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• Puzzle—“What is the first action you should take if a conventional gear airplane with a weak right brake is swerving left in a right crosswind during a full flap, power-on wheel landing?”
• Oversize—“What do you do before beginning an engine overhaul?”
• Toss-up—“In an emergency, should you squawk 7700 or pick a landing spot?”
• Bewilderment—“In reading the altimeter—you know you set a sensitive altimeter for the nearest station pressure—if you take temperature into account, as when flying from a cold air mass through a warm front, what precaution should you take when in a mountainous area?”
• Trick questions—these questions cause the students to develop the feeling that they are engaged in a battle of wits with the instructor, and the whole significance of the subject of the instruction involved is lost. An example of a trick question would be one in which the response options are 1, 2, 3, and 4, but they are placed in the following form.
A. 4
B. 3
C. 2
D. 1
• Irrelevant questions—diversions that introduce only unrelated facts and thoughts and slow the student’s progress. Questions unrelated to the test topics are not helpful in evaluating the student’s knowledge of the subject at hand. An example of an irrelevant question would be to ask a question about tire inflation during a test on the timing of magnetos.Answering Student Questions
Tips for responding effectively to student questions, especially in a classroom setting:
• Be sure that you clearly understand the question before attempting to answer.
• Display interest in the student’s question and frame an answer that is as direct and accurate as possible.
• After responding, determine whether or not the student is satisfied with the answer.
Sometimes it is unwise to introduce considerations more complicated or advanced than necessary to completely answer a student’s question at the current point in training. In this case, the instructor should carefully explain to the student that the question was good and pertinent, but that a detailed answer would, at this time, unnecessarily complicate the learning tasks. The instructor should invite the student to reintroduce 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 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 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.
　
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