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critical evaluator of his or her own performance.
3. Help the learner understand the knowledge
requirements present in real world applications.
4. Diagnose learning difficulties and help the individual
overcome them.
coverage of heading, speed, angle of bank, altitude, terrain,
and wind direction plus velocity. This explanation is followed
by a demonstration and repeated practice of a specific flight
maneuver, such as turns around a point or S-turns across the
road until the maneuver can be consistently accomplished in a
safe and effective manner within a specified limit of heading,
altitude, and airspeed. At the end of this lesson, the student
is only capable of practicing the maneuver with assistance
from the instructor.
The traditional type of training lesson plan with its focus on
the task and maneuver or procedure continues to meet many
aviation learning requirements, but as discussed earlier in the
chapter, it is being augmented by more realistic and fluid
forms of problem-based learning such as SBT. For the CFI,
this type of training does not preclude traditional maneuverbased training. Rather, flight maneuvers are integrated into
the flight scenarios and conducted as they would occur in
the real world. Those maneuvers requiring repetition are still
taught during concentrated settings; once learned, they are
then integrated into realistic flight situations.
For the aviation technician instructor, SBT enhances
traditional classroom instruction. By integrating SBT into
the lesson, students are required to deal with problems they
will encounter in the real world.
Scenario-Based Training (SBT)
Improper pilot decisions cause a significant percentage of all
accidents and the majority of fatal accidents in light single-
and twin-engine aircraft. The goal of SBT is to challenge the
6-10
Scenario-Based Training Lesson Plan
Initial
Plan for arrival at a specific nontowered airport.
Prepare to fly to the Enterprise Municipal Airport (EDN) in order to visit the Army
Aviation Museum at Fort Rucker.
The student is capable of explaining the safe arrival at any nontowered airport in
any wind condition.
Ground-based obstructions/hazards
Winds conditions
Visibility/ceiling
Engine-out procedures
Airport traffic
Ground-based obstructions/hazards:
The instructor and student will review all available resources, including
sectional/terminal area charts, A/FD, and Notices To Airmen (NOTAMs). Using
aircraft performance data found in the POH/FM, the potential impact of any
obstructions or hazards during departure, en route, and arrival will be assessed
and a strategy developed to address any concerns.
Wind conditions:
The instructor and student will use the aircraft POH/FM and assess the runway
environment prior to making a determination. This would also be an excellent
catalyst for a discussion of personal minimums and any additional training
requirements.
Visibility/ceiling:
The instructor and student will discuss the impact of visibility/ceiling as it relates to
departure, en route, and landing at an nontowered airport in various wind conditions.
For example, if circumstances demand the conduct of a circling approach under
marginal VFR conditions, does the student have the confidence and proficiency to fly
a tight pattern while managing airspeed, aircraft coordination, etc? Under such
circumstances, would it be more desirable to conduct a straight-in approach with a
slight tailwind (if that is even an option)? How much wind would be too much? What
other variables/options should be considered (perhaps a diversion to a more suitable
airport)?
Engine-out procedures:
Should an engine fail or partial loss of power occur, the student and instructor
should discuss and simulate in a manner consistent with safety, engine-out
procedures as part of a comprehensive training program.
Airport traffic:
Traffic at both towered and nontowered airports often necessitates wide variations
in landing patterns. While issues stemming from airport traffic may largely be
addressed through sound flying technique, the instructor can take an otherwise
routine lesson and introduce other risk elements, thus promoting the student’s
development of critical decision-making skills.
This review should include a dialogue between the instructor pilot and the student or
transitioning pilot encompassing the flight scenario. Generally, the instructor pilot
should lead the discussion with questions that generate reflective thinking on how the
overall flight went. The instructor pilot should use this to assist in evaluating the
　
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