Planning instructional activity

• Development of a course training
• “Failure to plan, is a plan to fail”
• A course of training is a series of studies leading to attainment of a specific goal
• Determination of objectives and standards is necessary.
• Standards include
• Desired knowledge, behavior, or skill stated in specific terms, along with conditions and criteria.
• Most standards are in the PTS.
  

• Desired level of learning should be incorporated into the objectives.
• Objective of any pilot training course is to qualify the student to be a competent, efficient, safe pilot under stated conditions.

• Content and use of a training syllabus
• Step-by-step, building block progression of learning with provisions for regular review and evaluations at prescribed stages of learning.
• Accomplished in a logical sequence and all the requirements are completed and properly documented.
• Appropriate objectives and standards should be established for the overall course
• Can be used for record keeping
• Must be flexible, and should be used primarily as a guide
• Order of training can and should be altered to suit the progress of a student.
  

• Intended to be a summary of a course of training.
• Helps in development of lesson plans.

• Purpose, characteristics, proper use, and items of a lesson plan
• Purpose
• Organized outline for a single instructional period.
• Designed to assure that each student receives the best possible instruction under the existing conditions.
• Wise selection of material and the elimination of unimportant details.
• The development of lesson plans means the instructor has taught the lessons to themselves prior to attempting to teach the lessons to students.

• Characteristics
• Unity
• Desired student learning outcomes.

• Content
• Each lesson should contain new material. However, the new facts, principles, procedures, or skills should be related to the lesson previously presented.

• Practicality
• Planned in terms of the conditions under which the training is to be conducted.

• Flexibility
• A degree of flexibility should be incorporated. For example, the outline of content may include blank spaces for add-on material, if required.
  

• Scope
• A person can master only a few principles or skills at a time, the number depending on complexity.

• Relation to Course of Training
• Each lesson should be planned and taught so that its relation to the course objectives are clear to each student.

• Instructional Steps
• Every lesson, falls logically into the four steps of the teaching process- preparation, presentation, application, and review and evaluation.

• Using a lesson plan
• Be familiar with the lesson plan
• Use as a guide
• Essential points.

• Adapt the lesson plan to the class or student
• Students learn differently.

• Items of a lesson plan
• Objective - preparation - stage of teaching process.
• Elements - elements of knowledge and skill necessary for fulfillment of the lesson objective.
• Schedule.
• Equipment.
• Instructor action.
• Student action - desired student action.
• Completion standard.
  
  
  
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Flight instructor characteristics and responsibilities

•  Characteristics and qualifications
• Sincerity
• If not sincere student could lose confidence in the instructor.

• Acceptance of the student
• Mutual acknowledgments, same goal.

• Personal appearance and habits
• Instructors who are rude, thoughtless, and inattentive cannot hold the respect of the students.
  

• Safety practices and accident prevention.

• Proper Language

• Self-improvement
  

• Demeanor
• Instructors should avoid distracting speech habits, and changes in mood.

• Dealing with student stress, anxiety, and psychological abnormalities
• Normal reaction to stress.
• Respond rapidly and exactly, within the limits of their experience and training.
• Rationally, and is extremely sensitive to all aspects of the surroundings.
  

• Abnormal reaction to stress
• Responses may be random or illogical.
• More than is called for by the situation.
• Extreme over cooperation, inappropriate laughter or singing, and very rapid changes in emotions.

• Abnormal stress
• Carefully examine student responses and your own responses to the students.
• May be the normal products of a complex learning situation.
• Can also be indicative of psychological abnormalities that inhibit learning.
• Can be hazardous to future piloting operations.

• Student anxiety
• Probably the most significant psychological factor affecting flight instruction.
• Range from hesitancy to act, to the impulse of “doing something even if it’s wrong.”
• Teach fear as a normal reaction rather than ignoring.

• Psychological anomalies 
• Have student fly with different instructor (second opinion)

• Supervision and surveillance 
• Student performance is concurrent with the instructor supervision.
• Instructors have the responsibility to provide guidance.
• Instructor is the only one that can say if student is ready for solo.
  

• Responsibility for endorsements and recommendations
• Endorsements 
• The authority and responsibility for endorsing student pilot certificates and logbooks for solo and solo cross-country flight privileges are granted in 14 CFR part 61.
• These endorsements are further explained in AC 61-65.
• Responsibility to make logbook endorsements for pilots who are already certificated.
• Keep record of endorsements for at least three years.

• Recommendations 
• A flight instructor should require the applicant to thoroughly demonstrate the knowledge and skill level required for that certificate or rating.

• Required FAA flight review
• An instructional service to assess knowledge and skill
• Intended to be an industry-managed, FAA-monitored currency program.
• No person may act as pilot in command of an aircraft unless a flight review has been accomplished within the preceding 24 calendar months.
  
  
  
  
  
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Critique and Evaluation

• Characteristics of a critique
• Oral or written/ both.
• Immediately after performance.
• Used to improve the student’s performance.
• Always provide direction and guidance.

• Effective critique
• Should be:
• COWFACTS
• Constructive:
• Critique is pointless unless the student profits from it.

