a flight instructor demonstrates their coaching ability by

Depending on the requirements of any particular circumstances, a lecture is usually delivered in one of four ways: Reading from a typed or written manuscript, Reciting memorized material without the aid of a manuscript, Speaking extemporaneously from an outline, The teaching lecture is probably best delivered in an extemporaneous manner. This allows the student to make decisions that fit his or her experience level and result in positive outcomes. It is important for the instructor to understand in advance which outcomes are positive and/or negative and give the student freedom to make both good and poor decisions without jeopardizing safety. As stimuli are received, the individuals sensory register works to sort out the important bits of information from the routine or less significant bits. Frequently, good organization and natural patterns of logic dictate the sequence. The following code describes the concept of an aviation citizen. As discussed in Chapter 1, Human Behavior, the average age of aviation students is 34 years old. Usually the instructor has to interrupt the students efforts for corrections and further demonstrations. a flight instructor demonstrates their coaching ability by If a desired capability is to navigate from point A to point B, the objective as stated is not specific enough for all students to do it in the same way. They also should be meaningful to the student, lead to the desired behavioral or learning objectives, and provide appropriate reinforcement. a flight instructor demonstrates their coaching ability by The instructor must continue to monitor and evaluate the progress of the student as usual. Picturesque slang and free-and-easy colloquialisms, if they suit the subject, can add variety and vividness to a teaching lecture. Whatever type of projected training aid used, it is essential for the content to be current and support the lesson, Use of projected materials requires planning and practice. These scenarios require the pilot to manage the resources available in the flight deck, exercise sound judgment, and make timely decisions. a flight instructor demonstrates their coaching ability by The examiner for the Airframe and Powerplant (A&P) is required to ask four questions in each of the subject areas, which are required by the regulations to be taught. [Figure 4-7], The purpose of the motivation element is to offer the students specific reasons why the lesson content is important to know, understand, apply, or perform concepts of Thorndikes law of readiness. Discussion questions should be easy for students to understand, put forth decisively by the instructor, and followed by silence. flight instructor determines if an applicant can demonstrate the ability to meet English language requirements. Good newspapers offer examples of the effective use of simple words. Just as a student can reread a section in a text, a student can review portions of a CAL program until it is understood. An instructor should also be patient and give students a chance to react. Those maneuvers requiring repetition may still be taught during concentrated settings. This type of summary is one of the most effective tools available to the instructor. The aids should be concentrated on the key points. In all cases, a systematic plan of action requires the use of an appropriate training syllabus. They are essential for reporting complicated information. As mentioned in chapter 3, covering a subject in too much detail is as bad or worse than sketchy coverage. Facts and ideas that have been logically organized can be concisely presented in rapid sequence. 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. a flight instructor demonstrates their coaching ability by. instead of "Would you expect an aircraft to require a longer takeoff run at Denver or at New Orleans?" Early in a lesson that is to include demonstration and performance, the instructor should identify the most important learning outcomes. 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. In recent years, video (VHS, compact disks (CDs), digital video disks (DVDs), or computer files), and computer slide shows incorporating text, graphics, video, and animations, have pushed aside traditional training aids. The controller directed the pilot to two different nearby airports, but both were below minimums. An important factor is chart format. Recordings of sounds and speeches should be tested for correct volume and quality in the actual environment in which they will be used. These slide shows can be only bulleted information or incorporate animation and video clips. The examiner also is required to assign a practical project from each subject area. a flight instructor demonstrates their coaching ability by Developing good problems that motivate, focus, and initiate student learning are an important component of PBL. Conditions and criteria should be refined as necessary. On the other hand, CAL is a useful tool for aviation instructors. Teaching Methods - CFI Notebook The instructor also should carefully consider the class size and the depth of the presentation. The benefit of PBL lies in helping the learner gain a deeper understanding of the information and in the learner improving his or her ability to recall the information. Information such as equipment, tools, reference material, and limiting parameters should be included. As the student progresses through higher levels of performance and understanding, the instructor should shift the training focus to decision-based training objectives. In a typical lesson, an effective instructor normally uses a combination of methods. This research has revealed that effective instructors come in many forms, but they generally possess four essential teaching skills: people skills, subject matter expertise, management skills, and assessment skills. The scale model represents an exact reproduction of the original, while simplified models do not represent reality in all details. Decision-based learning objectives and the use of flight training scenarios do not preclude traditional maneuver-based training. Three types of problem-based instruction are discussed: scenario based, collaborative problem-solving, and case study, SBT uses a highly structured script of real-world experiences to address aviation training objectives in an operational environment. Some models are solid and show only the outline of the object they portray, while others can be manipulated or operated, Although a model may not be a realistic copy of an actual piece of equipment, it can be used effectively in explaining operating principles of various types of equipment. All lettering and illustrations must be large enough to be seen easily by the students farthest from the aids. The instructor who requires notes should use them sparingly and unobtrusively, but at the same time should make no effort to hide them from the students. Drawing on previously discussed theoretical knowledge, this chapter discusses specific recommendations on how to use this information to teach aviation students, Teaching is to instruct or train someone, or the profession of someone who teaches. a flight instructor