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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.
6-3
Figure 6-1. The presolo stage or phase of private pilot training is comprised of several basic building blocks. These blocks of learning,
which should include coordinated ground and flight training, lead up to the first solo.
FIRST SOLO
EMERGENCY
PROCEDURES
PRESOLO
WRITTEN
EXAM
SLOW FLIGHT
AND STALLS
TAKEOFFS
AND
LANDINGS
GROUND
REFERENCE
MANEUVERS
GROUND
OPERATIONS
COMMUNICATION
AND FLIGHT
INFORMATION
BASIC
MANEUVERS
AIRPORT
OPERATIONS
By becoming familiar with the student’s aviation background,
an instructor can plan the sequence of instruction blocks.
Does the applicant have previous aeronautical experience or
posses a pilot certificate in another category? This information
will help the instructor design appropriate training blocks.
For example, if the student is a helicopter pilot who is
transitioning to an airplane, he or she will understand speed
control, but not necessarily know how to achieve it in an
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Aviation Instructor's Handbook航空教员手册(105)
