Chapter six of Aviation Instructor's Handbook by the FAA. This LibriVox recording is in
the public domain. Chapter six Planning Instructional Activity Introduction. Susan, a student,
and Bill Certificated Flight Instructor c f I or flying a lesson scenario which
consists of a short cross country leg to a local airport for some practice landings,
followed by a return to the home airport located in Class C airspace.
While practicing landings at the non towered airport, the student notes that the ceiling
is lowering and the cross wind is beginning to increase. In his own mind,
Bill is convinced they can practice landings for another thirty minutes to an hour
and still return to home base. However, instead of telling Susan this while
taxing back after a full stop landing, he first asks her several questions.
Has the flight situation changed since they left the home field? What does she
think of the weather situation? How can we gain more information? Check with
the Automated Flight Service Station AFSS on the radio, stop at the fixed based
operator FBO, and call back to the FBO to check on weather and the
schedule. Are there other issues? Fuel schedule, aircraft equipment, instrument flight
rules IFR, slash, Visual Flight Rules VFR, and pilot capability. Susan
decides she would be more comfortable returning to the home airport and practicing landings there
to stay out of the weather. Although not his plan, it is a
good plan based on accurate situational awareness and good risk management skills, so Bill
agrees Susan is now beginning to gain confidence by practicing her judgment and decision making
skills. In the post flight creak, Susan leads a discussion of this and
other decisions she has made in order to learn more about the process. In
the past, the aviation instructor was a capable pilot or aviation technician with a
rather general understanding of basic teaching methods and techniques. More recently, the Federal
Aviation Administration FAA has paid more attention to the instructor's role as teacher and mentor
and has provided a much better grounding and instructional techniques. The instructor is now
required to mask to the teaching methods, write lesson objectives, outline and write
lesson plans, and motivate students. By example, the instructor is responsible for
what is taught in the aircraft and classroom. The amount of learning that takes
place is a direct result of how well the lesson is prepared and the teaching
skill of the instructor. Historically, aviation instruction focused on the performance of specific
procedures and or maneuvers, and learning was measured with objective standards. Changing technology
and innovations and learning provide today's aviation instructors with the opportunity to use new methods
and teach to new standards. One of these methods introduced in chapter four the
teaching process is scenario based training SBT. While SBT is an integral component of
today's aviation training, the instructor is crucial to its implementation. By emphasizing SBT,
the instructor functions in the learning environment as an advisor and guide for the
learner, whatever the method of teaching. The key to developing well planned and
organized aviation instruction includes using lesson plans and a training syllabus that meet all the
regulatory certification requirements. Much of the basic planning necessary for the flight instructor and
maintenance instructor is provided by the knowledge and proficiency requirements published in title fourteen of
the Code of Federal Regulations fourteen CFR, Parts sixty one and sixty five,
approved school syllabi, and the various texts, manuals, and training courses available.
This chapter reviews the planning required by the professional aviation instructor as it relates
to four key topics, course of training, blocks of learning, training syllabus,
and lesson plans. It also explains how to integrate SBT, aeronautical decision
making ADM, and risk management into the aviation training lesson course of training.
As discussed in chapter four. A course of training is a series of studies
leading to attainment of a specific goal, such as a certificate of completion,
graduation, or an academic degree. An instructor plans instructional content around the course
of training by determining the objectives and standards, which in turn determine individual will,
lesson plans, test items, and levels of learning. For complete discussion
of determining these items, see chapter four Blocks of learning. After the overall
training objectives have been established, the next step is the identification of the blocks
of learning which constitute a necessary part of the total objective. Just as in
building a pyramid, some blocks are submerged in the structure and never appear on
the surface, but each is an integral and necessary part of the structure.
