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Chapter six of Aviation Instructor's Handbook by
the FAA. This LibriVox recording is in

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the public domain. Chapter six Planning
Instructional Activity Introduction. Susan, a student,

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and Bill Certificated Flight Instructor c f
I or flying a lesson scenario which

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consists of a short cross country leg
to a local airport for some practice landings,

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followed by a return to the home
airport located in Class C airspace.

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While practicing landings at the non towered
airport, the student notes that the ceiling

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is lowering and the cross wind is
beginning to increase. In his own mind,

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Bill is convinced they can practice landings
for another thirty minutes to an hour

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and still return to home base.
However, instead of telling Susan this while

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taxing back after a full stop landing, he first asks her several questions.

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Has the flight situation changed since they
left the home field? What does she

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think of the weather situation? How
can we gain more information? Check with

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the Automated Flight Service Station AFSS on
the radio, stop at the fixed based

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operator FBO, and call back to
the FBO to check on weather and the

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schedule. Are there other issues?
Fuel schedule, aircraft equipment, instrument flight

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rules IFR, slash, Visual Flight
Rules VFR, and pilot capability. Susan

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decides she would be more comfortable returning
to the home airport and practicing landings there

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to stay out of the weather.
Although not his plan, it is a

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good plan based on accurate situational awareness
and good risk management skills, so Bill

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agrees Susan is now beginning to gain
confidence by practicing her judgment and decision making

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skills. In the post flight creak, Susan leads a discussion of this and

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other decisions she has made in order
to learn more about the process. In

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the past, the aviation instructor was
a capable pilot or aviation technician with a

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rather general understanding of basic teaching methods
and techniques. More recently, the Federal

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Aviation Administration FAA has paid more attention
to the instructor's role as teacher and mentor

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and has provided a much better grounding
and instructional techniques. The instructor is now

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required to mask to the teaching methods, write lesson objectives, outline and write

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lesson plans, and motivate students.
By example, the instructor is responsible for

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what is taught in the aircraft and
classroom. The amount of learning that takes

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place is a direct result of how
well the lesson is prepared and the teaching

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skill of the instructor. Historically,
aviation instruction focused on the performance of specific

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procedures and or maneuvers, and learning
was measured with objective standards. Changing technology

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and innovations and learning provide today's aviation
instructors with the opportunity to use new methods

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and teach to new standards. One
of these methods introduced in chapter four the

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teaching process is scenario based training SBT. While SBT is an integral component of

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today's aviation training, the instructor is
crucial to its implementation. By emphasizing SBT,

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the instructor functions in the learning environment
as an advisor and guide for the

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learner, whatever the method of teaching. The key to developing well planned and

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organized aviation instruction includes using lesson plans
and a training syllabus that meet all the

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regulatory certification requirements. Much of the
basic planning necessary for the flight instructor and

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maintenance instructor is provided by the knowledge
and proficiency requirements published in title fourteen of

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the Code of Federal Regulations fourteen CFR, Parts sixty one and sixty five,

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approved school syllabi, and the various
texts, manuals, and training courses available.

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This chapter reviews the planning required by
the professional aviation instructor as it relates

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to four key topics, course of
training, blocks of learning, training syllabus,

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and lesson plans. It also explains
how to integrate SBT, aeronautical decision

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making ADM, and risk management into
the aviation training lesson course of training.

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As discussed in chapter four. A
course of training is a series of studies

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leading to attainment of a specific goal, such as a certificate of completion,

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graduation, or an academic degree.
An instructor plans instructional content around the course

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of training by determining the objectives and
standards, which in turn determine individual will,

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lesson plans, test items, and
levels of learning. For complete discussion

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of determining these items, see chapter
four Blocks of learning. After the overall

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training objectives have been established, the
next step is the identification of the blocks

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of learning which constitute a necessary part
of the total objective. Just as in

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building a pyramid, some blocks are
submerged in the structure and never appear on

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the surface, but each is an
integral and necessary part of the structure.

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Thus, the various blocks are not
isolated subjects, but essential parts of the

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whole. During the process of identifying
the blocks of learning to be assembled for

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the purpose of training activity, the
instructor must also examine each block to ensure

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it is an integral part of the
structure. Extraneous blocks of instruction or expensive

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frills, especially in flight instruction,
and detract from rather than assist in the

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completion of the final objective. While
determining the overall training objectives is a necessary

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first step in the training process,
early identification of the foundation blocks of learning

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is also essential. Training for any
such complicated and involved task as piloting or

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maintaining an aircraft requires the development an
assembly of many segments or blocks of learning

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in their proper relationships. In this
way, a student can master the segments

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or blocks individually, and can progressively
combine these with other related segments until their

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sum meets the overall training objectives.
The blocks of learning identified during the planning

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and management of a training activity should
be fairly consistent in scope. They should

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represent units of learning which can be
measured and evaluated, not a sequence of

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periods of instruction. For example,
the flight training of a private pilot might

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be divided into the following major blocks, achievement of the knowledge and skills necessary

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for solo the knowledge and skills necessary
for solo cross country flight, and the

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knowledge and skills appropriate for obtaining a
private pilot certificate Figure six Dash One.