demonstrates their coaching ability by. The instructor should avoid the temptation to use the aids as a crutch. Organizing a lesson so the students grasp the logical relationships of ideas is not an easy task, but it is necessary if the students are to learn and remember what they have learned. The goal might be a certificate of completion, graduation, or an academic degree. For example, voicerecognition technology, which lets computers accept spoken rather than keyed input, is highly effective for technical training, Miniature electro-optical devices allow computer-aided information to be projected electronically on sunglass-style eye wear which is connected to a lightweight, belt mounted computer. Unlike other forms of projected material, CDs and DVDs can also be played on a laptop computer, On the other hand, CDs and DVDs offer their own disadvantages. The demonstration-performance method is divided into five phases: Explanations must be clear, pertinent to the objectives of the particular lesson to be presented, and based on the known experience and knowledge of the students. This is a good indication that the original version was confusing to that person. Experienced CFIs have been using scenarios that require dynamic problem solving to teach cross-country operations, emergency procedures, and other flight skills for years. 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. It is well suited for the aircraft maintenance instructor who uses it in the shop to teach welding, and the flight instructor who uses it in teaching piloting skills, Every instructor should recognize the importance of student performance in the learning process. If necessary, make assignments that give the students an adequate background for discussing the lesson topic. With searchand-find features incorporated, a CD or DVD is a powerful information source. The lecture method is adaptable to many different settings, including small or large groups. This equipment is especially adapted to enlarging diagrams and small charts for display purposes. Words or terms used in an instructional aid should be carefully selected to convey the same meaning for the student as they do for the instructor. It can be a stand-alone software program that takes a learner from lecture to exam or it can be an interactive web-based course of instruction that involves a mixture of mandatory class attendance with e-mail discussions and assignments. [Figure 4-8], In the teaching lecture, simple rather than complex words should be used whenever possible. Successful instructors teach their students not only how, but also why and when. B. want to escape from frustrating situations. discussions provide the student with increased exposure to proper decision-making, From the description of guided discussion, it is obvious this method works best in a group situation, but it can be modified for an interactive one-on-one learning situation. For example, Marks closest friends bought him a ticket for a playoff game at their alma mater and they paid him to rent an airplane. For example, instead of using many words to describe a sound, object, or function, the instructor plays a recording of the sound, shows a picture of the object, or presents a diagram of the function. 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. The pilot informed the controller that he was low on fuel and needed to land as soon as possible. VR uses graphics with animation systems, sounds, and images to reproduce electronic versions of real-life experience. The desired learning outcomes should stem from the objective, Conduct adequate research to become familiar with the topic. Rehearsals, or dry runs, help smooth out the mechanics of using notes, visual aids, and other instructional devices. Whenever possible, the various parts should be labeled or colored to clarify relationships, Production and equipment costs are limiting factors to consider in developing and using models, mock-ups, and cutaways. If Class D, E, and G airspace are the only airspace types being utilized by a student, save the discussion of A, B, and C airspace until they have operating familiarity with the other types. Instructional aids are not selfsupporting; they support, supplement, or reinforce what is being taught. By using dynamic and meaningful scenarios, the instructor teaches the student how to gather information and make informed, safe, and timely decisions, Decision-based training is not a new concept. Unless the students have some knowledge to exchange with each other, they cannot reach the desired learning outcomes by the discussion method. For the flight instructor, this may entail overseeing the preflight procedures. To be a teacher implies one has completed some type of formal training, has specialized knowledge, has been certified or validated in some way, and adheres to a set of standards of performance. This method uses collaboration and can be modified for an interactive one-on-one learning situation such as an independent aviation instructor might encounter. The number of students in a class and the existing facilities are other considerations. A simple process can be used to determine if and where instructional aids are necessary, Clearly establish the lesson objective. He is flying the four of them to the "big" football game. A postage stamp, typed material, textbook illustrations, or a defective spark plug are representative of the items that may be projected. Then, allow students time to practice each step, so they can increase their ability to perform the skill. In these examples, the student leader or the instructor serves as a coach or facilitator who interacts with the group, as necessary, to keep it on track or to encourage everyone in the group to participate, Best used for the mastery of mental or physical skills that require practice, the demonstration-performance method is based on the principle that people "learn by doing." There is no guarantee that all of this information is current, or even accurate, It is important to prepare an organized plan of action, Most frequently used to least frequently used, Introducing students to new subject material, Showing relationships between theory and practice, and, No direct reaction from students but economical, Establish the objective and desired outcomes, Help jog memory and ensures important points are emphasized, Can supplement other teaching devices and methods, Students tend to interact and achieve in ways and at levels that are rarely found with other instructional strategies, Clear directions on what the student is going to do, All members of the group must accept the objectives as ones they have agreed to achieve, Tasks are structured so that students must depend upon one another for their group's success in completing and mastering the target objectives, Student must not feel penalized for being placed in a particular group, The focus of learning tasks must be aligned with the specific objectives, Each student and group should be provided the amount of time needed to learn the targeted information, Students must engage in interactive abilities as leadership, Each student must be formally and individually tested to determine mastery and