1. Fundamentals of Instruction
Flight Instructor Ground School
Aaron Harrington – CFI/CFI-I Airplane
Fundamentals of Instruction

2. Course Outline Class 1 Class 2 Class 3 Human Behavior
The Learning Proccess
Effective Communication
The Teaching Process
Assessment of Student Performance
Planning Instructional Activities
Instructor’s Responsibilities and Professionalism
Techniques of Flight Instruction
Advisory Circulars
Class 1
Class 2
Class 3

3. Chapter 3: Aviation Instructor’s Handbook
The Teaching Process

4. Essential Teaching Skills
People Skills – Effective instructors relate well to people.
Pick up on when students aren’t following along
Motivate students to learn
Adapt to the needs of the student
Challenge students intellectually
Subject Matter Expertise – Effective instructors are not only knowledgeable about aviation, but knowledgeable about teaching
Management Skills – Ability to plan, organize, lead, and supervise.
Assessment Skills – Be able to effectively assess student progress, skill, and knowledge

5. Course of Training
A series of studies (lessons) leading to attainment of a specific goal.
You need to have, pre-prepared, a series of known lessons that lead you through the teaching process for particular goals
Private Pilot
Commercial Pilot
Transitioning to a New Aircraft (specific to each type)
Be able to tell your students “These are the steps we need to take to get you to the final checkride”

6. Preparing a Lesson
Determining objectives and standards is vitally important before instruction can be presented!
If you just start instructing without a plan, you WILL:
Forget to teach your students something important
Be teaching with no rhyme or reason
Confuse your students
Confuse yourself
Loose track of student’s progress
etc

7. With specific goals in mind… how do we determine these goals?
Preparing a Lesson
With specific goals in mind… how do we determine these goals?
Training Objectives and Standards – two basic types
Performance Based Objectives
Decision Based Objectives

8. Performance Based Objectives
Used to set measureable, reasonable standards that describe the desired performance of a student
Consist of Three Elements
Description of the Skill or Behavior – Explains the desired outcome of the instruction. The description should be concrete.
Conditions – Specifically explain the rules under which the skill or behavior is demonstrated. Example “Navigate using sectional chart, plotter, flight computer, etc”
Criteria – These are the standards that measure the accomplishment of the objective. Should be stated so there is no question that the standards were met.

9. Decision Based Objectives
These are designed specifically to develop pilot judgement and Aeronautical Decision Making skills.
This lends itself well to scenario based training
Decision based objectives and training facilitates higher level learning (Understanding  Application  Correlation)

10. Practical Test Standards

11. Practical Test Standards – The PTS
Ultimately, we are teaching our students to meet or exceed the standards set forth in the PTS
Provides the instructor with very clearly defined performance based objectives
A newer student cannot be held to the standards of the PTS but a student much further along in their training can

12. Organization of Material
Introduction
Attention
Motivation
Development
Past to present
Simple to complex
Known to unknown
Most frequent used to least
Conclusion
Introduction
Why is this important?
What is the student going to learn?
Development
Use their previous knowledge to help them understand
Start easy then get to the more challenging stuff
Use what they know and understand to help them learn new material
Teach the ‘need to know’ then if student understands, teach nuances
Conclusion

13. Training Delivery Methods
Lecture Method - Instructor prepares a lecture or presentation
Discussion Method – Instructor presents the information ( min lecture) and then transitions to instructor-student or student-student discussion
Guided Discussion Method – Students use previous knowledge of a topic to discuss. Instructor asks questions to guide the directi0n

14. Lecture Method
Good for introducing new material and topics and introducing a large variety of information in a short amount of time
Preparing the lecture – Establish objectives, research the subject, organize the material, plan classroom activities (if any)
Suitable Language – simple language should be used whenever possible. Slang and colloquialisms can add variety and vividness to subject. However, colorful language or substandard English should be avoided
Types of delivery
Reading from a manuscript (Aaron says this is BORING!)
Reciting memorized material (Aaron says this is the best method)
Speaking extemporaneously from an outline (Hey! That’s called powerpoint!)
Speaking impromptu without preparation (Aaron says this is a big NO-NO!)