Thus, the various blocks are not isolated subjects, but essential parts of the
whole. During the process of identifying the blocks of learning to be assembled for
the purpose of training activity, the instructor must also examine each block to ensure
it is an integral part of the structure. Extraneous blocks of instruction or expensive
frills, especially in flight instruction, and detract from rather than assist in the
completion of the final objective. While determining the overall training objectives is a necessary
first step in the training process, early identification of the foundation blocks of learning
is also essential. Training for any such complicated and involved task as piloting or
maintaining an aircraft requires the development an assembly of many segments or blocks of learning
in their proper relationships. In this way, a student can master the segments
or blocks individually, and can progressively combine these with other related segments until their
sum meets the overall training objectives. The blocks of learning identified during the planning
and management of a training activity should be fairly consistent in scope. They should
represent units of learning which can be measured and evaluated, not a sequence of
periods of instruction. For example, the flight training of a private pilot might
be divided into the following major blocks, achievement of the knowledge and skills necessary
for solo the knowledge and skills necessary for solo cross country flight, and the
knowledge and skills appropriate for obtaining a private pilot certificate Figure six Dash One.
Use of the building block approach provides the student with a boost of self confidence.
This normally occurs each time a block is completed. Otherwise, an overall
goal such as earning a mechanics certificate, may seem unobtainable. If the larger
blocks are broken down into smaller blocks of instruction, each on its own is
more manageable. Humans learned from the simple to the complex. For example,
a student airplane pilot should understand and master the technique of a normal landing prior
to being introduced to short and soft field landings. A helicopter pilot must be
provision in running landings before the instructor introduces a no hydraulics approach and landing.
By becoming familiar with the student's aviation background, an instructor can plan the sequence
of instruction blocks, does the aplicant to have previous aeronautical experience or possess a
pilot certificate in another category? This information will help the instructor design appropriate training
blocks. For example, if the student is a helicopter pilot who is transitioning
to an airplane, he or she will understand speed control but not necessarily know
how to achieve it in an airplane. The instructor can plan blocks of instruction
that building with a student already knows. Training syllabus. Aviation instructors use a
training syllabus because as technology advances, training requirements become more demanding. At the
same time, new and often more complicated rules continue to be proposed and implemented.
In addition, the rules for instruction in other than an approved aviation school
are still quite specific about the type and duration of training. These factors,
along with the continuing growth of aviation, add to the complexity of aviation training
and certification. Instructors need a practice guide to help them make sure the training
is accomplished in a logical sequence and that all their requirements are completed and properly
documented. A well organized, comprehensive syllabus can fill these needs. Syllabus format
and content. The format and organization of the syllabus may vary, but it
should always be in the form of an abstract or digest of the course of
training. It should contain blocks of learning to be completed in the most efficient
order. Since the syllabus is intended to be a summary of a course of
training, it should be fairly brief yet comprehensive enough to cover essential information.
This information is usually presented in an outline format, with lesson by lesson coverage.
Some syllabi include tables to show recommended training time for each lesson, as
well as the overall minimum time requirements Figure six dash two. While many instructors
may develop their own training syllabi, there are many well designed commercial products that
may be used. These are found in various training manuals, approved school syllaby
and other publications available from industry. Syllaby developed for approved flight schools contain specific
information that is outlined in fourteen CFR Parts one forty one and one forty two.
In contrast, syllaby designs for training in other than approved schools may not
provide certain details such as enrollment prerequisites, planned completion times, and descriptions of
checks and tests to measure student accomplishments for each stage of training. Since effective
training relies on organized blocks of learning, all syllaby should stress well defined objectives
and standards for each lesson. Appropriate objectives and standards should be established for the
overall course, the separate ground and flight segments, and for each stage of
training. Other details may be added to a syllabus in order to explain how
to use it and describe the pertinent and reference materials. Examples of the training
and reference materials includes textbooks, video compact discs, exams, briefings, and
instructional guides. How to use a training syllabus. Any practical training syllabus must
be flexible and should be used primarily as a guide Figure six, Stash three.
