FIRC Lesson 01 - The Returning Instructor

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Returning to Flight Instruction................................................................................................................... 3 Welcome ................................................................................................................................................ 3

Returning to Flight Instruction............................................................................................................... 3 Conventional Teaching Practices........................................................................................................... 3 New Methods of Teaching ..................................................................................................................... 4

Preparation of a Lesson.......................................................................................................................... 4 Training Objectives and Standards ........................................................................................................ 4

Performance-based Objectives............................................................................................................... 5 Description of the Skill or Behavior ...................................................................................................... 5 Conditions and Criteria .......................................................................................................................... 5

Decision-based Objectives ..................................................................................................................... 6 Scenario-based Training ........................................................................................................................ 6

SBT Training Philosophy ...................................................................................................................... 6 SBT Teaching Methods ......................................................................................................................... 7 Training Scenarios ................................................................................................................................. 7

Developing Scenario-based Training..................................................................................................... 7 Main Points to Remember about Scenario-based Training ................................................................. 10

Lesson Plan Resources......................................................................................................................... 10 Conclusion ........................................................................................................................................... 12

Document Details..................................................................................................................................... 13

Returning to Flight Instruction

Welcome

Returning to Flight Instruction

Many instructors who renew their instructor credentials are not currently providing aviation instruction

and in some cases may not have done so for many years. The time constraints within which the Flight Instructor Refresher Course must operate restricts its ability to provide all of the information necessary to bring inactive flight instructors up to speed. Nevertheless, non-practicing instructors are still authority

figures in aviation and should recognize the responsibilities that come with their FAA-issued authority to provide aviation training and endorsements, even if they are not actively doing so. Non-active instructors

should continue to build and sustain a safety mindset which will translate into a safety ethic that they will carry with them. With that in mind, the following information is presented not only as a review of some fundamental instructional methods but also an introduction to techniques and methods that have been

introduced as improvements to the way instructors transfer knowledge, skill, and judgment. Non-active instructors should find this information helpful in the formation and development of an

internal culture of safety. Even though this section contains fundamental concepts of instruction, it also includes a higher level of training appropriate for active instructors and should be of particular interest to those non-practicing instructors returning to the profession after some period of absence. This higher level

of training is targeted to active instructors, which will be the standard for succeeding lessons. Instructors that are not actively teaching can continue their professional development by accessing online resources

like the FAA's website (www.faa.gov), the FAA Safety Team (www.faasafety.gov), and industry organizations such as AOPA (www.aopa.org).

Related Links: FAA Website: http://1.usa.gov/e2LFsK FAA Safety Team (FAASTeam) Website: http://1.usa.gov/JkMzW1

Aircraft Owners and Pilots Association (AOPA): http://bit.ly/f2HWju

Conventional Teaching Practices

Flight instructors are familiar with the elements of a traditional lesson plan and the preparation that goes

into creating it. In the past, much of the traditional flight training pilots received was task-oriented. It was not unusual for a lesson to consist of a series of tasks and maneuvers that were arranged in a logical sequence, such as: preflight, taxi, takeoff, flight to the practice area, practice slow flight and stalls, return

to the airport, land, taxi, and post flight procedures. In recent years the movement has shifted toward a flight training system that emphasizes the development

of a safety mindset over the achievement of pilot skills. In this system the learning and practicing of pilot tasks are integrated into real- life situations by employing both maneuver-based training (MBT) and scenario-based training (SBT), thereby teaching pilots how to perform the task in varied environments and

circumstances. This develops pilot judgment and aeronautical decision making skills. Additio nally, the learning of Single Pilot Resource Management (SRM) enables pilots to accurately assess and manage

risks and make accurate and timely decisions. Furthermore, the use of learner-centered grading involves and motivates pilots-in-training in the assessment process by including learner self-assessment and a detailed debrief by the instructor.

This FIRC module will cover the benefits of this decision-making and risk management teaching model, as well as how to implement it within a training program.

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Traditional Lesson Plan

New Methods of Teaching

There are flight instructors who will remember a time when Aeronautical Decision-making (ADM) and

Risk Management (RM) were taught more as individual lessons rather than as an integral part of every lesson. Flight instructor applicants may have learned acronyms and definitions at a rote level, but didn’t

necessarily learn how to apply risk management within the training environment. The introduction of FAA/Industry Training Standards, Scenario-based Training, Single Pilot Resource Management, and Learner-centered Grading is not something new to CFIs. The FAA has been promoting

them for a few years. While it's easy to agree with conceptually, putting it into daily practice can be challenging and flight instructors have a tendency to fall back to teaching as they themselves were taught.