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Use of the building block approach provides
the student with a boost of self confidence.

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This normally occurs each time a block
is completed. Otherwise, an overall

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goal such as earning a mechanics certificate, may seem unobtainable. If the larger

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blocks are broken down into smaller blocks
of instruction, each on its own is

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more manageable. Humans learned from the
simple to the complex. For example,

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a student airplane pilot should understand and
master the technique of a normal landing prior

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to being introduced to short and soft
field landings. A helicopter pilot must be

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provision in running landings before the instructor
introduces a no hydraulics approach and landing.

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By becoming familiar with the student's aviation
background, an instructor can plan the sequence

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of instruction blocks, does the aplicant
to have previous aeronautical experience or possess a

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pilot certificate in another category? This
information will help the instructor design appropriate training

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blocks. For example, if the
student is a helicopter pilot who is transitioning

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to an airplane, he or she
will understand speed control but not necessarily know

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how to achieve it in an airplane. The instructor can plan blocks of instruction

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that building with a student already knows. Training syllabus. Aviation instructors use a

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training syllabus because as technology advances,
training requirements become more demanding. At the

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same time, new and often more
complicated rules continue to be proposed and implemented.

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In addition, the rules for instruction
in other than an approved aviation school

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are still quite specific about the type
and duration of training. These factors,

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along with the continuing growth of aviation, add to the complexity of aviation training

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and certification. Instructors need a practice
guide to help them make sure the training

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is accomplished in a logical sequence and
that all their requirements are completed and properly

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documented. A well organized, comprehensive
syllabus can fill these needs. Syllabus format

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and content. The format and organization
of the syllabus may vary, but it

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should always be in the form of
an abstract or digest of the course of

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training. It should contain blocks of
learning to be completed in the most efficient

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order. Since the syllabus is intended
to be a summary of a course of

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training, it should be fairly brief
yet comprehensive enough to cover essential information.

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This information is usually presented in an
outline format, with lesson by lesson coverage.

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Some syllabi include tables to show recommended
training time for each lesson, as

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well as the overall minimum time requirements
Figure six dash two. While many instructors

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may develop their own training syllabi,
there are many well designed commercial products that

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may be used. These are found
in various training manuals, approved school syllaby

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and other publications available from industry.
Syllaby developed for approved flight schools contain specific

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information that is outlined in fourteen CFR
Parts one forty one and one forty two.

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In contrast, syllaby designs for training
in other than approved schools may not

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provide certain details such as enrollment prerequisites, planned completion times, and descriptions of

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checks and tests to measure student accomplishments
for each stage of training. Since effective

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training relies on organized blocks of learning, all syllaby should stress well defined objectives

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and standards for each lesson. Appropriate
objectives and standards should be established for the

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overall course, the separate ground and
flight segments, and for each stage of

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training. Other details may be added
to a syllabus in order to explain how

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to use it and describe the pertinent
and reference materials. Examples of the training

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and reference materials includes textbooks, video
compact discs, exams, briefings, and

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instructional guides. How to use a
training syllabus. Any practical training syllabus must

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be flexible and should be used primarily
as a guide Figure six, Stash three.

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When necessary, the order of training
can and should be altered to suit

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the progress of the student and the
demands of special circumstances. For example,

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previous experience or different rates of learning
often require some alteration or repetition to fit

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individual students. The syllabus should also
be flexible enough so it can be adapted

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to whether variations, aircraft availability,
and scheduling changes without disrupting the teaching process

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or completely suspending training in departing from
the order prescribed by the syllabus. However,

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it is the responsibility of the instructor
to consider how the relationships of the

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blocks of learning or affected. For
example, if the students is having a

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difficult time with normal approaches and landings, the instructor might decide to delay adding

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short field landings, which were originally
to be the next step in his block

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of instruction, to prevent the student
from becoming frustrated with his or her poor

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landing technique. The instructor may choose
to review the block when slow flight,

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which offers the student a chance to
do well and regain confidence. This exercise

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also builds the skills necessary for the
student to master approaches and normal landings.