When necessary, the order of training can and should be altered to suit
the progress of the student and the demands of special circumstances. For example,
previous experience or different rates of learning often require some alteration or repetition to fit
individual students. The syllabus should also be flexible enough so it can be adapted
to whether variations, aircraft availability, and scheduling changes without disrupting the teaching process
or completely suspending training in departing from the order prescribed by the syllabus. However,
it is the responsibility of the instructor to consider how the relationships of the
blocks of learning or affected. For example, if the students is having a
difficult time with normal approaches and landings, the instructor might decide to delay adding
short field landings, which were originally to be the next step in his block
of instruction, to prevent the student from becoming frustrated with his or her poor
landing technique. The instructor may choose to review the block when slow flight,
which offers the student a chance to do well and regain confidence. This exercise
also builds the skills necessary for the student to master approaches and normal landings.
Each approved training course provided by a certificated aviation school should be conducted in accordance
with a training syllabus specifically approved by the FAA. At certificated schools, the
syllabus is a key part of the training course outline. The instructional facilities,
airport, aircraft, and instructor personnel must be able to support the course of
training specified in the syllabus. Compliance with the appropriate approved syllabus is a condition
for graduation from such courses. Therefore, effective use of a syllabus requires that
it be referred to throughout the entire course of training. Both the instructor and
the student should have a copy of the approved syllabus. However, as previously
mentioned, adherence to a syllabus should not be so stringent that it becomes inflexible
or unchangeable. It must be flexible enough to adapt to the special needs of
individual students. Ground training lessons and classroom lectures concentrate on the cognitive domain of
learning. A typical lesson might include defining, labeling, or listing what the
student has learned so far. Many of the knowledge areas are directly or indirectly
concerned with safety, ADM, and judgment. Since these subjects are associated with
the effective domain of learning emotion, Instructors who find a way to stress safety,
ADM, and judgment along with the traditional aviation subjects, can favorably influence
a student's attitude, beliefs, and values. Flight training lessons or aviation technical
lab sessions also include knowledge areas, but they generally emphasize the psychomotor domain of
learning. Because the student is doing something the lesson plan shown in Figure six.
Dash four shows the main elements of a ground lesson for a flight student.
The effective domain of learning is also important in this type of training.
A student's attitude towards safety, adm and judgment should be a major concern of
the instructor. The flight training syllabus should include special emphasis items that have been
determined to be cause factors in aircraft accidents or incidents. For example, the
instructor should emphasize collision and wake turbulence avoidance procedures throughout a student's flight training.
The aviation technician syllabus should also emphasize what constitutes unsafe practices, such as the
ease of introducing foreign object damage FOD FOD to an aircraft when the location of
tools is not monitored. A syllabus may include several other items that add to
or clarify the objective content or standards. A lesson may specify the recommended class
time reference or study materials, recommended sequence of training and study assignment for the
next lesson. Both ground and flight lessons may have explanatory information notes added to
specific lessons Figure six, Stash five. While a syllabus is designed to provide
a roadmap showing how to accomplish the overall objectives of a course of training.
It may be useful for other purposes. As already mentioned, it can be
used as a checklist to ensure that required training has successfully been completed. Thus,
a syllabus can be an effective tool for record keeping. Enhanced syllabi,
which are also designed for record keeping, can be very beneficial to the independent
instructor. This record keeping function is usually facilitated by boxes or blank spaces adjacent
to the knowledge areas, procedures or maneuvers in a lesson. Most syllabi introduce
each procedure or maneuver in one lesson and review them in subsequent lessons. Some
syllabi include provisions for grading student performance and recording both ground and flight training time.
Accurate record keeping is necessary to keep both the student and instructor informed of
the status of training. These records also serve as a basis for endorsements and
recommendations for knowledge and practical tests. Some training syllabi or records may include coded
numbers or letters for other instructors to record their evaluation of a student's progress and
knowledge or skill level Figure six. Dash six. Another benefit of using a
syllabus is that it helps the development of lesson plans. A well constructed syllabus
already contains much of the essential information that is required in a lesson plan,
including objectives, content, and completion standards. Lesson plans. A lesson plan
is an organized outline for a single instructional period. It is a necessary guide
for the instructor because it tells what to do, in what order to do
it, and what procedure to use in teaching the material of a lesson.