The current Practical Test Standards reflects the significance the FAA places on safety. With regard to Flight Instructor Responsibility, the Flight Instructor PTS for Airplane (FAA-S_8081-6D) states, "Throughout the applicant’s training, the flight instructor is responsible for emphasizing the performance

of, and the ability to teach, effective visual scanning, runway incursion avoidance, collision avoidanc e procedures, and Land and Hold Short Operations (LAHSO). The flight instructor applicant should develop

and use scenario-based teaching methods particularly on special emphasis areas."

Preparation of a Lesson

A determination of objectives and standards is necessary before any important instruction can be presented. Although some schools and independent instructors may develop their own syllabus, in practice

many instructors use a commercially developed syllabus preselected by a school for use in their aviation training program. For aviation instructors, the objectives listed in the syllabus are a beginning point for instruction.

Training Objectives and Standards

Aviation training involves two types of objectives: performance-based and decision-based. Performance-based objectives are essential in defining exactly what needs to be done and how it is done

during each lesson. As students progress through higher levels of performance and understanding, instructors should shift the training focus from performance-based to decision-based training

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objectives. Decision-based training objectives allow for a more dynamic training environment and are

ideally suited to scenario-type training. Standards are closely tied to objectives since they include a description of the desired knowledge,

behavior, or skill stated in specific terms, along with conditions and criteria. When students are able to perform according to well-defined standards, evidence of learning is apparent. Comprehensive examples of the desired learning outcomes, or behaviors, should be included in the standards. Instructors should

review the objectives and standards of the training syllabus so students know what to expect and will be able to track their progress.

Performance-based Objectives

Performance-based objectives are used to set measurable, reasonable standards that describe the desired performance of students. This usually involves the term behavioral objective, although it may be referred to as a performance, instructional, or educational objective. All refer to the same thing, the behavior of the

student. These objectives provide a way of stating what performance level is desired of students before they are

allowed to progress to the next stage of instruction. Again, the objectives must be clear, measurable, and repeatable. In other words, they must mean the same thing to any knowledgeable reader. The objectives must be written. If they are not written, they become subject to the fallibility of recall, interpretation, or

loss of specificity with time. Performance-based objectives consist of three elements: description of the skill or behavior, conditions,

and criteria.

Example of performance-based objectives

Description of the Skill or Behavior

The description of the skill or behavior explains the desired outcome of the instruction. It is actually a

learned capability, which may be defined as knowledge, a skill, or an attitude. The description should be in concrete terms that can be measured. Terms such as “knowledge of...” and “awareness of...” should be

avoided, because they cannot be measured very well. Phrases like “able to select from a list of...” or “able to repeat the steps to...” are better, because they describe something that can be measured.

Conditions and Criteria

Conditions are necessary to specifically explain the rules under which the skill or behavior is

demonstrated. Criteria are the standards that measure the accomplishment of the objective and should be stated so that there is no question whether the objective has been met. Conditions and criteria should be refined as necessary. Instructors should write performance-based objectives to fit the desired outcome of

the lesson.

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Decision-based Objectives

Decision-based objectives are designed specifically to develop pilot judgment and ADM skills. Improper

pilot decisions cause a significant percentage of all accidents. Often combined with traditional task and maneuver training within a given scenario, decision-based objectives facilitate a higher level of learning

and application. By using dynamic and meaningful scenarios, instructors teach students how to gather information and make informed, safe, and timely decisions. Decision-based learning objectives and the use of flight training scenarios do not preclude traditional

maneuver-based training. Rather, flight maneuvers are integrated into the flight training scenarios and conducted as they would occur in the real world. Those maneuvers requiring repetition may still be taught

during concentrated settings. However, once they are learned, they are integrated into more realistic and dynamic flight situations. For example, in the traditional, more repetitive flight training sessions, objectives are knowledge-based

and tend to be specific and limited. On the other hand, in scenario-based training the goal is simply to determine whether the learner has the minimum necessary knowledge/skill to qualify for the scenario.

With scenario-based objectives, instructors are looking for performance behaviors and indicators of internalized responses, which are usually situational recognition indicators.

