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6-2
In the past, the aviation instructor was a capable pilot or aviation technician with a rather general understanding of basic teaching methods and techniques. More recently, the Federal Aviation Administration (FAA) has paid more attention to the instructor’s role as teacher and mentor, and has provided a much better grounding in instructional techniques. The instructor is now required to master the teaching methods, write lesson objectives, outline and write lesson plans, and motivate students by example. The instructor is responsible for what is taught in the aircraft and classroom. The amount of learning that takes place is a direct result of how well the lesson is prepared and the teaching skill of the instructor.
Historically, aviation instruction focused on the performance of specific procedures and/or maneuvers, and learning was measured with objective standards. Changing technology and innovations in learning provide today’s aviation instructors with the opportunity to use new methods and teach to new standards. One of these methods, introduced in Chapter 4, The Teaching Process, is scenario-based training (SBT). While SBT is an integral component of today’s aviation training, the instructor is crucial to its implementation. By emphasizing SBT, the instructor functions in the learning environment as an advisor and guide for the learner.
Whatever the method of teaching, the key to developing well-planned and organized aviation instruction includes using lesson plans and a training syllabus that meet all regulatory certification requirements. Much of the basic planning necessary for the flight instructor and maintenance instructor is provided by the knowledge and proficiency requirements published in Title 14 of the Code of Federal Regulations (14 CFR) parts 61 and 65, approved school syllabi, and the various texts, manuals, and training courses available. This chapter reviews the planning required by the professional aviation instructor as it relates to four key topics—course of training, blocks of learning, training syllabus, and lesson plans. It also explains how to integrate SBT, aeronautical decision-making (ADM), and risk management into the aviation training lesson.Course of Training
As discussed in chapter 4, a course of training is a series of studies leading to attainment of a specific goal such as a certificate of completion, graduation, or an academic degree. An instructor plans instructional content around the course of training by determining the objectives and standards, which in turn determine individual lesson plans, test items, and levels of learning. For a complete discussion of determining these items, see chapter 4. Blocks of Learning
After the overall training objectives have been established, the next step is the identification of the blocks of learning which constitute the necessary parts of the total objective. Just as in building a pyramid, some blocks are submerged in the structure and never appear on the surface, but each is an integral and necessary part of the structure. Thus, the various blocks are not isolated subjects, but essential parts of the whole. During the process of identifying the blocks of learning to be assembled for the proposed training activity, the instructor must also examine each block to ensure it is an integral part of the structure. Extraneous blocks of instruction are expensive frills, especially in flight instruction, and detract from, rather than assist in, the completion of the final objective.
While determining the overall training objectives is a necessary first step in the planning process, early identification of the foundation blocks of learning is also essential. Training for any such complicated and involved task as piloting or maintaining an aircraft requires the development and assembly of many segments or blocks of learning in their proper relationships. In this way, a student can master the segments or blocks individually and can progressively combine these with other related segments until their sum meets the overall training objectives.
The blocks of learning identified during the planning and management of a training activity should be fairly consistent in scope. They should represent units of learning which can be measured and evaluated—not a sequence of periods of instruction. For example, the flight training of a private pilot might be divided into the following major blocks: achievement of the knowledge and skills necessary for solo, the knowledge and skills necessary for solo cross-country flight, and the knowledge and skills appropriate for obtaining a private pilot certificate. [Figure 6-1]
Use of the building block approach provides the student with a boost in self-confidence. This normally occurs each time a block is completed. Otherwise, an overall goal, such as earning a mechanic’s certificate, may seem unobtainable. If the larger blocks are broken down into smaller blocks of instruction, each on its own is more manageable. Humans learn from the simple to the complex. For example, an student airplane pilot should understand and master the technique of a normal landing prior to being introduced to short and soft field landings. A helicopter pilot must be proficient in running landings before the instructor introduces a no hydraulics approach and landing.
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Aviation Instructor’s Handbook下(40)
