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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 lesson 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 instructor
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 6-7, the
objective is “The student will learn to control for wind
drift.” The content has the instructor pilot giving a thorough
6-9
Traditional Lesson Plan
EXAMPLE
The student will learn to control for wind drift.
The student will demonstrate the ability to consistently control for wind drift in a safe
and effective manner within a specified limit of heading, altitude, and airspeed.
LESSON OBJECTIVE
COMPLETION STANDARDS
Preflight Discussion:
Lesson objective and completion standards
Normal checklist procedures
Weather analysis
Review:
Heading
Speed
Angle of bank
Altitude
Terrain
Wind direction plus velocity
Introduction:
Aerodynamics Demonstration
i. Turns around a point
ii. S-turns across a road
Postflight Discussion:
Critique student performance, preview next lesson, and
give study assignment
CONTENT
Figure 6-7. Example of a traditional training lesson plan.
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 4, SBT 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 glass 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:
1. Orient new learners to the SBT approach.
2. Help the learner become a confident planner and a
　
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