Scenario-based Training

Scenario-based Training (SBT) training uses real-world scenarios as the foundation of the training. Flight

maneuvers are still a vital part of flight training, but the use of real-world scenarios is used to enhance pilot decision-making skills. The training presents situations and circumstances that pilots face every day as learning experiences.

SBT Training Philosophy

Research has proven that learning is enhanced when training is realistic. In addition, the underlying skills needed to make good judgments and decisions are teachable. Both the military and commercial airlines

have embraced these principles through the integration of Line Oriented Flight Training (LOFT) and Crew Resource Management (CRM) training into their qualification programs. Both LOFT and CRM lessons mimic real- life scenarios as a means to expose pilots to realistic operations and critical decision-making

opportunities. The most significant shift in these programs has been the movement from traditional maneuver-based training to incorporate training that is scenario-based.

Maneuver-based training emphasizes the mastery of individual tasks or elements, while regulations, as well as Practical Test Standards (PTS), drive completion standards. Flight hours and the ability to fly within specified tolerances determine competence. The emphasis is on development of motor skills to

satisfactorily accomplish individual maneuvers. Only limited emphasis is placed on decision-making. As a result, when newly trained pilots fly in the real-world environment, they are inadequately prepared to

make crucial decisions. Scenario-based training and Single Pilot Resource Management (SRM) are similar to LOFT and CRM training. However, each is tailored to the pilot’s training needs. These techniques use the same individual tasks that are found in maneuver-based training, but script them into scenarios that

mimic real- life cross-country travel. By emphasizing the goal of flying safely, pilots- in-training correlate the importance of individual training maneuvers to safe mission accomplishment. In addition, instructors

continuously interject “What if?” discussions as a means to provide trainees with increased exposure to proper decision-making. Because the “What if?” discussions are in reference to the scenario, there is a clear connection between decisions made and the final outcome. The “What If?” discussions are designed

to accelerate the development of decision-making skills by posing situations for pilots- in-training to consider.

Questions or situations posed by instructors must be open-ended, rather than requiring only rote or one-line responses. In addition, instructors guide pilots through the decision process by:

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1. Posing questions or situations that engage trainees in some form of decision-making activity. 2. Examining the decisions made. 3. Exploring other ways to solve the problem.

4. Evaluating which way is best. For example, when pilots- in-training are given a simulated engine failure, instructors might ask questions such as: “What should we do now?” Or, “Why did you pick that place to land?” Or, “Is there a better choice?” Or, “Which place is the safest?” Or, "Why?”

These questions force pilots- in-training to focus on the decision process. This accelerates the acquisition

of improved judgment, which is simply the decision-making process resulting from experience.

SBT Teaching Methods

For scenario-based training to be effective there must be a purpose for the flight, a training objective, as

well as hazards and consequences if the flight is not completed as planned. It is vital that pilots- in-training and instructors communicate necessary information well in advance of every training flight.

Training Scenarios

Prior to the flight, instructors brief trainees of the scenario to be planned. Then instructors review the plan

and offer guidance on how to make the lesson more effective. Discussion, in part, will reflect ways in which the instructors can most effectively draw out their student's knowledge and decision processes. This

enables instructors to analyze and evaluate their student's level of understanding. After the discussion, pilots-in-training will plan the flight to include:

reason to go flying route

destination(s) weather

NOTAMs desired learning outcomes possible alternate scenarios and emergency procedures

Reality is the ultimate learning situation and scenario-based training attempts to get as close as possible to this ideal. In simple terms, scenario-based training 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. Scenario-based training is similar to the experiential model of learning. The adherents of experiential

learning are fairly adamant about how people learn. They say that learning seldom takes place by rote; it occurs because a student has immersed himself in a situation in which he is forced to perform. He gets

feedback from his environment and adjusts his behavior. He does this automatically and with such frequency in a compressed timeframe that he hardly notices he is going through a learning process. Indeed, he may not even be able to recite particular principles or describe how and why he engaged in a

specific behavior. Yet, he is still able to replicate the behavior with increasing skill as he practices.

Developing Scenario-based Training

Scenario-based training best fits an open philosophy of blended and multiple learning solutions in which

change and experience are valued and the lines between training and performance improvement are blurred. For scenario-based training to be effective it must generally follow a performance improvement imperative. The focus is on improved outcomes rather than the acquisition of knowledge and skills.