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Each approved training course provided by a
certificated aviation school should be conducted in accordance

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with a training syllabus specifically approved by
the FAA. At certificated schools, the

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syllabus is a key part of the
training course outline. The instructional facilities,

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airport, aircraft, and instructor personnel
must be able to support the course of

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training specified in the syllabus. Compliance
with the appropriate approved syllabus is a condition

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for graduation from such courses. Therefore, effective use of a syllabus requires that

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it be referred to throughout the entire
course of training. Both the instructor and

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the student should have a copy of
the approved syllabus. However, as previously

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mentioned, adherence to a syllabus should
not be so stringent that it becomes inflexible

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or unchangeable. It must be flexible
enough to adapt to the special needs of

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individual students. Ground training lessons and
classroom lectures concentrate on the cognitive domain of

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learning. A typical lesson might include
defining, labeling, or listing what the

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student has learned so far. Many
of the knowledge areas are directly or indirectly

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concerned with safety, ADM, and
judgment. Since these subjects are associated with

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the effective domain of learning emotion,
Instructors who find a way to stress safety,

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ADM, and judgment along with the
traditional aviation subjects, can favorably influence

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a student's attitude, beliefs, and
values. Flight training lessons or aviation technical

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lab sessions also include knowledge areas,
but they generally emphasize the psychomotor domain of

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learning. Because the student is doing
something the lesson plan shown in Figure six.

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Dash four shows the main elements of
a ground lesson for a flight student.

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The effective domain of learning is also
important in this type of training.

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A student's attitude towards safety, adm
and judgment should be a major concern of

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the instructor. The flight training syllabus
should include special emphasis items that have been

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determined to be cause factors in aircraft
accidents or incidents. For example, the

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instructor should emphasize collision and wake turbulence
avoidance procedures throughout a student's flight training.

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The aviation technician syllabus should also emphasize
what constitutes unsafe practices, such as the

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ease of introducing foreign object damage FOD
FOD to an aircraft when the location of

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tools is not monitored. A syllabus
may include several other items that add to

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or clarify the objective content or standards. A lesson may specify the recommended class

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time reference or study materials, recommended
sequence of training and study assignment for the

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next lesson. Both ground and flight
lessons may have explanatory information notes added to

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specific lessons Figure six, Stash five. While a syllabus is designed to provide

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a roadmap showing how to accomplish the
overall objectives of a course of training.

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It may be useful for other purposes. As already mentioned, it can be

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used as a checklist to ensure that
required training has successfully been completed. Thus,

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a syllabus can be an effective tool
for record keeping. Enhanced syllabi,

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which are also designed for record keeping, can be very beneficial to the independent

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instructor. This record keeping function is
usually facilitated by boxes or blank spaces adjacent

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to the knowledge areas, procedures or
maneuvers in a lesson. Most syllabi introduce

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each procedure or maneuver in one lesson
and review them in subsequent lessons. Some

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syllabi include provisions for grading student performance
and recording both ground and flight training time.

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Accurate record keeping is necessary to keep
both the student and instructor informed of

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the status of training. These records
also serve as a basis for endorsements and

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recommendations for knowledge and practical tests.
Some training syllabi or records may include coded

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numbers or letters for other instructors to
record their evaluation of a student's progress and

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knowledge or skill level Figure six.
Dash six. Another benefit of using a

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syllabus is that it helps the development
of lesson plans. A well constructed syllabus

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already contains much of the essential information
that is required in a lesson plan,

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including objectives, content, and completion
standards. Lesson plans. A lesson plan

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is an organized outline for a single
instructional period. It is a necessary guide

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for the instructor because it tells what
to do, in what order to do

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it, and what procedure to use
in teaching the material of a lesson.

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Lesson plans should be prepared for each
training period and be developed to show specific

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knowledge and our skills to be taught. A mental outline of a lesson is

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not a lesson plan. A lesson
plan should be put into writing. Another

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instructor should be able to take the
lesson plan and know what to do in

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conducting the same period of instruction.
Written out, the lesson plan can be

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analyzed for adequacy and completeness. Lesson
plans make excellent record keeping forms that can

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become a permanent part of a pilot's
training record. They can be formatted for

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the instructor to carry in the aircraft
and include a checklist for indicating what portions

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of the lesson were completed, date
of completion, the flight instructor's signature,

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and time flown. The lesson plan
can also have a notation section for flight

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instructor comments. A training folder for
each student helps an instructor keep all pertinent

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data in one place. The folder
should include items such as lesson plans,

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training requirements, flight or ground instruction
received, fourteen CFR Part sixty one requirements,

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met solo endorsements, and any other
training information. These records should be

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kept in a safe place for at
least three years. Good record keeping also

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provides an instructor with a number of
students he or she has trained, which

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is helpful information for an instructor who
needs to renew his or her certificate.

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For sample lesson plans, please refer
to Appendix A purpose of the lesson plan.

