To learn skills, students must practice. The extemporaneous presentation reflects the instructors personal enthusiasm and is more flexible than other methods. The introduction should be free of stories, jokes, or incidents that do not help the students focus their attention on the lesson objective. They learn by applying what they have been told and shown. Content validity means that a particular maneuver or procedure closely mimics what is required. The instructor's role is to instill and eventually evaluate the comprehension and ability of the pilot in pursuit of a certification, rating, or license. PDF Study and Reference Guide Such material should be well organized and based on fundamentals, Organize the main and subordinate points of the lesson in a logical sequence. All aviation instructors shoulder an enormous responsibility because their students will ultimately be flying, servicing, or repairing aircraft, but flight instructors have the additional responsibilities of evaluating student pilots and making a decision of when they are ready to solo. Sometimes, in the process of writing the objective, a difficulty is encountered. However in the teaching lecture, the feedback is not nearly as obvious and is much harder to interpret. A curriculum for a pilot school usually includes courses for the various pilot certificates and ratings, while the curriculum for an aviation maintenance technician (AMT) addresses the subject areas described in Title 14 of the Code of Federal Regulations (14 CFR) part 147. Learning assessment is another important skill of an effective instructor. Someone who teaches is, of course, a teacher or, for the purposes of this handbook, an instructor. Before leaving this phase, the instructor should encourage students to ask questions about any step of the procedure that they do not understand, The instructor must show students the actions necessary to perform a skill. The willingness to look for ways to match student learning styles to personal instructional style is another element of effective instruction, A subject matter expert (SME) is a person who possesses a high level of expertise, knowledge, or skill in a particular area. The instructor, although no longer the center of attention, must continue to maintain complete control over the learning environment to ensure learning objectives are being achieved. Communication, discussed in Chapter 3, Effective Communication, underlies people skills. Charts, diagrams, and graphs are also in this category. Instructors will find the following suggestions helpful in planning a discussion lesson. Similar objectives and standards are established for AMT students. Since it has been documented that students learn more effectively when actively involved in the learning process, SBT is also used to train AMTs, The aviation instructor is the key to successful SBT and the overall learning objective in this method of training delivery is for the student to be more ready to exercise sound judgment and make good decisions. The capability to stop, freeze, and replay information is helpful for both instructors and students. It should be noted that PTS and O&P standards are limited to the most critical job tasks. VR uses graphics with animation systems, sounds, and images to reproduce electronic versions of real-life experience. The instructor should avoid the temptation to use the aids as a crutch. To be effective, an instructor utilizes people skills, subject matter expertise, management skills, and assessment skills, This chapter explores the teaching process in general terms of how to prepare, present, apply, and assess lesson material. The instructor may use an overhead question to pose the lead-off question. He also made sure the computer and projector were in working order. Consequently, it is more commonly used in lecturing than in guided discussion, The instructor who wants to phrase a question for followup purposes may choose the overhead type. The following conditions and controls are useful for cooperative learning, but do not need to be used every time an instructor assigns a group learning project: Clear, complete instructions of what students are to do, in what order, with what materials, and when appropriatewhat students are to do as evidence of their mastery of targeted content and skills, Student perception of targeted objectives as their own, personal objectives, Student access to and comprehension of required information, Recognition and rewards for group success, Time after completion of group tasks for students to systematically reflect upon how they worked together as a team, In practice, cooperative or group learning in aviation training is normally modified to adapt to school policy or for other valid reasons. While test preparation materials may be effective in preparing students for FAA tests, the danger is that students may learn to pass a given test, but fail to learn other critical information essential to safe piloting and maintenance practices. High-quality, commercially produced CDs and DVDs are available for almost every aviation training subject. In the conclusion the instructor should tie together the various points or topics discussed, and show the relationships between the facts brought forth and the practical application of these facts. Models are especially adaptable to small group discussions in which students are encouraged to ask questions. [Figure 4-5] The FAA frequently reviews the test items in an attempt to maintain their validity in the current aviation environment. The instructor must logically organize the material to show the relationships of the main points. In studying jet propulsion, for example, the student might begin by considering the action involved in releasing air from a toy balloon and finish by taking part in a discussion of a complex gas turbine engine, Do not be afraid to omit "less important" information at first in order to simplify the learning process. How will this installation affect the weight and balance of the aircraft? Since the material projected requires no special preparation, the cost is very low. In many cases, this type of supplemental training media may be reproduced in a format for projection on a screen or other clear surface, Charts, diagrams, and graphs include any printed material which gives information in tabular form. a flight instructor demonstrates their coaching ability by If, due to some unanticipated circumstances, the demonstration does not closely conform to the explanation, this deviation should be immediately acknowledged and explained, Because these two phases, which involve separate actions, are performed concurrently, they are discussed here under a single heading. E-learning can be as basic as an online college course taken via e-mail or as sophisticated as refining flight techniques in a helicopter simulator, Time flexible, cost competitive, learner centered, easily updated, accessible anytime, and anywhere, e-learning has many advantages that make it a popular addition to the field of education. instead of "Would you expect an aircraft to require a longer takeoff run at Denver or at New Orleans?" At times, instructors may feel that they are doing more one-on-one instruction than in a normal classroom setting, but repetitive forms of teaching may be accomplished by computer. Decision-based training objectives allow for a more dynamic training environment and are ideally suited to scenario type training. Also, the instructor should avoid a long apologetic introduction, because it only serves to dampen the students interest in the lesson, Development is the main part of the lesson. The traditional organization of