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and maintaining control of the aircraft. The following are
examples of distractions that can be used for this training:
• Drop a pencil. Ask the student to pick it up.
• Ask the student to determine a heading to an airport
using a chart.
• Ask the student to reset the clock.
• Ask the student to get something from the back seat.
• Ask the student to read the outside air temperature.
• Ask the student to call the Automated Flight Service
Station (AFSS) for weather information.
• Ask the student to compute true airspeed with a flight
computer.
• Ask the student to identify terrain or objects on the
ground.
• Ask the student to identify a field suitable for a forced
landing.
• Have the student climb 200 feet and maintain altitude,
then descend 200 feet and maintain altitude.
• Have the student reverse course after a series of Sturns.
It is a flight instructor’s responsibility to teach the student
how to take charge during a flight. A pilot in command (PIC)
must know when to tell any passengers, even a DPE, when
the PIC finds actions in the aircraft that distract and interfere
with the safe conduct of the flight.
Integrated Flight Instruction
Integrated flight instruction is flight instruction during
which students are taught to perform flight maneuvers
both by outside visual references and by reference to flight
instruments. For this type of instruction to be fully effective,
the use of instrument references should begin the first time
each new maneuver is introduced. No distinction in the
pilot’s operation of the flight controls is permitted, regardless
of whether outside references or instrument indications are
used for the performance of the maneuver. When this training
technique is used, instruction in the control of an aircraft
by outside visual references is integrated with instruction
in the use of flight instrument indications for the same
operations.
8-11
• Most of the aircraft involved in collisions are engaged
in recreational flying not on any type of flight plan.
• Most midair collisions occur in VFR weather
conditions during weekend daylight hours.
• The vast majority of accidents occurred at or near
nontowered airports and at altitudes below 1,000
feet.
• Pilots of all experience levels were involved in midair
collisions, from pilots on their first solo, to 20,000
hour veterans.
• Most collisions occur in daylight with visibility greater
than 3 miles.
It is imperative to introduce 14 CFR section 91.113 “Rightof-way” rules to the student. Practice the “see and avoid”
concept at all times regardless of whether the training is
conducted under VFR or instrument flight rules (IFR). For
more information on how to reduce the odds of becoming
involved in a midair collision, see www.faa.gov/about/
office_org/headquarters_offices/ato/tracon/anchorage/
pilots_info/mca/.
Assessment of Piloting Ability
Assessment is an essential component of the teaching
process and determines how, what, and how well a student is
learning. A well designed assessment provides a student with
something constructive upon which he or she can work or
build. An assessment should provide direction and guidance
to raise the level of performance. Students must understand
the purpose of the assessment; otherwise, they will be unlikely
to accept the evaluation offered and little improvement will
result. There are many types of assessment, but the flight
instructor generally uses the review, collaborative assessment
(LCG), written tests, and performance-based tests to ascertain
knowledge or practical skill levels. Refer to chapter 5 for an
in-depth discussion of the types of assessment available to
the flight instructor.
An assessment can also be used as a tool for reteaching.
Although not all assessments lend themselves to reteaching,
the instructor should be alert to the possibility and take
advantage of the opportunity when it arises. In assessing
the ability of a student, the instructor initially determines if
he or she understands the procedure or maneuver. Then, the
instructor demonstrates the maneuver, allows the student to
practice the maneuver under direction, and finally evaluates
student accomplishment by observing the performance.
The use of integrated flight instruction provides the student
with the ability to control an aircraft in flight for limited
　
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