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the learner gain a deeper understanding of the information
and in the learner improving his or her ability to recall the
information. This results when the material is presented as
an authentic problem in a situated environment that allows
the learner to “make meaning” of the information based on
his or her past experience and personal interpretation. This
type of problem encourages the development of HOTS, which
include cognitive processes such as problem solving and
decision-making, as well as the cognitive skills of analysis,
synthesis and evaluation.
Developing good problems that motivate, focus, and initiate
student learning are an important component of PBL.
Effective problems:
• Relate to the real world so students want to solve
them.
• Require students to make decisions.
• Are open ended and not limited to one correct
answer.
• Are connected to previously learned knowledge as
well as new knowledge.
• Reflect lesson objective(s).
• Challenge students to think critically.
Teaching Higher Order Thinking Skills (HOTS)
Risk management, ADM, automation management,
situational awareness, and Controlled Flight into Terrain
(CFIT) awareness are the skills encompassed by HOTS.
To teach the cognitive skills needed in making decisions
and judgments effectively, an instructor should incorporate
analysis, synthesis, and evaluation into lessons using PBL.
HOTS should be taught throughout the curriculum from
simple to complex and from concrete to abstract.
Basic approach to teaching HOTS:
1. Set up the problem.
2. Determine learning outcomes for the problem.
3. Solve the problem or task.
4. Reflect on problem-solving process.
5. Consider additional solutions through guided
discovery.
6. Reevaluate solution with additional options.
7. Reflect on this solution and why it is the best
solution.
8. Consider what “best” means (is it situational).
Types of Problem-Based Instruction
While there are many variations as to how a problem-based
lesson might work, it usually involves an incentive or need
to solve the problem, a decision on how to find a solution, a
possible solution, an explanation for the reasons used to reach
that solution, and then reflection on the solution. Three types
of problem-based instruction are discussed: scenario based,
collaborative problem-solving, and case study.
Scenario-Based Training Method (SBT)
SBT uses a highly structured script of real-world experiences
to address aviation training objectives in an operational
environment. It is a realistic situation that allows the student
to rehearse mentally for a situation and requires practical
application of various bits of knowledge. Such training
can include initial training, transition training, upgrade
training, recurrent training, and special training. Because
improper pilot decisions cause a significant percentage of
all accidents and the majority of fatal accidents in light
single- and twin-engine aircraft, SBT challenges the student
or transitioning pilot with a variety of flight scenarios with
the goal of reducing accidents. These scenarios require the
pilot to manage the resources available in the flight deck,
exercise sound judgment, and make timely decisions. Since
it has been documented that students learn more effectively
when actively involved in the learning process, SBT is also
used to train AMTs.
The aviation instructor is the key to successful SBT and
the overall learning objective in this method of training
delivery is for the student to be more ready to exercise sound
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judgment and make good decisions. The scenario may not
have one right or one wrong answer, which reflects situations
faced in the real world. It is important for the instructor to
understand in advance which outcomes are positive and/or
negative and give the student freedom to make both good
and poor decisions without jeopardizing safety. This allows
the student to make decisions that fit his or her experience
level and result in positive outcomes.
Once the class has mastered the ability to compute weight and
balance, Bob decides to give them the following scenario with
the objective of teaching them how to reconfigure weight and
balance in the real world. A customer wants a tail strobe light
installed on his Piper Cherokee 180. How will this installation
affect the weight and balance of the aircraft?
Since the student must remove the position light, install a
power supply, and also install the tail strobe light, he or she
　
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