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ensure the tasks are completed safely and correctly.
Assessment Skills
In Chapter 2, The Learning Process, learning was defined
as “a change in the behavior of the learner as a result of
experience. The behavior can be physical and overt, or it can
be intellectual or attitudinal.” This change is measurable and
therefore can be assessed.
Assessment of learning is a complex process and it is
important to be clear about the purposes of the assessment.
There are several points at which assessments can be made:
before training, during training, and after training. Learning
assessment is another important skill of an effective
instructor. [Figure 4-2] This topic is discussed in detail in
Chapter 5, Assessment.
Instructor’s Code of Conduct
While many of the characteristics of effective instructors
discussed in the previous paragraphs hold true for any
instructor, the aviation instructor has the added responsibility
of molding an aviation citizen—a pilot or maintenance
technician the instructor feels confident will be an asset to the
rest of the aviation community. The following code describes
the concept of an aviation citizen.
An aviation instructor needs to remember he or she is teaching
a pilot or technician who should:
• Make safety the number one priority,
• Develop and exercise good judgment in making
decisions,
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• Recognize and manage risk effectively,
• Be accountable for his or her actions,
• Act with responsibility and courtesy,
• Adhere to prudent operating practices and personal
operating parameters, and
• Adhere to applicable laws and regulations.
In addition, the Certificated Flight Instructor (CFI) needs to
remember he or she is teaching a pilot who should:
• Seek proficiency in control of the aircraft,
• Use flight deck technology in a safe and appropriate
way,
• Be confident in a wide variety of flight situations, and
• Be respectful of the privilege of flight.
The teaching process organizes the material an instructor
wishes to teach in such a way that the learner understands
what is being taught. The teaching process consists of four
steps: preparation, presentation, application, and assessment.
Regardless of the teaching or training delivery method used,
the teaching process remains the same. To be effective, an
instructor utilizes people skills, subject matter expertise,
management skills, and assessment skills.
This chapter explores the teaching process in general terms
of how to prepare, present, apply, and assess lesson material.
Teaching methods or training delivery methods are discussed,
as well as the use of instructional aids.
Course of Training
In education, a course of training is a complete series of
studies leading to attainment of a specific goal. The goal might
be a certificate of completion, graduation, or an academic
degree. For example, a student pilot may enroll in a private
pilot certificate course, and upon completion of all course
requirements, be awarded a graduation certificate. A course of
training also may be limited to something like the additional
training required for operating high-performance airplanes.
Other terms closely associated with a course of training
include curriculum, syllabus, and training course outline. In
many cases, these terms are used interchangeably, but there
are important differences.
A curriculum is a set of courses in an area of specialization
offered by an educational institution. A curriculum for a
pilot school usually includes courses for the various pilot
certificates and ratings, while the curriculum for an aviation
maintenance technician (AMT) addresses the subject areas
described in Title 14 of the Code of Federal Regulations
(14 CFR) part 147. A syllabus is a summary or outline of
a course of study that generally contains a description of
each lesson, including objectives and completion standards.
In aviation, the term “training syllabus” is commonly
used and in this context it is a step-by-step, building block
progression of learning with provisions for regular review
and assessments at prescribed stages of learning. [Figure 4-3]
And, finally, a training course outline within a curriculum
is the content of a particular course. It normally includes
statements of objectives, descriptions of teaching aids,
definitions of assessment criteria, and indications of desired
outcome.
Preparation of a Lesson
　
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