
[FONT=&quot]c. [/FONT][FONT=&quot]Fading[/FONT]
[FONT=&quot]d. [/FONT][FONT=&quot]Interference[/FONT]
[FONT=&quot]e. [/FONT][FONT=&quot]Repression or Suppression[/FONT]

[FONT=&quot]7.) Transfer of Learning: “The ability to apply knowledge or procedures learned in one context to new contexts.”[/FONT]
[FONT=&quot] Suggestions:[/FONT]
[FONT=&quot] a. Plan for transfer as a primary objective.[/FONT]
[FONT=&quot] b. Ensure that what is learned can be applied to other situations.[/FONT]
[FONT=&quot] c. Maintain high-order learning standards.[/FONT]
[FONT=&quot]d. Provide meaningful learning experiences that build student confidence in their ability to transfer learning.[/FONT]
[FONT=&quot] e. Use instructional material that helps form valid concepts and generalizations.[/FONT]
[FONT=&quot] a. Habit Formation: “correct habit patterns from the beginning”[/FONT]
[FONT=&quot] b. Understanding Affects Learning: “elaborating on what is being learned”[/FONT]
[FONT=&quot] c. Remembering During Training: “studying past as well as new material”[/FONT]
[FONT=&quot] d. Remembering After Training: “continued practice of knowledge and skill”[/FONT]
[FONT=&quot] e. Sources of Knowledge: “instructor, books, photos, videos, diagrams, and charts”[/FONT]


[FONT=&quot] 4.) How people learn[/FONT]
[FONT=&quot] a. Perceptions: giving meaning to sensations[/FONT]
[FONT=&quot] 1. Factors affecting:[/FONT]
[FONT=&quot]a. Physical organism[/FONT]
[FONT=&quot] b. Basic need[/FONT]
[FONT=&quot] c. Goals and values[/FONT]
[FONT=&quot] d. Self-concept[/FONT]
[FONT=&quot] e. Time and opportunity[/FONT]
[FONT=&quot] f. Element of threat[/FONT]
[FONT=&quot] b. Insights: grouping perceptions into meaningful wholes[/FONT]
[FONT=&quot]c. Motivation:[/FONT]
[FONT=&quot] 1. Positive: provided by promise of reward[/FONT]
[FONT=&quot] 2. Negative: fear or insecurity[/FONT]
[FONT=&quot]Human Behavior[/FONT]
[FONT=&quot]1.) Pyramid of human needs:[/FONT]



[FONT=&quot] Self-fulfillment[/FONT]
[FONT=&quot] Egoistic[/FONT]
[FONT=&quot] Social[/FONT]
[FONT=&quot] Safety[/FONT]
[FONT=&quot] Physical[/FONT]


[FONT=&quot] 2.) Defense Mechanisms:[/FONT]
[FONT=&quot] a. Rationalization[/FONT]
[FONT=&quot] b. Flight (physical/mental)[/FONT]
[FONT=&quot] c. Aggression[/FONT]
[FONT=&quot] d. Resignation[/FONT]
[FONT=&quot] 3.) The Flight Instructor as a Practical Psycologist[/FONT]

[FONT=&quot]Effective Communication[/FONT]
[FONT=&quot]1.) [/FONT][FONT=&quot]Basic Elements of Communication[/FONT]
[FONT=&quot]a. [/FONT][FONT=&quot]Source (sender, speaker, writer, encoder, transmitter, or instructor)[/FONT]
[FONT=&quot]b. [/FONT][FONT=&quot]Symbols (model/prop)[/FONT]
[FONT=&quot]c. [/FONT][FONT=&quot]Receiver ( listener, reader, decoder, or student)[/FONT]
[FONT=&quot]2.) [/FONT][FONT=&quot]Barriers to effective communication[/FONT]
[FONT=&quot]a. [/FONT][FONT=&quot]Lack of common core experience[/FONT]
[FONT=&quot]b. [/FONT][FONT=&quot]Confusion between the symbol and the symbolized object[/FONT]
[FONT=&quot]c. [/FONT][FONT=&quot]Overuse of abstractions[/FONT]
[FONT=&quot]d. [/FONT][FONT=&quot]Interference[/FONT]