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Lesson plans are designed to assure that
each student receives the best possible instruction

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under the existing conditions. Lesson plans
help instructors keep a constant check on their

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own activity as well as that of
their students. The development of lesson plans

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00:19:11,319 --> 00:19:17,400
by instructors signifies, in effect,
that they have taught the lessons to themselves

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00:19:17,440 --> 00:19:22,319
prior to attempting to teach the lessons
to students. An adequate lesson plan,

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00:19:22,440 --> 00:19:26,799
when properly used, should assure a
wide selection of material and the illumination of

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00:19:26,920 --> 00:19:32,880
unimportant details. Make certain that due
consideration is given to each part of the

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00:19:32,960 --> 00:19:37,079
lesson. Aid the instructor in presenting
the material in a suitable sequence for efficient

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00:19:37,160 --> 00:19:42,799
learning. Provide an outline of the
teaching procedure to be used. Serve as

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a means of relating the lesson to
the objectives of the course of training.

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Give the inexperienced instructor of confidence.
Promote uniformity of instruction, regardless of the

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00:19:53,519 --> 00:19:59,680
instructor or the date on which the
lesson is given. Characteristics of a well

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00:19:59,720 --> 00:20:04,680
played and lesson. The quality of
planning affects the quality of results. Successful

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professionals understand that the price of excellence
is hard work and thorough preparation. The

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effective instructor realizes that the time and
energy spent in planning and preparing each lesson

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00:20:18,720 --> 00:20:22,880
is well worth the effort in the
long run. A complete cycle of planning

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00:20:22,200 --> 00:20:29,160
usually includes several steps. After the
objective is determined, the instructor must research

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the subject as it is defined by
the objective. Once the research is complete,

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the instructor determines the method of instruction
and identifies a useful lesson planning format.

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00:20:41,160 --> 00:20:45,200
The decision of how to organize the
lesson and the selection of suitable support

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material come next. The final steps
include assembling training aids and writing the lesson

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00:20:49,799 --> 00:20:56,079
plan outline. One technique for writing
the lesson plan outline is to prepare the

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beginning and ending first, then complete
the outline and eyes as required. A

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00:21:02,000 --> 00:21:06,960
lesson plan should be a working document
that can and should be revised as changes

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occur or are needed. The following
are some of the important characteristics that should

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be reflected in all well planned lessons. Unity. Each lesson should be a

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unified segment of instruction. A lesson
is concerned with certain limited objectives, which

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are stated in terms of desired student
learning outcomes. All teaching procedures and materials

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should be selected to attain these objectives. Content each lesson should contain new material.

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However, the new facts, principles, procedures, or skills should be

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related to the lesson previously presented.
A short review of earlier lessons is usually

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necessary, particularly in flight training scope. Each lesson should be reasonable in scope.

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A person can master only a few
principles or skills at a time,

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the number depending on complexity. Presenting
too much material in a lesson results in

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00:22:00,599 --> 00:22:08,759
confusion. Presenting too little material results
in inefficiency practicality. Each lesson should be

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planned in terms of the conditions under
which the training is to be conducted.

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00:22:14,240 --> 00:22:18,079
Lesson plans conducted in an airplane or
ground trainer will differ from those conducted in

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00:22:18,119 --> 00:22:23,519
a classroom. Also, the kinds
and quantities of instructional aids available have a

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great influence on lesson planning and instructional
procedures. Flexibility. Although the lesson plan

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00:22:30,319 --> 00:22:34,200
provides an outline and sequence for the
training to be conducted, a degree of

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00:22:34,240 --> 00:22:41,160
flexibility should be incorporated. For example, the outline of content may include blank

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00:22:41,240 --> 00:22:47,839
spaces for add on material if required. Relation to course of training, Each

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00:22:47,960 --> 00:22:52,079
lesson should be planned and taught so
that its relation to the course objectives is

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clear to each student. For example, a lesson on short field takeoffs and

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00:22:56,839 --> 00:23:02,319
landings should be related to both certification
and safety objectives of the course of training.

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Instructional steps. Every lesson, when
adequately developed, falls logically into the

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four steps of the teaching process.
Preparation, presentation, application and review an

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00:23:15,160 --> 00:23:22,279
evaluation. How to use a lesson
plan properly be familiar with a lesson plan.

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The instructor should study each step of
the plan and should be thoroughly familiar

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with as much information related to the
subject as possible. Use the lesson plan

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as a guide. The lesson plan
is an outline for conducting an instructional period.

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It assures that pertinent materials are at
hand and that the presentation is accomplished

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with order and unity. Having a
plan prevents the instructor from getting off track,

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omitting essential points and introducing irrelevant material. Students have a right to expect

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an instructor to give the same attention
to teaching that they give to learning.

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The most certain means of achieving teaching
success is to have a carefully reviewed lesson

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plan. Adapt the lesson plan to
the class or student. In teaching a

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class, the instructor may find that
procedures outlined to the lesson plan are not

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leading to the desired results. In
this situation, the instructor should change the

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approach. There is no certain way
of predicting reactions of different groups of students.