Success requires a blended, performance-based, and reinforced solution.

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Similarly, most flight training consists of both kinds of subjects: those amenable to traditional

instructional design techniques and those better approached through scenario-based training. Neither is all that useful without the other. Before students can engage in a scenario, they need some basic subject

knowledge and skill. However, the strongest adherents of the scenario-based approach suggest that very little subject knowledge is needed in order to take advantage of SBT. The main point is that knowledge without application is worth very little.

All learning, even the most traditional, is repetitive. Review, obtain learner feedback, and revise. The key to creating a useful scenario is to see it as a learning experience for the designers as well as the learners.

This means that results and comments about the learning experience are used to review and modify the scenarios as necessary. Based on this kind of feedback, scenarios can be revised to better target the learner population. There are

some cautions, however, in the revision process. First, revisions should not needlessly complicate the scenario or the technology needed to employ it. It is crucial to weigh the risks of complication against the

genuine learning needs. Before any revision, affirm the original purpose statement and the categorization of learning elements. Also, do not let principles and main points become diluted by revisions. It is tempting to add more items

and nuances in a scenario, but doing so further complicates the learning process. Save complexity for a full-scale “capstone” experience. Remember, adding an item in traditional learning complicates the

learning process in a linear fashion. In scenarios, complication grows non- linearly with the addition of learning items. A rule of thumb is to reduce rather than increase principles and main points in a revision. Remember that any time a decision node is altered, chances are that the decision nodes and information

items following it must change. With every revision, follow and ensure the consistency of associated paths.

Finally, remember that traditional learning elements should service the scenario-based learning elements, which are situated in a real context and based on the idea that knowledge cannot be known and fully understood independent of its context. It is essential to place boundaries around scenarios to make the

transitions between scenarios and traditional learning as efficient as possible. Generic FITS syllabi, instructor and course developer's guides can be found on the FAA-Industry Training

Standards (FITS) website. If these guides and syllabi are followed, training providers should have little difficulty gaining FITS acceptance.

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SBT Lesson Plan

Related Links:

FAA-Industry Training Standards (FITS): http://1.usa.gov/oZ8yuG

Main Points to Remember about Scenario-based Training

SBT is situated in a real context and is based on the idea that knowledge cannot be known and fully

understood independent of its context.

SBT accords with a performance improvement and behavior change philosophy of the learning

function.

SBT is different from traditional instructional design and one must be aware of the differences to

successfully employ SBT.

All learning solutions should employ both traditional and scenario-based training.

Traditional learning elements should service the scenario-based training 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.

Lesson Plan Resources

If you have been away from instructing for any length of time you may not be aware that almost everything you need to develop lesson plans is located on the Internet. FAA.gov and FAASafety.gov are

just two of the many sites that provide current, up to date publications to review and print. A partial list of common resources follows:

1. AC 00-45G Aviation Weather Services http://www.faa.gov/regulations_policies/advisory_circulars/index.cfm/go/document.information/documentID/215166

2. Advisory Circulars - Checklist http://www.faa.gov/regulations_policies/advisory_circulars/

3. AC 60-22 - Aeronautical Decision Making

http://www.faa.gov/regulations_policies/advisory_circulars/index.cfm/go/document.information/documentID/22624

4. AOPA Air Safety Foundation http://www.aopa.org/asf/

5. AOPA Tools for CFIs

http://flighttraining.aopa.org/cfis/ 6. Aviation Safety Connection

http://www.aviation.org

7. Aviation Safety Reporting Program (FAA) Advisory Circular http://www.faa.gov/regulations_policies/advisory_circulars/index.cfm/go/document.information/d

ocumentID/1019713 8. Aviation Safety Reporting System (ASRS) - NASA forms

http://asrs.arc.nasa.gov/

9. Aviators Model Code of Conduct http://www.secureaviation.org

10. Endorsements (FAA) AC 61-65E http://www.faa.gov/regulations_policies/advisory_circulars/index.cfm/go/document.information/documentID/22637