15. Lecture Method – cont.
Use of Notes – An instructor who is properly prepared or who has made the presentation before can usually speak without the use of notes.
Notes used wisely can jog your memory and/or provide for accuracy of information
Formal vs Informal Lecture
The informal lecture includes and encourages student participation – this is preferred method!
Instructor should ask questions to determine student’s understanding of the subject material and level of knowledge

16. Lecture Method – cont. Advantages and Disadvantages of Lecture
A convenient way to instruct large groups of students
Can present information that would be difficult for students to absorb in other ways
Can supplement other teaching devices and methods
Present lots of different ideas in a short amount of time (<- FAA test question)
Disadvantages
Not effective means of LEARNING a lot of information in a short amount of time
Instructor has hard time determining students level of understanding
Usually results in more information being presented than students can absorb
Can be difficult to hold the attention of everyone
Does not foster obtaining certain types of learning outcomes (e.g. motor skills)

17. Discussion Method
Great way to actively engage students in the learning process
Instructor should play the part of a guide by asking leading questions
Tying this into the lecture method helps develop HOTS
Teaches students to evaluate ideas and concepts
The goal is student participation

18. Guided Discussion Method
Students need to already have a certain level of understanding to participate in guided discussion method
The instructor still guides the discussion using leading questions, however, the instructor stays mostly out of the discussion and allows the students to interact with each other
Instructor should treat everyone impartially, encourage questions, exercise patience and tact, and comment on the various student responses

19. Guided Discussion Method – cont.
Use of Questions in Guiding a Discussion
Learning is achieved through the skillful use of questions
Lead off question – purpose is to get the discussion started
Types of Questions (FAA test and checkride questions)
Overhead Question – directed to entire group to stimulate thought and response
Rhetorical Question – Students don’t answer, but rather think about the answer. Instructor provides the answer.
Direct Question – Asked to an individual for them to answer
Reverse Question – Student asks the instructor, the instructor, instead of answering, poses the question right back to same student
Relay Question – Same as reverse, except instructor poses question to another student or rest of group

20. Characteristics of Effective Questions
Has a Specific Purpose – don’t just ask questions to ask them
Is Clear in Meaning
Contains a Single Idea
Stimulates Thought
Requires Definite Answers
Relates to Previously Learned Information

21. Ways to Foster Student Learning
Problem – Based Learning
E-Learning
Cooperative or Group Learning
Demonstration – Performance Method
Drill and Practice

22. Problem-Based Learning
Starts with a carefully constructed problem
Effectives problems:
Relate to real world, so students have motivation to solve them
Require students to make decisions
Are open ended and not limited to a single correct answer
Are connected to previously learned knowledge as well as new knowledge
Challenge Students to think critically

23. Types of Problem-Based Instruction
Scenario Based Training – Creating realistic scenarios where students solve problems or make decision
Collaborative Problem-Solving Method – Two or more people work together
The ‘other’ person can be the instructor, but assistance should be given to the extent that the student is the one solving the problem, instructor is just providing information
Case Study Method – an account of a real world situation or problem
Aaron likes to use NTSB reports and ‘accident chain’ for this method

24. E-Learning Internet Ipad CD/DVDs Video conferencing
Websites (AOPA, FAASafety.gov, EAA, etc. have excellent training materials!!)
(believe it or not, ‘guided discussion’ via works!)

25. E-Learning Computer Assisted Learning (CAL)
Couples the personal computer with multimedia software to create a training device.
This includes simulations of aircraft systems that are interactive
Test prep study guides
Allows students to progress at a pace that is comfortable to them (another FAA question!)

26. Cooperative or Group Learning
Organizes students into small groups who work together to maximize their own and each other’s learning
Relies on Certain Conditions and Controls
Small heterogeneous group (all students have approximately same level of knowledge)
Clear, complete instructions
Opportunity for student success
Student access to and comprehension of complete material
Sufficient time for learning
Individual accountability
Time for students to reflect on their performance afterwards

27. Demonstration-Performance Method
Students observe instructor demonstrate skill and then try to reproduce it
Five Phases of Demonstration-Performance Method (<- FAA!)
Explanation – instructor offers thorough explanation of skill
Demonstration – instructor demonstrates skill
Student Performance – student has time to practice the skill
Instructor Supervision – simultaneous with student performance
Evaluation – instructor offers student their evaluation

28. Drill and Practice Method
Based upon the “Principle of Exercise” discussed last class
Learning through repetition
Every time they practice a skill, learning continues
This includes solo practice

29. Using Instructional Aids
Instructional aids are devices that assist an instructor in the teaching-learning process
Instructional aids are not self supporting, rather they support or supplement what is being taught
When properly used, they help give and hold student’s attention
Audio and visual aids can be very useful in supporting a topic

30. Chapter 4: Aviation Instructor’s Handbook
Assessment

31. Purpose of Assessment
We need to know not only what our students know but the depth and breadth of their knowledge

32. General Characteristics of an Effective Assessment
Objective – It should be focused on student performance and not based upon instructor bias, opinions, likes or dislikes
Flexible – The assessment should be designed and executed so the instructor can allow for variables. Don’t be rigid!
Acceptable – Assessment must be presented fairly and sincerely from the instructors position of recognizable competence (don’t make stuff up)
Comprehensive – The assessment must cover strengths as well as weakness, but with balance
Constructive – An assessment is useless unless the student benefits
Organized - It must be logical and make sense. Don’t be random
Thoughtful – An effective assessment reflects the instructors thoughtfulness towards the student’s need for self-asteem, recognition, and approval
Specific – Students cant improve upon generalities