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An approach that has been successful with
one group may not be equally successful

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with another. A lesson plan for
an instructional flight period should be appropriate to

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the background, flight experience and ability
of the particular student. A lesson plan

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00:24:37,240 --> 00:24:42,279
may have to be modified considerably during
flight due to deficiencies in the students' knowledge

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or poor mastery of elements essential to
the effective completion of the lesson. In

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some cases, the entire lesson plan
may have to be abandoned in favor of

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00:24:52,160 --> 00:24:57,200
review. Revise the lesson plan periodically. After a lesson plan has been prepared

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00:24:57,240 --> 00:25:03,079
for a training period, a US
revision may be necessary. This is true

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00:25:03,119 --> 00:25:07,400
for a number of reasons, such
as availability or non availability of instructional aids,

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changes in regulations, or new manuals
and textbooks lesson plan formats. The

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00:25:15,680 --> 00:25:21,680
format and style of a lesson plan
depends on several factors. Certainly, the

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00:25:21,720 --> 00:25:26,599
subject matter helps determine how a lesson
is presented and what teaching method is used.

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00:25:26,240 --> 00:25:30,960
Individual lesson plans may be quite simple
for one on one training, or

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00:25:32,079 --> 00:25:37,839
they may be elaborate and complicated for
large structured classroom lectures. Preferably, each

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00:25:37,920 --> 00:25:42,160
lesson should have somewhat limited objectives that
are achievable within a reasonable period of time.

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This principle should apply to both ground
and flight training. However, as

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previously noted, aviation training is not
simple. It involves all three domains of

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learning, and the objectives usually include
the higher levels of learning, at least

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at the application level. In spite
of need for varied subject coverage, diverse

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00:26:03,200 --> 00:26:10,240
teaching methods, and relatively high level
learning objectives, most aviation lessened plans have

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00:26:10,400 --> 00:26:17,000
the common characteristics already discussed. All
should include objectives, content to support the

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00:26:17,039 --> 00:26:22,720
objectives, and completion standards. Various
authorities often divide the main headings into several

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00:26:22,759 --> 00:26:30,880
subheadings. Terminology even for the main
headings varies extensively. For example, completion

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00:26:30,960 --> 00:26:37,079
standards may be called assessment, review
and feedback, performance evaluation, or some

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00:26:37,200 --> 00:26:44,000
other related term. Commercially developed lesson
plans are acceptable for most training situations,

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00:26:44,039 --> 00:26:48,160
including use by flight and structure applicants
during their practical tests. However, all

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00:26:48,200 --> 00:26:53,279
instructors should recognize that even well designed, preprinted lesson plans may need to be

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00:26:53,359 --> 00:27:00,440
modified. Therefore, instructors are encouraged
to use creativity when adapting preprinted lesson plans

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00:27:00,839 --> 00:27:07,559
or when developing their own lesson plans
for specific students or training circumstances. In

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00:27:07,599 --> 00:27:14,640
the traditional lesson plan illustrated by figure
six Dash seven, the objective is the

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00:27:14,759 --> 00:27:19,160
student will learn to control for wind
drift. The content has the instructor pilot

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00:27:19,440 --> 00:27:26,079
giving a thorough coverage of heading speed, angle of bank, altitude, terrain

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00:27:26,279 --> 00:27:32,599
and wind direction plus velocity. This
explanation is followed by a demonstration and repeated

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00:27:32,640 --> 00:27:37,200
practice of a specific flight maneuver,
such as turns around a point or s

300
00:27:37,279 --> 00:27:41,839
turns across the road, until the
maneuver can be consistently accomplished in a safe

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00:27:41,839 --> 00:27:47,400
and effective manner within a specified limit
of heading, altitude and airspeed. At

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00:27:47,440 --> 00:27:51,119
the end of the lesson, the
student is only capable of practicing the maneuver

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00:27:51,440 --> 00:27:56,079
with assistance from the instructor. The
traditional type of training lesson plan, with

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00:27:56,160 --> 00:28:00,319
its focus on the task and maneuver
or procedures, continues to many aviation learning

305
00:28:00,359 --> 00:28:04,759
requirements, but as discussed earlier in
the chapter, it has been augmented by

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00:28:04,799 --> 00:28:11,480
more realistic and fluid forms of problem
based learning, such as SBT for the

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00:28:11,559 --> 00:28:17,240
CFI. This type of training does
not preclude traditional maneuver based training. Rather,

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00:28:17,799 --> 00:28:22,160
flight maneuvers are integrated into the flight
scenarios and conducted as they would occur

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00:28:22,240 --> 00:28:27,799
in the real world. Those maneuvers
requiring repetition are still taught during concentrated settings.