• Objective:
• Honest, based on performance.

• Well Organized:
• Critique follows some pattern.

• Flexible:
• Satisfy the requirements of the moment (fit the tone, technique, and content).

• Acceptable:
• Students must have confidence in the instructor's qualifications, teaching ability, sincerity, competence, and authority.

• Comprehensive:
• Treat every aspect of the performance in detail (good and bad).

• Thoughtful:
• Thoughtfulness toward the student's need for self-esteem.

• Specific:
• Tell the student why it was not as good and how to improve.

• Critique vs evaluation
• The purpose of an evaluation is to determine how a student is progressing in the course.
• Direct or indirect oral questioning.

• Characteristics of oral questions
• Effective oral questioning 
• One correct answer to each question.
• Apply to the subject of instruction.
• Brief and clear - say what has to be said.
• Adapted to the ability, experience, and stage of training of the students.
• Present a challenge to the students.

• Questions to avoid
• Puzzle.
• Oversize.
• Toss-up.
• Trick questions.
• Irrelevant questions.

• Responses to student questions
• Clearly understand question.
• Display interest in the student's question.
• Answer that is direct and accurate.

• Characteristics and development of effective written tests
• Characteristics of a good written test are:
• Reliability
• Consistent results each time it is used.

• Validity
• Measure what it is supposed to measure.

• Usability
• Easy to give and easy to grade.

• Comprehensiveness
• Sample liberally the subject being measured.

• Discrimination
• Detect small differences among students.

• Test development
• Determine Level-of-Learning Objectives.
• Establish Criterion Objectives.
• Criteria that must be met.

• Develop Criterion-Referenced Test Items
• Identify areas that were not adequately covered.

• Characteristics and uses of performance tests
• Determines if you are ready for the next level
• Criterion-referenced tests.
• Must meet the high standards of knowledge, skill, and safety required by the FAA.

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Teaching Method

• Organizing a lesson
• Introduction
• Attention.
• Motivation.
• Insight.

• Development
• Past to present.
• Known to unknown

• Conclusion  
• Consists of a summary, re-motivation, and closure.

• Lecture
• Formal
• No student participation.
  

• Informal
• Student participation.
  

• Best for presenting new material, summarizing ideas.
• Relationships between theory and practice.
• Re-emphasizing main points.
• Time.

• Guided discussion
• Debate with a moderator/facilitator.
• Relies on students.
• All should be involved.
• Encourage questions.

• Main Points of Guided Discussion
• Introduction:
• Gains the attention of students, motivates, and presents an overview of the lesson.

• Discussion:
• Instructor driven discussion that includes a discussion of all the main points of the lesson.
• Produces a logical progression to the objective.

• Conclusion:
• This consists of a summary, re-motivation, and closure.

• Guided discussion questions
• Overhead
• Question is directed to the group.
• Normally used as lead-off questions.

• Rhetorical
• Used to stimulate thought but is normally answered by the instructor.

• Direct
• Used to get specific information from an individual member of the class.

• Reverse
• The instructor leads the student to provide the answer to his own question.

• Relay
• Similar to a reverse question except that it is redirected to the group rather than the student who asked the question.

• Demonstration performance
• Best for instruction in flight (learn by doing).
• Five steps:
• Explanation: action to be performed and explained.
• Demonstration: instructor shows student correct way.
• Student performance: student does it.
• Instructor supervision: instructor watches.
• Evaluation: instructor judges the performance.

• Computer video assisted
• Computer-assisted learning (CAL) couples a computer with multimedia software to create a training device.
• Test prep.
• Simulations/video game/ role playing
  
  
  
  
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The Teaching Process

• Knowledge and skill
• Teaching is to instruct or train someone.
• Effective instructors generally possess four essential teaching skills:
• People skills
• Knowledge is useless if the instructors fails to communicate properly.
  

• Management skills
• Ability to plan, organize, lead and supervise.
• Best use of time.
  

• Assessment skills.
• Ability to effectively assess the students abilities.
  

• Subject matter expertise
• Must possess a level of expertise, knowledge, or skill.

• Steps of the teaching process
• Preparation
• Making a written lesson plan which defines material to be covered.
• Outlines lesson objective.
• Clearly states the goals to be attained.
• Necessary supplies and equipment.
• Develop blocks of learning.
• Identification of blocks of learning.

• Presentation 
• Three common types
• Lecture - formal/informal
• Best for presenting new material, summarizing ideas.
• Allows the participation of students.
  

• Demonstration performance
• Best for instruction in flight (learn by doing).

• Guided discussion
• Debate with a moderator/facilitator.
• Relies on students.
• All should be involved.
• Encourage questions.

• Application
• Gives the student an opportunity to apply what is being taught.
• Allows the student to apply the newly gained knowledge early in the learning process.
• Helps prevent the development of faulty habits.

• Review and evaluation
• Evaluate student on his performance and on the attainment of the objectives and goals at the end of each step in the learning process.
• Deficiencies and faults should be noted carefully and steps taken to remedy them.
• Direct or indirect oral questioning of the student.
• Written tests.
  
