CFI Workshop Module 7 Core Topic 13 Effective Teaching

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CFI Workshop Module 7Core Topic 13

Effective Teaching

Ethics and Professionalism

Aviation Educators

The FAA Safety Team

April 1, 2012

2Federal AviationAdministration

Core Topic 13 - Effective TeachingApril 1 through June 30, 2012


2

Building Blocks of Flight




3

Maslow’s Hierarchy of Needs




4

Stress

PhysicalEnvironment, noise, vibration, temperature, oxygen, distractions,

cozy cockpits, ergonomics

PhysiologicalFatigue, lack of physical fitness, hunger, illness

PsychologicalEmotional factors, family, divorce, children, work, mental workload,

finances – learning to fly -

mastering a lesson, solo flight, tests….




5

Learning Styles




6

Learning Style

• Visual – needs to SEE it graphics, charts, video, demonstrate

• Auditory – needs to HEAR it ask/answer questions, detailed explanations

• Kinesthetic – needs hands on experience demonstrations and guided practice




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Learning Styles

Active do something – experience it

Reflective think about it

Sensing likes to gather facts

Intuitive possibilities and relationships

Visual needs to see the process

Verbal prefers your explanation

Sequential step by step guidance

Global learns in large jumps




8

ACQUIRING KNOWLEDGE

1. Your job as CFI is to help your student acquire knowledge.

2. What is knowledge?

3. How do you help them acquire knowledge? Is it just monkey see…monkey do?




9

Phases of Knowledge

1. Memorization

2. Understanding

3. Concept Learning




10

Effective Communications




11




12

Perceptions




13

Barriers to Effective Communications

My nail broke!Time to eat?

I’m tired!




14

“I Can’t Get Through That Brick Wall of YOURS!!!”

Four Barriers to Effective Communication

1. Lack of Common Core Experience

2. Confusion between the Symbol and the Thing Symbolized

3. Over Use of Abstractions

4. Interference




15

Basic Levels of Learning




16

Accessing Flight Maneuvers




17

Affective Domain




18

Learner Centered Grading




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Obstacles to Learning

1. Feelings of unfair treatment

2. Impatience to proceed to more interesting operations

3. Worry or lack of interest

4. Physical discomfort, fatigue, illness, dehydration

5. Apathy due to inadequate instruction anxiety




20




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Minimizing Student Frustration• Motivate your students

• Keep them informed

• Understand them as individuals

• Give credit when due

• Constructive criticism only – please!

• Be consistent

• Admit your errors (we are all human)




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Professionalism & Ethics

Flight Instructors Are Responsible For:

1. Helping students learn

2. Providing adequate instruction

3. Demanding adequate standards of performance

4. Emphasizing the positive

5. Ensuring aviation safety




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NEVER NEVER NEVER

1. Ridicule the student’s performance

2. Use profanity

3. Model irresponsible behavior – flight or ground

4. Say one thing then do another – “Don’t ever do this when I’m not here”

5. Disrespect the student

6. Set the student up for failure

7. Communicate using unfamiliar jargon

8. Correct errors without an explanation of why




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The Professional Instructor

1. Sincere

2. Calm

3. Consistent

4. Motivated

5. Follows Procedures

6. Practices Safety, just doesn’t mouth the words!

7. Professional appearance and manner – Always




26

STANDARDS OF PERFORMANCE

YOUR standard of performance:

An aviation instructor is responsible for training an applicant to acceptable standards in all subject matter areas, procedures, and maneuvers included in the tasks within each area of operation in the appropriate Practical Test Standard (PTS).




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ADDITIONAL CFI RESPONSIBILITIES

1. Evaluation of student piloting ability

2. Pilot supervision

3. Practical test recommendations

4. Flight instructor endorsements

5. Additional training and endorsements

6. Pilot proficiency

7. See and avoid responsibility

8. Student’s pre-solo flight thought process




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AVIATORS MODEL CODE OF CONDUCT

1. General Responsibilities of Aviators

2. Passengers and People on the Surface

3. Training and Proficiency

4. Security

5. Environmental Issues

6. Use of Technology

7. Advancement and Promotion of General Aviation




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Questions?

QUIZ TIME




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QUESTION 1

Learning styles differ between students.

True or False




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QUESTION 2

Define knowledge.




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QUESTION 3What are the three phases of acquiring

knowledge?

A. Reading, writing and arithmetic

B. Rote, understanding, correlation

C. Concept learning, application, cognitive domain

D. Memorization, understanding, concept learning




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QUESTION 4The four barriers to effective communication

are?

a. You are a dummy!

b. Lack of common experience, confusion between the symbol and the symbolized object, overuse of abstractions, interference.

c. Anger, yelling, intimidation, bullying

d. Engine noise, broken headsets, nausea, confusion




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QUESTION 5The professional flight instructor:

a. Provides constructive critiques, minimizes student frustration, Admits errors, uses profanity when needed

b. Defines new terms, keeps the student informed, never admits errors, never uses profanity

c. Provides constructive critiques, minimizes student frustration, Admits errors, never uses inappropriate remarks

d. Remembers that EACH student is different, admits errors, uses inappropriate comments, gladly assists in frustrating the student




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ANSWERS




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Question 1

Learning styles differ between students.

True or False

TRUE…

Aviation Instructor’s Handbook page 2-17




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QUESTION 2

Define knowledge.

Knowledge refers to information that humans are consciously aware of and can articulate about the subject.

Aviation Instructor’s Handbook page 2-8




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QUESTION 3What are the three phases of acquiring

knowledge?

A. Reading, writing and arithmeticB. Rote, understanding, correlationC. Concept learning, application, cognitive

domainD. Memorization, understanding, concept

learning Aviation Instructor’s Handbook page 2-8




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QUESTION 4The four barriers to effective communication

are?

a. You are a dummy!

b. Lack of common experience, confusion between the symbol and the symbolized object, overuse of abstractions, interference. Avn Instr. Hdbk page 3-4

c. Anger, yelling, intimidation, bullying

d. Engine noise, broken headsets, nausea, confusion




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QUESTION 5The professional flight instructor:a. Provides constructive critiques,

minimizes student frustration, Admits errors, uses profanity when needed

b. Defines new terms, keeps the student informed, never admits errors, never uses profanity

c. Provides constructive critiques, minimizes student frustration, Admits errors, never uses inappropriate remarks Avn Instr. Hdbk page 7-7

d. Remembers that EACH student is different, admits errors, uses inappropriate comments, gladly assists in frustrating the student




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CFI Workshop Module 7 Core Topic 13 Effective Teaching

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