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needs to make several decisions that effect the final weight
and balance of the aircraft. The real world problem forces
the student to analyze, evaluate, and make decisions about
the procedures required.
For the flight instructor, a good scenario tells a story that
begins with a reason to fly because a pilot’s decisions differ
depending on the motivation to fly. For example, Mark’s
closest friends bought him a ticket for a playoff game at their
alma mater and they paid him to rent an airplane. He is flying
the four of them to the “big” football game. Another friend
is planning to meet them at the airport and drive everyone
to the game and back.
Mark has strong motivation to fly his friends to the game so
he keys up College Airport AWOS which reports clear and
unrestricted visibility. His flight is a go, yet, 15 miles from
College Airport he descends to 1,000 feet to stay below the
lowering clouds and encounters rain and lowering visibility
to 3 miles. The terrain is flat farmland with no published
obstacles. What will he do now?
Remember, a good inflight scenario is more than an hour of
flight time; it is also a learning experience. SBT is a powerful
tool because the future is unpredictable and there is no way
to train a pilot for every combination of events that may
happen in the future.
A good scenario:
• Is not a test;
• Will not have one, right answer;
• Does not offer an obvious answer;
• Should not promote errors; and
• Should promote situational awareness and opportunities
for decision-making.
Collaborative Problem-Solving Method
Collaboration (two or more people working together) to
solve problems has been used throughout time. In education,
the collaborative problem-solving method combines
collaboration with problem solving when the instructor
provides a problem to a group who then solves it. The
instructor provides assistance when needed, but he or she
needs to remember that learning to solve the problem or task
without assistance is part of the learning process. 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 instructor provides the
problem to the student, offering only limited assistance as
the student solves it, but participating in finding solutions.
Once again, open-ended “what if” problems encourage the
students an opportunity to develop HOTS.
Case Study Method
A case study is a written or oral account of a real world
situation that contains a message that educates the student.
An increasingly popular form of teaching, the case study
contains a story relative to the student that forces him or her
to deal with situations encountered in real life.
The instructor presents the case to the students who then
analyze it, come to conclusions, and offer possible solutions.
Effective case studies require the student to use critical
thinking skills.
An excellent source of real-world case studies for flight
instructors can be found at the National Transportation Safety
Board (NTSB) where descriptions of more than 140,000
aviation accidents are located. By removing the NTSB’s
determination of probable cause, a flight instructor can use
the description as a case study. The following paragraph is
an example of one such accident.
“The private pilot was on a visual flight rules (VFR) crosscountry flight when he began encountering instrument
conditions. The pilot continued into the instrument conditions
for about 30 minutes before asking Atlanta Approach Control
for directions to the nearest airport for landing. The controller
directed the pilot to two different nearby airports, but both
were below minimums. The pilot informed the controller that
he was low on fuel and needed to land as soon as possible.
The controller directed the pilot to the Columbus Metropolitan
Airport, Columbus, Georgia. The pilot told the controllers that
he would attempt an instrument approach. The pilot attempted
four unsuccessful approaches with the controllers talking him
4-18
Figure 4-12. E-learning encompasses a variety of electronic
educational media.
through each approach. On the fifth approach, at five miles
from the runway, the pilot stated that both engines quit due
to fuel exhaustion. The pilot called “mayday” and during the
forced landing the airplane collided with trees and the ground
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Aviation Instructor's Handbook航空教员手册(80)