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00:28:29,240 --> 00:28:33,839
Once learned, they are then integrated
into realistic flight situations. For the

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00:28:33,880 --> 00:28:41,680
aviation technician instructor, SBT enhances traditional
classroom instruction. By integrating SBT into the

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00:28:41,759 --> 00:28:45,640
lesson, students are required to deal
with problems they will encounter in the real

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00:28:45,680 --> 00:28:55,359
world. Scenario based training SBT Improper
pilot decisions cause a significant percentage of all

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00:28:55,440 --> 00:29:00,400
accidents and the majority of fatal accidents
in light single and tw a engine aircraft.

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00:29:00,440 --> 00:29:06,680
The goal of SPT is to challenge
the student or transitioning pilot with a

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00:29:06,759 --> 00:29:12,119
variety of flight scenarios to improve decision
making skills. These scenarios require the pilot

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00:29:12,160 --> 00:29:18,240
to manage the resources available in the
flight deck, exercise sound judgment, and

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00:29:18,440 --> 00:29:23,200
make timely decisions. As defined in
Chapter four. SPT is a training method

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00:29:23,240 --> 00:29:30,720
that uses a highly structured script of
real world experiences to address aviation training objectives

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00:29:30,839 --> 00:29:36,640
in an operational environment. Such training
can include initial training, transition training,

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00:29:37,200 --> 00:29:44,200
upgrade training, recurrent training, and
special training. Since humans develop cognitive skills

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00:29:44,240 --> 00:29:49,119
through active interaction with the world.
An effective aviation instructor uses the maneuver or

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00:29:49,279 --> 00:29:55,759
procedure based approach of the PTS,
but presents the objectives in a scenario situation.

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00:29:56,039 --> 00:30:00,359
Although some cfis have used the SBT
approach as a teaching method for many

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00:30:00,440 --> 00:30:07,519
years, the recent emphasis on SBT
in aviation training reflects education research that shows

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00:30:07,720 --> 00:30:14,599
students learn more effectively when actively involved
in the learning process. The introduction of

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00:30:14,640 --> 00:30:19,319
advanced avionics is also a factor.
Advanced avionics have changed the role of general

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00:30:19,359 --> 00:30:26,359
aviation GA from an industry dominated by
pleasure flying to a viable alternative to the

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00:30:26,400 --> 00:30:33,599
scheduled airlines with class displays, GPS
and autopilot. Advanced avionics may allow easier

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00:30:33,680 --> 00:30:40,599
and safer operation, but are more
complex. Advanced avionics have contributed to a

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00:30:40,640 --> 00:30:45,759
shift in the focus of aviation training
to include aeronautical decision making ADM and risk

332
00:30:45,839 --> 00:30:52,680
management for the pilot. This is
called single pilot resource management SRM. Since

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00:30:53,119 --> 00:31:00,119
SRM training requires the student or transitioning
pilot to practice the decision making process in

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00:31:00,160 --> 00:31:07,000
real world situations. It combines traditional
task and maneuver based training with SBT to

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00:31:07,200 --> 00:31:14,160
enhance ADM, risk management and SRM
skills without compromising basic stick and rudder skills.

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00:31:15,119 --> 00:31:21,000
Instead of training pilots to pass practical
tests, this program focuses on expertly

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00:31:21,039 --> 00:31:27,240
managed real world challenges, duties,
responsibilities, and authority of the aviation instructor.

338
00:31:29,240 --> 00:31:33,799
The duties, responsibilities and authority of
the aviation instructor include the following.

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00:31:34,599 --> 00:31:41,279
One. Orient new learners in the
SBT approach. Two, help the learner

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00:31:41,359 --> 00:31:45,440
become a confident planner and a critical
evaluator of his or her own performance.

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00:31:47,319 --> 00:31:52,960
Three help the learner understand the knowledge
requirements present in real world applications. Four

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00:31:53,519 --> 00:32:01,079
Diagnose learning difficulties and help the individual
overcome them. Five evaluate student progress and

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00:32:01,160 --> 00:32:10,319
maintain appropriate records. Six Provide continuous
review of student learning. The aviation instructor

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00:32:10,480 --> 00:32:15,400
is the key to the success of
SPT. Remember, the overall learning objective

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00:32:15,720 --> 00:32:21,240
is for the student to be ready
to exercise sound judgment and make good decisions.

346
00:32:22,000 --> 00:32:24,960
For example, the flight instructor must
be ready to turn the responsibility for

347
00:32:25,039 --> 00:32:30,160
planning and execution of the flight over
to the student as soon as possible.

