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Figure 6-8. SBT lesson plan.
5. Evaluate student progress and maintain appropriate records.
6. Provide continuous review of student learning.
The aviation instructor is the key to the success of SBT. Remember, the overall learning objective is for the student to be ready to exercise sound judgment and make good decisions. For example, the flight instructor must be ready to turn the responsibility for planning and execution of the flight over to the student as soon as possible. The flight instructor continues to demonstrate and instruct skill maneuvers in the traditional manner; but, when the student begins to make decisions, the flight instructor should revert to the role of mentor and/or learning facilitator.
A situation a student faces may not have one right or one wrong answer. Instead, a student encounters situations in training that may have several “good” outcomes and few “poor” ones. Rather than requiring the student to make a decision that matches the instructor’s personal preference, he or she should understand in advance which outcomes are positive and/or negative and give the student the freedom to make both good and poor decisions. This does not mean that the student should be allowed to make an unsafe decision or commit an unsafe act. However, it does allow the student to make decisions that fit his or her experience level and result in positive outcomes. SBT Lesson Plan
The SBT lesson plan differs from the traditional lesson plan. [Figure 6-8] In this example, the instructor pilot tells the student to plan for arrival at a specific nontowered airport. The planning should take into consideration the possible wind conditions, arrival paths, airport information and communication procedures, available runways, recommended traffic patterns, courses of action, and preparation for unexpected situations. Upon arrival at the airport, the student makes decisions (with guidance and feedback, as necessary) to safely enter and fly the traffic pattern. This is followed by a discussion of what was done, why it was done, the consequences, other possible courses of action, and how it applies to other airports. In contrast to the student who trained under the traditional lesson plan, the student who trains under the SBT format is not only capable of a specific flight maneuver, he or she is now capable of detailing the safe arrival at any nontowered airport in any wind condition.
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SBT is situated in a real context and is based on the idea
that knowledge cannot be gained and fully integratedindependent of its context. SBT accords with a performance improvement and behavior change philosophy of the learning function. SBT is different from traditional instructional design; one must be aware of the differences to successfully employ SBT.Most learning solutions should employ both traditional training and SBT. Traditional learning elements should enhance the SBT elements. It is essential to place boundaries around scenarios to make the transitions between scenarios and traditional learning as efficient as possible. Open-ended qualitative learner feedback is key to successful scenario revision, but revisions should not further complicate the scenario unless highly justified. The Main Points To Remember About Scenario-Based Training
Figure 6-9. Points to remember about scenario-based training.
SBT is a compilation of basic learning theory, adult learning concepts, and the best of the traditional aviation training procedures. Above all, it is about learning complex tasks in a realistic environment at a pace and in a structure the individual student can comprehend and process. [Figure 6-9] Good teaching techniques are still important, but only if they aid in student learning. More detailed information about SBT can be found at www.faa.gov/education_research/training/fits/.Prescenario Planning
For SBT instruction to be effective, it is vital that the aviation instructor and student establish the following information:
Flight scenario:
• Scenario destination(s)
• Desired student learning outcomes
• Desired level of student performance
• Possible inflight scenario changes
Nonflight scenario:
• Narrative of the task goal
• Desired student learning outcomes
• Desired level of student performance
• Possible scenario changes
The aviation industry is moving from traditional knowledge-related learning outcomes to an emphasis on increased internalized learning in which learners assess situations and react appropriately. Knowledge components are becoming an important side effect of a dynamic learning experience.
Reality is the ultimate learning situation and SBT attempts to get as close as possible to this ideal. It addresses learning that occurs in a context or situation. It is based on the concept of situated cognition, which is the idea that knowledge cannot be known and fully understood independent of its context. In other words, humans learn better, the more realistic the situation is and the more they are counted on to perform.
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Aviation Instructor’s Handbook下(47)