Lesson plans should be prepared for each training period and be developed to show specific
knowledge and our skills to be taught. A mental outline of a lesson is
not a lesson plan. A lesson plan should be put into writing. Another
instructor should be able to take the lesson plan and know what to do in
conducting the same period of instruction. Written out, the lesson plan can be
analyzed for adequacy and completeness. Lesson plans make excellent record keeping forms that can
become a permanent part of a pilot's training record. They can be formatted for
the instructor to carry in the aircraft and include a checklist for indicating what portions
of the lesson were completed, date of completion, the flight instructor's signature,
and time flown. The lesson plan can also have a notation section for flight
instructor comments. A training folder for each student helps an instructor keep all pertinent
data in one place. The folder should include items such as lesson plans,
training requirements, flight or ground instruction received, fourteen CFR Part sixty one requirements,
met solo endorsements, and any other training information. These records should be
kept in a safe place for at least three years. Good record keeping also
provides an instructor with a number of students he or she has trained, which
is helpful information for an instructor who needs to renew his or her certificate.
For sample lesson plans, please refer to Appendix A purpose of the lesson plan.
Lesson plans are designed to assure that each student receives the best possible instruction
under the existing conditions. Lesson plans help instructors keep a constant check on their
own activity as well as that of their students. The development of lesson plans
by instructors signifies, in effect, that they have taught the lessons to themselves
prior to attempting to teach the lessons to students. An adequate lesson plan,
when properly used, should assure a wide selection of material and the illumination of
unimportant details. Make certain that due consideration is given to each part of the
lesson. Aid the instructor in presenting the material in a suitable sequence for efficient
learning. Provide an outline of the teaching procedure to be used. Serve as
a means of relating the lesson to the objectives of the course of training.
Give the inexperienced instructor of confidence. Promote uniformity of instruction, regardless of the
instructor or the date on which the lesson is given. Characteristics of a well
played and lesson. The quality of planning affects the quality of results. Successful
professionals understand that the price of excellence is hard work and thorough preparation. The
effective instructor realizes that the time and energy spent in planning and preparing each lesson
is well worth the effort in the long run. A complete cycle of planning
usually includes several steps. After the objective is determined, the instructor must research
the subject as it is defined by the objective. Once the research is complete,
the instructor determines the method of instruction and identifies a useful lesson planning format.
The decision of how to organize the lesson and the selection of suitable support
material come next. The final steps include assembling training aids and writing the lesson
plan outline. One technique for writing the lesson plan outline is to prepare the
beginning and ending first, then complete the outline and eyes as required. A
lesson plan should be a working document that can and should be revised as changes
occur or are needed. The following are some of the important characteristics that should
be reflected in all well planned lessons. Unity. Each lesson should be a
unified segment of instruction. A lesson is concerned with certain limited objectives, which
are stated in terms of desired student learning outcomes. All teaching procedures and materials
should be selected to attain these objectives. Content each lesson should contain new material.
However, the new facts, principles, procedures, or skills should be
related to the lesson previously presented. A short review of earlier lessons is usually
necessary, particularly in flight training scope. Each lesson should be reasonable in scope.
A person can master only a few principles or skills at a time,
the number depending on complexity. Presenting too much material in a lesson results in
confusion. Presenting too little material results in inefficiency practicality. Each lesson should be
planned in terms of the conditions under which the training is to be conducted.
Lesson plans conducted in an airplane or ground trainer will differ from those conducted in
a classroom. Also, the kinds and quantities of instructional aids available have a
great influence on lesson planning and instructional procedures. Flexibility. Although the lesson plan
provides an outline and sequence for the training to be conducted, a degree of
flexibility should be incorporated. For example, the outline of content may include blank
spaces for add on material if required. Relation to course of training, Each
lesson should be planned and taught so that its relation to the course objectives is
clear to each student. For example, a lesson on short field takeoffs and
landings should be related to both certification and safety objectives of the course of training.
