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the question later at the appropriate point in training.
Occasionally, a student asks a question that the instructor
cannot answer. In such cases, the instructor should freely
admit not knowing the answer, but should promise to get the
answer or, if practicable, offer to help the student look it up
in available references.
Chapter Summary
This chapter has offered the aviation instructor techniques
and methods for assessing how, what, and how well a student
is learning. Well-designed assessments define what is worth
knowing, thereby improving student learning. Since today’s
students want to know the criteria by which they are assessed,
as well as practical and specific feedback, it is important for
aviation instructors to be familiar with the different types
of assessments available for monitoring student progress
throughout a course of training, and how to select the most
appropriate assessment method.
5-12
6-1
Planning Instructional Activity
Chapter 6
Introduction
Susan (student) and Bill (Certificated Flight Instructor (CFI)) are flying a lesson scenario which consists of a short crosscountry 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 nontowered airport, the student notes that the ceiling is lowering and the crosswind is
beginning to increase. In his own mind, Bill is convinced that they can practice landings for another 30 minutes to an hour
and still return to home base. However, instead of telling Susan this, while taxiing 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 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)/visual flight rules (VFR)) and pilot capability?
Susan decides that 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 postflight critique, Susan leads a discussion of this and other decisions she has made in order to learn more about
the process.
6-2
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 in instructional
techniques. The instructor is now required to master 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 in 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 4, 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 wellplanned and organized aviation instruction includes using
lesson plans and a training syllabus that meet all 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 14 of the Code of Federal Regulations
(14 CFR) parts 61 and 65, approved school syllabi, and the
various texts, manuals, and training courses available. This
　
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