[FONT=&quot]3.) [/FONT][FONT=&quot]Developing communication skills[/FONT]
[FONT=&quot]a. [/FONT][FONT=&quot]Role Playing[/FONT]
[FONT=&quot]b. [/FONT][FONT=&quot]Instructional Communication[/FONT]
[FONT=&quot]c. [/FONT][FONT=&quot]Listening[/FONT]
[FONT=&quot]d. [/FONT][FONT=&quot]Questioning[/FONT]
[FONT=&quot]e. [/FONT][FONT=&quot]Instructional Enhancement[/FONT]

[FONT=&quot]The Teaching Process[/FONT]
[FONT=&quot] 1.) Steps:[/FONT]
[FONT=&quot] a. Preparation[/FONT]
[FONT=&quot] b. Presentation Methods[/FONT]
[FONT=&quot] c. Application by the Student[/FONT]
[FONT=&quot] d. Review & Evaluation[/FONT]
[FONT=&quot] 2.) Suitable Language [/FONT]
Teaching Methods

[FONT=&quot]1.) [/FONT][FONT=&quot]Organizing Material[/FONT]
[FONT=&quot]a. [/FONT][FONT=&quot]Introduction[/FONT]
[FONT=&quot]b. [/FONT][FONT=&quot]Development[/FONT]
[FONT=&quot]c. [/FONT][FONT=&quot]Conclusion[/FONT]
[FONT=&quot] 2.) Lecture Method[/FONT]
[FONT=&quot] a. Illustrated talk[/FONT]
[FONT=&quot] b. Briefing[/FONT]
[FONT=&quot] c. Formal speech[/FONT]
d. Teaching Lecture (past to present/simple to complex/known to unknown)
3.) Cooperative of Group Discussion
[FONT=&quot]4.) Guided Discussion Method[/FONT]
[FONT=&quot] 5.) Demonstration-Performance Method[/FONT]
[FONT=&quot] 6. Computer-Based Training[/FONT]

[FONT=&quot]Critique [/FONT]
[FONT=&quot] 1.) Objective[/FONT]
[FONT=&quot] 2.) Flexible[/FONT]
[FONT=&quot] 3.) Acceptable[/FONT]
[FONT=&quot] 4.) Comprehensive[/FONT]
[FONT=&quot] 5.) Constructive[/FONT]
[FONT=&quot]6.) Thoughtful[/FONT]
[FONT=&quot] 7.) Specific[/FONT]
[FONT=&quot]Evaluation[/FONT]
[FONT=&quot] 1.) Oral quizzing[/FONT]
[FONT=&quot] 2.) Written tests[/FONT]
[FONT=&quot] a. Characteristics of a good test[/FONT]
[FONT=&quot] 1. Reliable[/FONT]
[FONT=&quot] 2. Valid[/FONT]
[FONT=&quot] 3. Comprehensive[/FONT]
[FONT=&quot] 4. Discriminating[/FONT]
[FONT=&quot] 3.) Performance tests (PTS)[/FONT]
[FONT=&quot]Instructional Aids[/FONT]
[FONT=&quot] 1.) Purpose: Get and hold student interest and show relationships[/FONT]
[FONT=&quot] 2.) Types:[/FONT]
[FONT=&quot] a. Chalkboard[/FONT]
[FONT=&quot] b. Models[/FONT]
[FONT=&quot] c. Charts[/FONT]
[FONT=&quot] d. Projected Material[/FONT]
[FONT=&quot]Flight Instructor Characteristics and Responsibilities[/FONT]
[FONT=&quot] 1.) Providing Adequate Instruction[/FONT]
[FONT=&quot] a. Orient new learners to the scenario-based training approach.[/FONT]
[FONT=&quot]b. Help the learner become a confident planner and a critical evaluator of his or her own performance[/FONT]
[FONT=&quot]c. Help the learner understand the knowledge requirements present in real world applications.[/FONT]
[FONT=&quot]d. Diagnose learning difficulties and help the individual overcome them.[/FONT]
[FONT=&quot]e. Evaluate student progress and maintain appropriate records.[/FONT]
[FONT=&quot]f. Provide continuous review of student learning.[/FONT]