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11. FITS - FAA/Industry Training Standards – FAA/Industry Training Standards program

http://www.faa.gov/training_testing/training/fits/ 12. Flight Review Guidance (FAA)

http://www.faa.gov/pilots/training/media/flight_review.pdf 13. GPS for IFR (AOPA/Air Safety Foundation)

http://flash.aopa.org/asf/gps_ifr/flash.cfm

14. GPS for VFR (AOPA Air Safety Foundation) http://flash.aopa.org/asf/gps_vfr/flash.cfm

15. Airplane Flying Handbook http://www.faa.gov/regulations_policies/handbooks_manuals/aircraft/airplane_handbook/

16. Aviation Instructor's Handbook (FAA-H-8083-9)

http://www.faa.gov/regulations_policies/handbooks_manuals/aviation/aviation_instructors_handbook/

17. Human Factors Awareness Course (FAA) http://www.hf.faa.gov/webtraining/

18. Human Factors Information

http://www.avhf.com 19. Instrument Procedures Handbook - FAA-H-8261-A

http://www.faa.gov/regulations_policies/handbooks_manuals/aviation/instrument_procedures_handbook/

20. Instrument Flying Handbook and separate Errata Sheet

http://www.faa.gov/regulations_policies/handbooks_manuals/aviation/media/FAA-H-8083-15B.pdf and http://www.faa.gov/regulations_policies/handbooks_manuals/aviation/media/FAA-H-

8083-15B_Errata_Sheet.pdf 21. Instrument Flight Procedures Information Gateway

https://www.faa.gov/air_traffic/flight_info/aeronav/procedures/application/

22. Aeronav Digital Terminal Procedures Publication http://aeronav.faa.gov/index.asp?xml=aeronav/applications/d_tpp

23. FAA Aeronautical Navigation Products (Aeronav) http://www.faa.gov/air%5Ftraffic/flight%5Finfo/aeronav/

24. National Association of Flight Instructors

http://www.nafinet.org 25. Personal Minimums Checklist (PAVE)

http://www.faa.gov/training_testing/training/fits/guidance/media/personal%20minimums%20checklist.pdf

26. Pilot's Handbook of Aeronautical Knowledge Handbook and Appendix 1 Runway Incursion

Avoidance http://www.faa.gov/regulations%5Fpolicies/handbooks%5Fmanuals/aviation/pilot%5Fhandbook/

and http://www.faa.gov/regulations_policies/handbooks_manuals/aviation/media/PHAK%20-%20Appendix%201.pdf

27. Practical Risk Management in General Aviation

http://www.faa.gov/news/safety_briefing/2005/media/mayjun2005.pdf 28. Practical Test Standards

http://www.faa.gov/training_testing/testing/airmen/test_standards/ 29. Risk Management and System Safety

http://www.faa.gov/training_testing/training/fits/training/flight_instructor/

30. Security - AOPA Airport Watch http://www.aopa.org/airportwatch/

31. Security - TSA Information for General Aviation http://www.tsa.gov/stakeholders/general-aviation

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32. Security Awareness Training - Recurrent (TSA)

http://flash.aopa.org/asf/gasecurity/gasecurity.cfm 33. SeeAndAvoid.org - Midair Collision Avoidance

http://www.seeandavoid.org 34. Stall & Spin Awareness (FAA Advisory Circular)

http://www.faa.gov/regulations_policies/advisory_circulars/index.cfm/go/document.information/d

ocumentID/99862 35. Weather Decision-Making Guide

http://www.hf.faa.gov/WeatherDecisionGuide/default.aspx

Instructors can increase their productivity and safety by continuously evaluating themselves using the resources available through the FAA Safety Team (FAASTeam), the Aviator’s Model Code of Conduct, and the Aviation Instructor's Handbook.

Conclusion

Scenario-based training should be used throughout the syllabus in accordance with the guidance contained in the appropriate Generic Master Syllabus (Transition, Instructor, Recurrent, Private/Instrument, etc.) that

can be found on the FAA FITS website. Scenarios should be adapted to the aircraft, its specific flight characteristics, and the likely flight environment. The scenarios used should always require the pilot to make real- time decisions in a realistic setting. After the first flight or two, when the student has developed

the required skills, the scenarios should be planned and led by the student.

Related Links: FAA-Industry Training Standards (FITS): http://1.usa.gov/oZ8yuG

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Document Details

Title: FIRC Lesson 01 - The Returning Instructor Filename: FIRC-Lesson-01---The-Returning-Instructor.pdf

Book ID: 194 Generated Book ID: 26643 Generated on: Monday, March 07, 2016 12:41:28 AM