a lesson plan is introduction, development, and conclusion, The introduction sets the stage for everything to come. It is extremely expensive, and versions with a head-mounted display sometimes produce unfavorable side effects, For those engaged in aviation training, the challenge is staying abreast of technological changes that apply to training and adopting those that are the most useful and cost effective. Recordings of sounds and speeches should be tested for correct volume and quality in the actual environment in which they will be used. First, it will familiarize flight instructors with the FITS program, including its history, objectives, methods, and future goals. HOME; INTERIORS; EXTERIORS; OFFICE & PORTRAITS; PUBLICITY/EVENTS; CONSTRUCTION; INFO The effective instructor is able to interpret the meaning of these reactions and adjust the lesson accordingly. A postage stamp, typed material, textbook illustrations, or a defective spark plug are representative of the items that may be projected. The instructor should not, however, use substandard English. The instructor may want a student to explain something more thoroughly, or may need to bring the discussion back to a point from which it has strayed, In terms of characteristics, questions can be identified as overhead, rhetorical, direct, reverse, and relay. They should be considered as a supplement to instructor-led training, Electronic communications, including use of computer databases, voice mail, e-mail, Internet, World Wide Web, and satellite-based, wireless communications, are routine and this explosion of information access affects aviation training. Through doing, students learn to follow correct procedures and to reach established standards. The pilot continued into the instrument conditions for about 30 minutes before asking Atlanta Approach Control for directions to the nearest airport for landing. Effective use of questions may result in more student learning than any other single technique used by instructors. In general, if a two-dimensional representation will satisfy the instructors requirement, it should be used, Test preparation material applies to an array of paper, video, and computer software products that are designed by commercial publishers to help student applicants prepare for FAA tests. Through discussion, the students develop an understanding of the subject by sharing knowledge, experiences, and backgrounds. For example, in teaching aircraft maintenance, CAL programs produced by various aircraft manufacturers can be used to expose students to equipment not normally found at a maintenance school. The primary consideration in the lecture method, as in all other teaching methods, is the achievement of desired learning outcomes. As training becomes more detailed and complex, instructor-oriented materials can be a valuable instructional aid for aviation instructors. They must also hold a current ATP or commercial certificate and earn a score of more than 70% on an FAA-administered flight instructor demonstrated knowledge test. FLIGHT INSTRUCTOR KNOWLEDGE REQUIREMENTS Applicants for the Flight Instructor Rating shall demonstrate their knowledge by writing Transport Canada multiple choice examinations on the subjects contained in this guide. Computer-aided information is particularly useful for aviation maintenance activities. In addition to its uses as a summary and transitional device, the interim summary may also be used to keep the group on the subject or to divert the discussion to another member, A guided discussion is closed by summarizing the material covered. Measured in number of people in the profession, teaching is one of the worlds largest professions. Effective instructors also display enthusiasm for their subject matter and express themselves clearly. With a briefing, the speaker presents a concise array of facts to the listeners who normally do not expect elaboration of supporting material. Blocks for instructor endorsements also may be included at appropriate points. Main Menu. Well-designed interactive video, when properly used, is highly effective as an instructional aid. Regardless of the teaching or training delivery method used, the teaching process remains the same. azure resource types list Although the lecture method is useful in providing information, it is not an effective method of learning large amounts of information in a short time. The new Diamond Star DA-40 Flight Instructor Training Module This, coupled with an inattentive viewing style, can diminish the instructional value of the CD or DVD, As is true for any instructional aid, instructors need to follow some basic guidelines when using CDs and DVDs. Experienced CFIs have been using scenarios that require dynamic problem solving to teach cross-country operations, emergency procedures, and other flight skills for years. HOTS should be taught throughout the curriculum from simple to complex and from concrete to abstract, Determine learning outcomes for the problem, Consider additional solutions through guided discovery, Reevaluate solution with additional options, Reflect on this solution and why it is the best solution, Consider what "best" means (is it situational), While there are many variations as to how a problem-based lesson might work, it usually involves an incentive or need to solve the problem, a decision on how to find a solution, a possible solution, an explanation for the reasons used to reach that solution, and then reflection on the solution. The aids should be concentrated on the key points. For example, the presentation is not designed to replace the instructor. A clear, concise presentation of the objective and the key ideas gives the students a road map of the route to be followed. In the intervening years, PBL has helped shift the focus of learning from an instructor-centered approach to a studentcentered approach. Or the instructor may remind the students of an upcoming test on the material. There are several points at which assessments can be made: before training, during training, and after training. An instructor can most effectively maintain a high level of student motivation by. Continental Flight 1943 was the only DC-9 to land gear up at KIAH in 1996. The instructors success is determined to a large degree by the ability to organize material and to select and utilize a teaching method appropriate to a particular lesson, Application is student use of the instructors presented material. The instructor provides the problem to the student, offering only limited assistance as the student solves it, but participating in finding solutions. This overview can alleviate a significant source of uncertainty and frustration on the part of the student, As indicated in chapter 1, training objectives apply to all three domains of learningcognitive (knowledge), affective (attitudes, beliefs, values), and psychomotor (physical skills). Refer to Chapter 6, Planning Instructional Activity, for detailed information on requirements for an aviation training syllabus and the building-block concept for curriculum development, The main concern of the instructor is usually the more manageable task of organizing a block of training with integrated lesson plans. Fixed-base operators (FBOs) who offer instrument training may use personal computer based aviation training devices (PCATDs) or flight training devices (FTDs) for a portion of the instrument time a pilot needs for the instrument rating. As the student progresses through higher levels of performance and understanding, the instructor should shift the training focus to decision-based training objectives.
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