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The pilot is
responsible for maintaining the aircraft in an airworthy condition...
Figure 4-11. As the student grows in flight knowledge, he or she should be able to lead the postflight review while the instructor guides the discussion with targeted questions.
definitions for PBL, but for the purposes of this handbook, it is defined as the type of learning environment in which lessons are structured in such a way as to confront students with problems encountered in real life that force them to reach real world solutions.
PBL starts with a carefully constructed problem to which there is no single solution. 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. This results when the material is presented as an authentic problem in a situated environment that allows the learner to “make meaning” of the information based on his or her past experience and personal interpretation. This type of problem encourages the development of HOTS, which include cognitive processes such as problem solving and decision-making, as well as the cognitive skills of analysis, synthesis and evaluation.
Developing good problems that motivate, focus, and initiate student learning are an important component of PBL. Effective problems:
• Relate to the real world so students want to solve them.
• Require students to make decisions.
• Are open ended and not limited to one correct answer.
• Are connected to previously learned knowledge as well as new knowledge.
• Reflect lesson objective(s).
• Challenge students to think critically.Teaching Higher Order Thinking Skills (HOTS)
Risk management, ADM, automation management, situational awareness, and Controlled Flight into Terrain (CFIT) awareness are the skills encompassed by HOTS. To teach the cognitive skills needed in making decisions and judgments effectively, an instructor should incorporate analysis, synthesis, and evaluation into lessons using PBL. HOTS should be taught throughout the curriculum from simple to complex and from concrete to abstract.
Basic approach to teaching HOTS:
1. Set up the problem.
2. Determine learning outcomes for the problem.
3. Solve the problem or task.
4. Reflect on problem-solving process.
5. Consider additional solutions through guided discovery.
6. Reevaluate solution with additional options.
7. Reflect on this solution and why it is the best solution.
8. Consider what “best” means (is it situational).Types of Problem-Based Instruction
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. Three types of problem-based instruction are discussed: scenario based, collaborative problem-solving, and case study. Scenario-Based Training Method (SBT)
SBT uses a highly structured script of real-world experiences to address aviation training objectives in an operational environment. It is a realistic situation that allows the student to rehearse mentally for a situation and requires practical application of various bits of knowledge. Such training can include initial training, transition training, upgrade training, recurrent training, and special training. Because improper pilot decisions cause a significant percentage of all accidents and the majority of fatal accidents in light single- and twin-engine aircraft, SBT challenges the student or transitioning pilot with a variety of flight scenarios with the goal of reducing accidents. These scenarios require the pilot to manage the resources available in the flight deck, exercise sound judgment, and make timely decisions. 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
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judgment and make good decisions. The scenario may not have one right or one wrong answer, which reflects situations faced in the real world. 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. This allows the student to make decisions that fit his or her experience level and result in positive outcomes.
Once the class has mastered the ability to compute weight and balance, Bob decides to give them the following scenario with the objective of teaching them how to reconfigure weight and balance in the real world. A customer wants a tail strobe light installed on his Piper Cherokee 180. How will this installation affect the weight and balance of the aircraft?
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Aviation Instructor’s Handbook下(18)