33. Types of Assessment Traditional Assessment – (e.g. written test)
Authentic Assessment – Learner performs real-world tasks and demonstrates meaningful applications of skill
Critique and Oral Assessment

34. Traditional Assessment
Generally refers to written assessment
One shortcoming is that they generally measure performance against empirical standards
Often only test to ‘rote’ understanding

35. Characteristics of a Good Written Test
Reliabile - different instructors would result in same grade
Valid -
Usable -
Objective -
Comprehensive -
Discrimination (wide range of scores available)

36. Types of Test Questions
Supply Type – Response is a word, sentence, or paragraph. Good at assessing understanding. Disadvantage – they are not reliable
Selection Type – Requires learner to select between two or more alternatives (also known as matching questions)
True – False – Big disadvantage is that it promotes guessing
Multiple Choice – Distractor answers should be written in a way that they are attractive to learners who do not possess the requisite knowledge or understanding necessary

38. Authentic Assessment
Learner performs real-world tasks and demonstrates meaningful applications of skill

39. Critiques and Oral Assessment
Instructor/Student Critique – instructor leads a group discussion and class members offer criticism of performance
Student-led Critique – Instructor asks the student to lead a critique
Small Group Critique – Class divided into groups and asked to critique specific areas
Individual Student Critique By Another Student – students critique each other
Self Critique – Student critiques their own performance
Written Critique – instructor writes a critique the students can keep
Oral Assessment – Instructor evaluates student’s performance (more formal than a critique)

40. Asking Effective Questions
Avoid Questions
Brief and concise, but clear and defined
Adapted to ability, experience, and stage of training
Center on only one idea
Who, what, where, when, why, how
Challenge the student
Yes/No Questions
“Do you understand?”
“Do you have any questions?”
Puzzle questions (too many variables in questions)
Oversize (too broad)
Toss-up questions
Trick Questions

41. Planning Instructional Activity
Chapter 4: Aviation Instructor’s Handbook
Planning Instructional Activity

42. Ho Do You Instruct? Where do I Start?
As a new instructor, you are going to be excited about starting to train students. You will learn within the first few lessons that… you have no idea what you’re doing!!! It is imperative that you develop a course of training for each type of training you are going to offer as an instructor Don’t go into teaching blind and without a clear path from ‘zero experience -> solo -> checkride’ Each training course will have a series of ‘lessons’ including lesson plans

43. Planning a Course of Training
You need to establish a clear roadmap that will help you effectively and efficiently get your students from start to finish
This often includes having a lesson plans
Use a building block approach!

45. Training Syllabus
Lesson plans ensure that you teach all the elements of a particular task/skill/maneuver and that students receive the best possible instruction
They also help organize the instructors thoughts
The quality of your planning as an instructor affects the quality of the results

46. The “FAA Standard” Lesson Plan
Three Element Approach
Lesson Objectives
Content
Completion Standards
Should include estimate of time of lesson
Include notes to instructor

47. Lesson Objective Have a clearly defined objective for the lesson
Tasks are:
Basic Maneuvers
Slow Flight and Stalls
Emergency Procedures
Steep Turns
Takeoffs and Landings
Crosswind T.O.L.s
Example Objective for Slow Flight and Stalls
“The student will review airspeed control, demonstrate increased proficiency in performing slow flight, and be introduced to stalls from various flight conditions to increase their understanding of airplane control during normal and critical flight conditions.”

48. Content This includes sub-elements that help organize your lesson
Example
Pre-flight discussion – talk about what you are going to do
Review – things previously learned that apply to the current lesson
Introduction – talk about the elements of the task/maneuver/skill demonstration from instructor
Post-flight discussion – critique student performance, review what you learned, talk about how this applies going forward

49. Completion Standards
These are the standards to which the student will accomplish the desired lesson objectives
Example for slow flight and stalls
“Student proficient in preflight inspection, engine startup, taxi, pre-takeoff check, post flight procedures. Displays understanding of slow flight, indications of approaching stall, proper recovery procedures, and conditions necessary for a spin to occur. Altitude, heading, and airspeed at or near PTS standards during normal cruise flight”

50. !! Instructional Activity Time !!
We are going to plan a lesson together Lesson: Boxing the Wake Previously ‘learned knowledge’ of student includes: Preflight, ground handling, normal and x-wind takeoff High tow, low tow

51. Please check out Appendix B of the Flight Instructors Handbook

52. Homework for Next Week Class 1 Class 2 Class 3 Human Behavior
The Learning Proccess
Effective Communication
The Teaching Process
Assessment of Student Performance
Planning Instructional Activities
Instructor’s Responsibilities and Professionalism
Techniques of Flight Instruction
Advisory Circulars
Class 1
Class 2
Class 3

53. Any Questions?