  
  
  
  
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Human behavior

• Control of human behavior
• The relationship between the instructor and the students has a profound impact on how much the students learn.
  
• An instructor can gain the knowledge needed to better understand himself as an instructor as well as the learning needs of the student.
• The instructor's challenge is to know what controls are best for the existing circumstances.

• Development of human potential
• The instructor should create an atmosphere that enables and encourages students to help themselves.
• Every student works towards a goal.
  

• Human needs to behavior and learning
• Human needs are based on the pyramid of human needs.
• There are five levels of needs.
• The lower levels on the pyramid must be satisfied before the level above can be achieved.
  

• Defense mechanisms
• Compensation
• Disguise failure with success.
  

• Projection
• Blame others.
  

• Repression
• Place uncomfortable thoughts into inaccessible areas of the unconscious mind.

• Rationalization
• Justifying actions that otherwise would be unacceptable.
  
  

• Denial
• Refusal to acknowledge what has happened, is happening, or will happen.
  

• Flight
• Day dream.
  

• Reaction formation
• Fakes a belief opposite to the true belief because the true belief causes anxiety.

• Agression
• Disruptive, refuse to participate.

• Resignation
• Lose interest and quit.
  

• General rules instructor should follow during student training
• Have a training syllabus with course objectives showing students progress.
• Help student integrate new ideas with what they already know.
• Sincerity.
• Acceptance of the student.
• Personal appearance and habits.
• Proper Language.
• Recognize students pace (start/stop).
  
  
  
  
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The learning process

• Characteristics of learning 
• Definition of learning - change in behavior as a result of experience.
• R.A.M.P
• Result of experience.
• Built on previous experience.
  
  

• Active Process
• Practice, be involved.
  

• Multifaceted
• Incidental learning.

• Purposeful
• Relate to something.
  

• Laws of learning
• REEPIR
  
• Readiness
• Students best acquire new knowledge when they see a clear reason for doing so.
  

• Exercise
• Things repeated are better remembered.
• Have the student practice.
  

• Effect
• Emotional reaction to learning.
• Pleasant/enjoyable feeling strengthens learning.
  

• Primacy
• First impression, first thing learned, usually sticks better.
  

• Intensity
• Student will learn more from the real thing.
  

• Recency
• Thing most recently learned are best remembered.

• How people learn
• Perception
•  Initially all learning comes from perception
• Gives meaning to sensation

• Directed to the brain by one or more of the senses
• Sight, hearing, touch, smell, and taste.

• Factors That Affect Perception
• Physical organism:
• Sensing the world around them.
  
  

• Goals and values:
• Every experience and sensation is colored by the individual’s own beliefs and value structures.
  

• Self-concept:
• A student’s self-image.
  

• Time and opportunity:
• Proper sequence and time are necessary to perceive.
  
  

• Element of threat:
• Narrows the perceptual field and limits attention.
  

• Insight
• The grouping of perceptions into meaningful wholes
• Tie experiences together

• Motivation
•  Force that governs a student’s progress and their ability to learn
• Negative motivation: fear, threats.
• Positive motivation: desire for personal gain.

• Levels of learning 
• R.U.A.C
• Rote - (memorizing)
• Repeating something back which was learned but not understood.

• Understanding - (why)
• Comprehend or grasp the nature or meaning of something.

• Application - (training)
• The act of putting something to use that has been learned and understood.

• Correlation - (real life)
• Associating what has been learned, understood, and applied with previous or subsequent learning.

• Learning skills
• Desire to learn
• Relate to student goal.

• Pattern to follow
• Focus on one piece at a time, step by step.
  

• Perform the skill
• Practice, feedback.

• Knowledge of result
• Keep student informed of progress.

• Progress follow pattern - learning plateau
• Level out of learning.
• Can be maneuver specific or period of time.
• Could be physical or emotional.
  

• Duration and organization.

• Forgetting and retention
• Memory
• Sensory register.
• Short term.
• Long term.

• Theories of forgetting
• Disuse .
• Interference.
• Repression.
  

• Sensory register
• Receives initial stimuli from the environment and process them according to the individuals concept of importance.

• Short term memory
• Knowledge that fades quickly, approximately 30 sec
• Two places it may move to
• Long term memory.
• Out of mind.
  

• Long term memory
• Muscle memory.
• Shortcuts, acronyms.

• Retention of learning
• Praise
• Stimulates Remembering.
  

• Association
• Promotes recall.
  

• Favorable Attitudes
• Aid retention.
• Positive or rewarding objectives.

• Learning With All Senses Is Most Effective

• Meaningful Repetition
• Aids Recall.
• Better perception when subject is repeated.
  

• Mnemonics:
• Pattern of letters, ideas, visual images assist remembering.

• How the transfer of learning affects the learning process 
• Definition of transfer of learning
• Ability to apply knowledge or procedures learned in one context to new contexts.

• Positive transfer: A helps B
• Negative transfer: A hurts B

• Habit patterns affecting learning
• The formation of correct habit patterns from the beginning of any learning process is essential to further learning.
• Primacy.
  
  
  
  
  
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