Instructional steps. Every lesson, when adequately developed, falls logically into the
four steps of the teaching process. Preparation, presentation, application and review an
evaluation. How to use a lesson plan properly be familiar with a lesson plan.
The instructor should study each step of the plan and should be thoroughly familiar
with as much information related to the subject as possible. Use the lesson plan
as a guide. The lesson plan is an outline for conducting an instructional period.
It assures that pertinent materials are at hand and that the presentation is accomplished
with order and unity. Having a plan prevents the instructor from getting off track,
omitting essential points and introducing irrelevant material. Students have a right to expect
an instructor to give the same attention to teaching that they give to learning.
The most certain means of achieving teaching success is to have a carefully reviewed lesson
plan. Adapt the lesson plan to the class or student. In teaching a
class, the instructor may find that procedures outlined to the lesson plan are not
leading to the desired results. In this situation, the instructor should change the
approach. There is no certain way of predicting reactions of different groups of students.
An approach that has been successful with one group may not be equally successful
with another. A lesson plan for an instructional flight period should be appropriate to
the background, flight experience and ability of the particular student. A lesson plan
may have to be modified considerably during flight due to deficiencies in the students' knowledge
or poor mastery of elements essential to the effective completion of the lesson. In
some cases, the entire lesson plan may have to be abandoned in favor of
review. Revise the lesson plan periodically. After a lesson plan has been prepared
for a training period, a US revision may be necessary. This is true
for a number of reasons, such as availability or non availability of instructional aids,
changes in regulations, or new manuals and textbooks lesson plan formats. The
format and style of a lesson plan depends on several factors. Certainly, the
subject matter helps determine how a lesson is presented and what teaching method is used.
Individual lesson plans may be quite simple for one on one training, or
they may be elaborate and complicated for large structured classroom lectures. Preferably, each
lesson should have somewhat limited objectives that are achievable within a reasonable period of time.
This principle should apply to both ground and flight training. However, as
previously noted, aviation training is not simple. It involves all three domains of
learning, and the objectives usually include the higher levels of learning, at least
at the application level. In spite of need for varied subject coverage, diverse
teaching methods, and relatively high level learning objectives, most aviation lessened plans have
the common characteristics already discussed. All should include objectives, content to support the
objectives, and completion standards. Various authorities often divide the main headings into several
subheadings. Terminology even for the main headings varies extensively. For example, completion
standards may be called assessment, review and feedback, performance evaluation, or some
other related term. Commercially developed lesson plans are acceptable for most training situations,
including use by flight and structure applicants during their practical tests. However, all
instructors should recognize that even well designed, preprinted lesson plans may need to be
modified. Therefore, instructors are encouraged to use creativity when adapting preprinted lesson plans
or when developing their own lesson plans for specific students or training circumstances. In
the traditional lesson plan illustrated by figure six Dash seven, the objective is the
student will learn to control for wind drift. The content has the instructor pilot
giving a thorough coverage of heading speed, angle of bank, altitude, terrain
and wind direction plus velocity. This explanation is followed by a demonstration and repeated
practice of a specific flight maneuver, such as turns around a point or s
turns across the road, until the maneuver can be consistently accomplished in a safe
and effective manner within a specified limit of heading, altitude and airspeed. At
the end of the lesson, the student is only capable of practicing the maneuver
with assistance from the instructor. The traditional type of training lesson plan, with
its focus on the task and maneuver or procedures, continues to many aviation learning
requirements, but as discussed earlier in the chapter, it has been augmented by
more realistic and fluid forms of problem based learning, such as SBT for the
CFI. This type of training does not preclude traditional maneuver based training. Rather,
flight maneuvers are integrated into the flight scenarios and conducted as they would occur
in the real world. Those maneuvers requiring repetition are still taught during concentrated settings.
Once learned, they are then integrated into realistic flight situations. For the
aviation technician instructor, SBT enhances traditional classroom instruction. By integrating SBT into the
lesson, students are required to deal with problems they will encounter in the real
world. Scenario based training SBT Improper pilot decisions cause a significant percentage of all
accidents and the majority of fatal accidents in light single and tw a engine aircraft.