[FONT=&quot]2.) Establishing Standards of Performance[/FONT]
[FONT=&quot] a. Description of the skill or behavior (desired outcome)[/FONT]
[FONT=&quot] b. Conditions (determine difficulty)[/FONT]
[FONT=&quot] c. Criteria (list very specific standards)[/FONT]
[FONT=&quot] d. Use of the PTS[/FONT]
[FONT=&quot] e. Decision based objectives (develop pilot judgment and ADM skills)[/FONT]
[FONT=&quot]3.) Emphasizing the positive[/FONT]
[FONT=&quot]4.) Providing student pilot evaluation and supervision.[/FONT]
[FONT=&quot]5.) Preparing practical test recommendations and endorsements.[/FONT]
[FONT=&quot]6.) Determining requirements for conducting additional training and endorsement requirements. [/FONT]



[FONT=&quot]4.) Professionalism[/FONT]
[FONT=&quot] a. Sincere[/FONT]
[FONT=&quot] b. Service is performed[/FONT]
[FONT=&quot] c. Training and preparation[/FONT]
[FONT=&quot] d. Study and research[/FONT]
[FONT=&quot] e. Reason logically and accurately[/FONT]
[FONT=&quot] f. Make good judgmental decisions[/FONT]
[FONT=&quot] g. Code of ethics[/FONT]
[FONT=&quot] h. Professional image[/FONT]
[FONT=&quot]Techniques of Flight Instruction[/FONT]
[FONT=&quot] 1.) Telling and Doing[/FONT]
[FONT=&quot] a. Instructor Tells - Instructor Does[/FONT]
[FONT=&quot] b. Student Tells - Instructor Does[/FONT]
[FONT=&quot] c. Student Tells - Student Does[/FONT]
[FONT=&quot] e. Student Does - Instructor Evaluates[/FONT]
[FONT=&quot] 2.) Integrated Technique: Use of outside references and reference to flight instruments.[/FONT]
[FONT=&quot] 3.) Obstacles to Learning during Flight Instruction[/FONT]
[FONT=&quot] a. Feeling of unfair treatment[/FONT]
[FONT=&quot] b. Impatience to proceed to more interesting operations.[/FONT]
[FONT=&quot] c. Worry, or lack of interest[/FONT]
[FONT=&quot] d. Physical discomfort, illness, or fatigue[/FONT]
[FONT=&quot] e. Apathy, fostered by poor instruction[/FONT]
[FONT=&quot] f. Anxiety[/FONT]
[FONT=&quot]Planning Instructional Activity[/FONT]
[FONT=&quot] 1) Developing objectives and standards for a course of training[/FONT]
[FONT=&quot]2.) [/FONT][FONT=&quot]Identification of Blocks of Learning[/FONT]
[FONT=&quot]3.) [/FONT][FONT=&quot]Requirements for developing a training syllabus (Lesson plans)[/FONT]
[FONT=&quot]4.) [/FONT][FONT=&quot]Purpose and characteristics of a lesson plan[/FONT]

[FONT=&quot]CONCLUSION[/FONT]

[FONT=&quot]OVERVIEW[/FONT]
[FONT=&quot]Discuss Elements, to include:[/FONT]
[FONT=&quot]1.) [/FONT][FONT=&quot]Learning Process[/FONT]
[FONT=&quot]2.) [/FONT][FONT=&quot]Human Behavior[/FONT]
[FONT=&quot]3.) [/FONT][FONT=&quot]Effective Communication[/FONT]
[FONT=&quot]4.) [/FONT][FONT=&quot]Teaching Process[/FONT]
[FONT=&quot]5.) [/FONT][FONT=&quot]Teaching Methods[/FONT]
[FONT=&quot]6.) [/FONT][FONT=&quot]Instructor as a Critic[/FONT]
[FONT=&quot]7.) [/FONT][FONT=&quot]Evaluation[/FONT]
[FONT=&quot]8.) [/FONT][FONT=&quot]Instructional Aids[/FONT]
[FONT=&quot]9.) [/FONT][FONT=&quot]Flight Instructor Characteristics & Responsibilities[/FONT]
[FONT=&quot]10.) [/FONT][FONT=&quot]Techniques of Flight Instruction[/FONT]
[FONT=&quot]11.) [/FONT][FONT=&quot]Planning Instructional Activity.[/FONT]
 
Personally I think you should try to teach the FOI to someone. Not only does it help you learn the material but it helps you with learning to teach as a CFI
 
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