retention, Only members of groups who meet established levels of achievement receive the rewards, Lead-off Question - opens up an area for discussion (how or why, not what or when), Follow-up Question - guides into discussion, Students should be encouraged to participate. Carefully selected charts, graphs, pictures, or other well-organized visual aids are examples of items that help the student understand, as well as retain, essential information, Ideally, instructional aids should be designed to cover the key points and concepts. Participants in a class may be located on different continents, yet share the same teaching experience. The extemporaneous presentation reflects the instructors personal enthusiasm and is more flexible than other methods. Students can answer the second question by merely saying "Denver," but the first question is likely to start a discussion of air density, engine efficiency, and the effect of temperature on performance, It is the instructors responsibility to help students prepare themselves for the discussion. Poorly organized information is of little or no value to the student because it cannot be readily understood or remembered, An effective conclusion retraces the important elements of the lesson and relates them to the objective. Although lecture and demonstration-performance may be the methods used most often, being aware of other methods and teaching tools such as guided discussion, cooperative learning, and computerassisted learning better prepares an instructor for a wide variety of teaching situations, Obviously, the aviation instructor is the key to effective teaching. The pilot called "mayday" and during the forced landing the airplane collided with trees and the ground separating the right wing, half of the left wing, and coming to rest inverted. This preparation should start well in advance of the presentation. Computer-aided information is particularly useful for aviation maintenance activities. The conclusion consists of the summary of the main points. In most cases, the objective is listed along with sufficient conditions to describe the scope of the objective. A wireless mouse can be used to activate the slide changes from anywhere in the room, Another convenient and cost effective instructional aid is the overhead transparency and projector. For example, Bob lectures in the opening scenario, but after giving the students knowledge of how to compute weight and balance, he uses group learning to reinforce the lecture. 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. In order to present the lesson on weight and balance, Bob has taken the theoretical information presented in previous chaptersconcepts and principles pertinent to human behavior, how people learn, and effective communicationinto the classroom. Distance learning also may be defined as a system and process that connects students with resources for learning. Similarly, the instructor can prepare the prediscussion assignment more effectively while conducting research for the classroom period. Electronic information on computer networks and bulletin boards is from commercial providers, as well as community, state, and national government agencies. Research indicates that students completing cooperative learning group tasks tend to have higher test scores, higher self-esteem, improved social skills, and greater comprehension of the subjects they are studying. First, it will familiarize flight instructors with the FITS program, including its history, objectives, methods, and future goals. The tendency toward unnecessarily distracting artwork also should be avoided, Instructional aids should appeal to the student and be based on sound principles of instructional design. On the other hand, poorly constructed long sentences are difficult to follow and can easily become tangled. 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. When using this method, instructors should keep their own discussion to a minimum since the goal is student participation, Instructors can also use another form of discussion, the guided discussion method, to ensure the student has correctly received and interpreted subject information, The guided discussion method relies on student possession of a level of knowledge about the topic to be discussed, either through reading prior to class or a short lecture to set up the topic to be discussed. Effective instructors relate well to people. These programs typically allow the students to select a test, complete the questions, and find out how they did on the test. There are a number of professional development opportunities for aviation instructors, such as Federal Aviation Administration (FAA) seminars, industry conventions, professional organizations, and online classes. Professional instructors should not limit their objectives to meeting only the published requirements for pilot or AMT certification, Instructional objectives should also extend beyond those listed in official publications. During this research process, the instructor should also earmark reading material that appears to be especially appropriate as background material for students. a flight instructor demonstrates their coaching ability by Basic VOR/NDB radio navigation procedures are also perishable and could save lives if proficiency is maintained. a flight instructor demonstrates their coaching ability by However, it is the instructors responsibility to plan, organize, develop, and present the major portion of a lesson, There are a number of advantages to lectures. It was a cautionary tale of a flight crew failing to compartmentalize their problems and adhere to the sterile cockpit rule. For example, the subsystems within a physical unit are relatively easy to relate to each other through the use of schematics or diagrams. The selection of a graph for use in any given situation depends upon the type of information the instructor wants to convey, Charts, diagrams, and graphs can be used effectively to show relationships, chronological changes, distributions, components, and flow. Accident data is available at NTSBs Aviation Accident Database & Synopses at www.ntsb.gov/ntsb/query.asp/, Electronic learning or e-learning has become an umbrella term for any type of education that involves an electronic component such as the Internet, a network, a stand-alone computer, CD/DVDs, video conferencing, websites, or email in its delivery. Each student should be encouraged to accept responsibility for contributing to the discussion and benefiting from it. This usually involves the term behavioral objective, although it may be referred to as a performance, instructional, or educational objective. Confusion, disinterest, and uneasiness on the part of the student could happen as a result of not knowing the. Within seconds, what is perceived as the most important information is passed to the working or short-term memory where it is processed for possible storage in the long-term memory. Care must be taken to display only a small amount of material and to make the material as simple but meaningful as possible, Numerous other useful print items may be considered as supplemental training aids.

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