The goal of SPT is to challenge the student or transitioning pilot with a
variety of flight scenarios to improve decision making skills. These scenarios require the pilot
to manage the resources available in the flight deck, exercise sound judgment, and
make timely decisions. As defined in Chapter four. SPT is a training method
that uses a highly structured script of real world experiences to address aviation training objectives
in an operational environment. Such training can include initial training, transition training,
upgrade training, recurrent training, and special training. Since humans develop cognitive skills
through active interaction with the world. An effective aviation instructor uses the maneuver or
procedure based approach of the PTS, but presents the objectives in a scenario situation.
Although some cfis have used the SBT approach as a teaching method for many
years, the recent emphasis on SBT in aviation training reflects education research that shows
students learn more effectively when actively involved in the learning process. The introduction of
advanced avionics is also a factor. Advanced avionics have changed the role of general
aviation GA from an industry dominated by pleasure flying to a viable alternative to the
scheduled airlines with class displays, GPS and autopilot. Advanced avionics may allow easier
and safer operation, but are more complex. Advanced avionics have contributed to a
shift in the focus of aviation training to include aeronautical decision making ADM and risk
management for the pilot. This is called single pilot resource management SRM. Since
SRM training requires the student or transitioning pilot to practice the decision making process in
real world situations. It combines traditional task and maneuver based training with SBT to
enhance ADM, risk management and SRM skills without compromising basic stick and rudder skills.
Instead of training pilots to pass practical tests, this program focuses on expertly
managed real world challenges, duties, responsibilities, and authority of the aviation instructor.
The duties, responsibilities and authority of the aviation instructor include the following.
One. Orient new learners in the SBT approach. Two, help the learner
become a confident planner and a critical evaluator of his or her own performance.
Three help the learner understand the knowledge requirements present in real world applications. Four
Diagnose learning difficulties and help the individual overcome them. Five evaluate student progress and
maintain appropriate records. Six Provide continuous review of student learning. The aviation instructor
is the key to the success of SPT. Remember, the overall learning objective
is for the student to be ready to exercise sound judgment and make good decisions.
For example, the flight instructor must be ready to turn the responsibility for
planning and execution of the flight over to the student as soon as possible.
The flight instructor continues to demonstrate and instruct skill maneuvers in the traditional manner,
but when the student begins to make decisions, the flight instructor should revert to
the role of mentor and or learning facilitator. A situation a student faces may
not have one right or one wrong answer. Instead, a student encounters situations
and training that may have several good outcomes and a few poor ones. Rather
than requiring the student to make a decision that as the instructor's personal preference,
he or she should understand in advance which outcomes are positive and are negative,
and give the student the freedom to make both good and poor decisions. This
does not mean that the student should be allowed to make an unsafe decision or
commit an unsafe act. However, it does allow the student to make decisions
that fit his or her experienced level and result in positive outcomes. SBT Lesson
plan The SPT Lesson plan differs from the traditional Lesson plan Figure six Dash eight.
In this example, the instructor pilot tells the student to plan for arrival
at a specific non towered airport. The planning should take into consideration the possible
win conditions, arrival paths, airport information and communication procedures, available, runways,
recommended traffic patterns, courses of action, and preparation for unexpected situations.
Upon arrival at the airport, student makes decisions with guidance and feedback as necessary
to safely enter and fly the traffic pattern. This is followed by discussion of
what was done, why it was done, the consequences, other possible courses
of action, and how it applies to other airports. In contrast to the
student who trained under the traditional lesson plan, the student who trains under the
SPT format is not only capable of a specific flight maneuver, he or she
is now capable of detailing the safe arrival at any non towered airport in any
wind condition pre scenario planning. For SPT instruction to be effective, it is
vital that the aviation instructor and student established the following information flight scenario scenario destinations,
desired student learning outcomes, desired level of student performance possible in flight scenario
changes, non flight scenario narrative of the task goal, desired student learning outcomes,
desired level of student performance, possible scenario changes. The aviation industry is
moving from traditional knowledge related learning outcomes to an emphasis on increased internalized learning,
in which learners assess situations and react appropriately. Knowledge components are becoming an important
side effect of a dynamic learning and experience. Reality is the ultimate learning situation,
and SBT attempts to get as close as possible to this ideal. It
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. In other words, humans learn better the
more realistic the situation is and the more they are counted on to perform.