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00:32:30,759 --> 00:32:35,799
The flight instructor continues to demonstrate and
instruct skill maneuvers in the traditional manner,

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00:32:36,279 --> 00:32:39,240
but when the student begins to make
decisions, the flight instructor should revert to

350
00:32:39,240 --> 00:32:45,400
the role of mentor and or learning
facilitator. A situation a student faces may

351
00:32:45,400 --> 00:32:52,000
not have one right or one wrong
answer. Instead, a student encounters situations

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00:32:52,000 --> 00:32:57,640
and training that may have several good
outcomes and a few poor ones. Rather

353
00:32:57,680 --> 00:33:01,160
than requiring the student to make a
decision that as the instructor's personal preference,

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00:33:01,640 --> 00:33:07,720
he or she should understand in advance
which outcomes are positive and are negative,

355
00:33:07,000 --> 00:33:12,440
and give the student the freedom to
make both good and poor decisions. This

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00:33:12,480 --> 00:33:15,079
does not mean that the student should
be allowed to make an unsafe decision or

357
00:33:15,160 --> 00:33:20,839
commit an unsafe act. However,
it does allow the student to make decisions

358
00:33:20,880 --> 00:33:27,759
that fit his or her experienced level
and result in positive outcomes. SBT Lesson

359
00:33:27,799 --> 00:33:34,359
plan The SPT Lesson plan differs from
the traditional Lesson plan Figure six Dash eight.

360
00:33:34,960 --> 00:33:38,240
In this example, the instructor pilot
tells the student to plan for arrival

361
00:33:38,319 --> 00:33:44,559
at a specific non towered airport.
The planning should take into consideration the possible

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00:33:44,599 --> 00:33:51,279
win conditions, arrival paths, airport
information and communication procedures, available, runways,

363
00:33:51,680 --> 00:33:58,000
recommended traffic patterns, courses of action, and preparation for unexpected situations.

364
00:33:58,119 --> 00:34:02,599
Upon arrival at the airport, student
makes decisions with guidance and feedback as necessary

365
00:34:04,119 --> 00:34:08,079
to safely enter and fly the traffic
pattern. This is followed by discussion of

366
00:34:08,079 --> 00:34:13,960
what was done, why it was
done, the consequences, other possible courses

367
00:34:14,000 --> 00:34:17,599
of action, and how it applies
to other airports. In contrast to the

368
00:34:17,599 --> 00:34:22,880
student who trained under the traditional lesson
plan, the student who trains under the

369
00:34:22,000 --> 00:34:27,800
SPT format is not only capable of
a specific flight maneuver, he or she

370
00:34:28,039 --> 00:34:32,320
is now capable of detailing the safe
arrival at any non towered airport in any

371
00:34:32,360 --> 00:34:38,639
wind condition pre scenario planning. For
SPT instruction to be effective, it is

372
00:34:38,719 --> 00:34:46,679
vital that the aviation instructor and student
established the following information flight scenario scenario destinations,

373
00:34:47,639 --> 00:34:55,199
desired student learning outcomes, desired level
of student performance possible in flight scenario

374
00:34:55,320 --> 00:35:04,719
changes, non flight scenario narrative of
the task goal, desired student learning outcomes,

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00:35:05,320 --> 00:35:12,559
desired level of student performance, possible
scenario changes. The aviation industry is

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00:35:12,599 --> 00:35:17,760
moving from traditional knowledge related learning outcomes
to an emphasis on increased internalized learning,

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00:35:19,159 --> 00:35:24,679
in which learners assess situations and react
appropriately. Knowledge components are becoming an important

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00:35:24,719 --> 00:35:30,800
side effect of a dynamic learning and
experience. Reality is the ultimate learning situation,

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00:35:31,199 --> 00:35:36,599
and SBT attempts to get as close
as possible to this ideal. It

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00:35:36,639 --> 00:35:40,519
addresses learning that occurs in a context
or situation. It is based on the

381
00:35:40,559 --> 00:35:46,360
concept of situated cognition, which is
the idea that knowledge cannot be known and

382
00:35:46,440 --> 00:35:52,039
fully understood independent of its context.
In other words, humans learn better the

383
00:35:52,039 --> 00:35:57,320
more realistic the situation is and the
more they are counted on to perform.

384
00:35:58,239 --> 00:36:04,039
For example, realistic cross country flight
scenarios planned and executed by the piloting training

385
00:36:04,360 --> 00:36:08,880
with assistance from the flight instructor begin
the early development of flight deck management skills,

386
00:36:09,519 --> 00:36:15,440
situational awareness and ADM. Continued engagement
by the student in the planning,

387
00:36:15,679 --> 00:36:22,480
executing, and assessment of each scenario
reinforces it throughout the training. It is

388
00:36:22,519 --> 00:36:27,400
important to remember the student is responsible
for planning the flight scenario from a menu

389
00:36:27,480 --> 00:36:32,079
of short cross country flights developed by
the training provider. While a flight instructor

390
00:36:32,119 --> 00:36:37,719
will certainly assist the student in aircraft
performance, data, weight and balance,