For example, realistic cross country flight scenarios planned and executed by the piloting training
with assistance from the flight instructor begin the early development of flight deck management skills,
situational awareness and ADM. Continued engagement by the student in the planning,
executing, and assessment of each scenario reinforces it throughout the training. It is
important to remember the student is responsible for planning the flight scenario from a menu
of short cross country flights developed by the training provider. While a flight instructor
will certainly assist the student in aircraft performance, data, weight and balance,
and general aircraft layout. Prior to the first lesson. The sooner the student
assumes these responsibilities, the better the learning environment. The scenario descriptions offered by
the FAA generic syllabi or a starting point for the training provider. Scenarios can
be tailored for the local weather and terrain conditions and are most effective when they
replicate the environment most likely encounted by the students. SPT is a compilation of
basic learning theory, adult learning concepts, and the best of the traditional aviation
training procedures. Above all, it is about learning complex tasks in a realistic
environment, at a pace and in a structure the individual student can comprehend and
process Figure six Stash nine. Good teaching techniques are still important, but only
if they aid in student learning. More detailed information about SPT can be found
at www dot FAA dot gov, slash Education, Underscore Research, slash Training,
slash fits f I t S slash Figure six Dash nine caption Points to
remember about Scenario based training Figure six Dash nine text The main points to remember
about Scenario based training. SPT is situated in a real context and is based
on the idea that knowledge cannot be gained and fully integrated independent of its context.
SPT accords with a performance improvement and behavior change philosophy of the learning function
SPT is different from traditional instructional design. One must be aware of the differences
to successfully employ SBT. Most learning solutions should employ both traditional training and SPT.
Traditional learning elements should enhance the SPT elements. It is essential to place
boundaries around scenarios to make the transition 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. End of figure six
Dash nine text. Single Pilot resource management SRM is the art and science of
managing all the resources both on board the aircraft and from outside sources, available
to a single pilot prior and during flight to ensure that the successful outcome of
the flight is never in doubt. The emergence a very light jet VLJ aircraft
will revolutionize the way America travels figure six ten. Central to their economic success
is the concept of single pilot operations. Since the aircraft is heavily automated,
the pilot's workload may actually be less than the current workload. In a high
performance single engine aircraft today, this allows more time for the pilot to gather
and analyze information about weather, winds, landing conditions, fuel state, pilot
physical condition, and passenger desires. However, unless the pilot is trained to
manage all these factors and to let the aircraft automation assist, the workload may
be very high. SRM training helps the pilot maintain situational awareness by managing the
automation and associated aircraft control and navigation tasks. This enables the pilot to accurately
assess, manage risk, and make accurate and timely decisions. SBT enhances SRM
because SBT helps pilots learn how to gather information, analyze it, and make
decisions. Chapter summary. As indicated by this chapter, it is possible to
develop well planned and organized instructions by using a training syllabus and lesson plans that
meet all regulatory certification requirements. By identifying and incorporating blocks of learning into the
teaching of objectives, the instructor can plan lessons that build on prior knowledge.
Maneuver and or procedure training coupled with SBT will help the aviation instructor train professional
aviators and technitions who are able to gather and analyze information to aid in making
good aeronautical decisions and decrease risk factors leading to a successful flight or maintenance outcome.
As this training program evolves and new resources are introduced, aviation instructors will
have immediate web based access to documents such as the Generic Transition syllabus through http
slash slash www dot FAA dot gov slash. Another useful website for SPT is
www dot FAA dot gov, slash Education, Underscore Research, Slash training,
slash fits, slash training, slash Flight, Underscore Instructor, Slash Media,
slash Volume one dot pdf. End of Chapter six