391
00:36:37,039 --> 00:36:42,840
and general aircraft layout. Prior to
the first lesson. The sooner the student

392
00:36:42,880 --> 00:36:49,360
assumes these responsibilities, the better the
learning environment. The scenario descriptions offered by

393
00:36:49,400 --> 00:36:54,639
the FAA generic syllabi or a starting
point for the training provider. Scenarios can

394
00:36:54,639 --> 00:37:00,519
be tailored for the local weather and
terrain conditions and are most effective when they

395
00:37:00,559 --> 00:37:06,199
replicate the environment most likely encounted by
the students. SPT is a compilation of

396
00:37:06,239 --> 00:37:10,960
basic learning theory, adult learning concepts, and the best of the traditional aviation

397
00:37:12,039 --> 00:37:16,440
training procedures. Above all, it
is about learning complex tasks in a realistic

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00:37:16,519 --> 00:37:22,400
environment, at a pace and in
a structure the individual student can comprehend and

399
00:37:22,480 --> 00:37:28,519
process Figure six Stash nine. Good
teaching techniques are still important, but only

400
00:37:28,519 --> 00:37:34,039
if they aid in student learning.
More detailed information about SPT can be found

401
00:37:34,119 --> 00:37:42,440
at www dot FAA dot gov,
slash Education, Underscore Research, slash Training,

402
00:37:42,840 --> 00:37:50,119
slash fits f I t S slash
Figure six Dash nine caption Points to

403
00:37:50,159 --> 00:37:57,360
remember about Scenario based training Figure six
Dash nine text The main points to remember

404
00:37:57,360 --> 00:38:01,920
about Scenario based training. SPT is
situated in a real context and is based

405
00:38:01,960 --> 00:38:07,679
on the idea that knowledge cannot be
gained and fully integrated independent of its context.

406
00:38:07,760 --> 00:38:14,159
SPT accords with a performance improvement and
behavior change philosophy of the learning function

407
00:38:15,440 --> 00:38:20,840
SPT is different from traditional instructional design. One must be aware of the differences

408
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to successfully employ SBT. Most learning
solutions should employ both traditional training and SPT.

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Traditional learning elements should enhance the SPT
elements. It is essential to place

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boundaries around scenarios to make the transition
between scenarios and traditional learning as efficient as

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possible. Open ended qualitative learner feedback
is key to successful scenario revision, but

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revisions should not further complicate the scenario
unless highly justified. End of figure six

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Dash nine text. Single Pilot resource
management SRM is the art and science of

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managing all the resources both on board
the aircraft and from outside sources, available

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to a single pilot prior and during
flight to ensure that the successful outcome of

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the flight is never in doubt.
The emergence a very light jet VLJ aircraft

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00:39:22,119 --> 00:39:28,599
will revolutionize the way America travels figure
six ten. Central to their economic success

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00:39:29,039 --> 00:39:34,119
is the concept of single pilot operations. Since the aircraft is heavily automated,

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the pilot's workload may actually be less
than the current workload. In a high

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00:39:38,239 --> 00:39:44,280
performance single engine aircraft today, this
allows more time for the pilot to gather

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and analyze information about weather, winds, landing conditions, fuel state, pilot

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physical condition, and passenger desires.
However, unless the pilot is trained to

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manage all these factors and to let
the aircraft automation assist, the workload may

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be very high. SRM training helps
the pilot maintain situational awareness by managing the

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automation and associated aircraft control and navigation
tasks. This enables the pilot to accurately

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assess, manage risk, and make
accurate and timely decisions. SBT enhances SRM

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because SBT helps pilots learn how to
gather information, analyze it, and make

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decisions. Chapter summary. As indicated
by this chapter, it is possible to

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develop well planned and organized instructions by
using a training syllabus and lesson plans that

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meet all regulatory certification requirements. By
identifying and incorporating blocks of learning into the

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teaching of objectives, the instructor can
plan lessons that build on prior knowledge.

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Maneuver and or procedure training coupled with
SBT will help the aviation instructor train professional

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aviators and technitions who are able to
gather and analyze information to aid in making

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good aeronautical decisions and decrease risk factors
leading to a successful flight or maintenance outcome.

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00:41:12,599 --> 00:41:17,559
As this training program evolves and new
resources are introduced, aviation instructors will

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have immediate web based access to documents
such as the Generic Transition syllabus through http

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00:41:25,719 --> 00:41:35,480
slash slash www dot FAA dot gov
slash. Another useful website for SPT is

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00:41:36,239 --> 00:41:43,440
www dot FAA dot gov, slash
Education, Underscore Research, Slash training,

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00:41:43,840 --> 00:41:52,079
slash fits, slash training, slash
Flight, Underscore Instructor, Slash Media,

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00:41:52,320 --> 00:41:57,880
slash Volume one dot pdf. End
of Chapter six