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supplemental training aids. Some of these include study
guides, exercise books, course outlines, and syllabi. Well
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designed course outlines are especially useful to students
because they list the key points and help students organize
note taking during a lecture.
Enhanced Training Materials
Aviation instructors must cover a broad range of aeronautical
knowledge and skill training for pilots and AMTs. The actual
training requirements are based in the Code of Federal
Regulations (CFR) and other publications used by designated
pilot and maintenance examiners when they conduct practical
tests. While aviation instructors are expected to be familiar
with all regulatory training requirements, use of instructororiented training materials which are enhanced for regulatory
compliance can be very beneficial for ensuring required
training is being accomplished, endorsed, and properly
documented. Whether working as an individual instructor or
employed by a flight or maintenance school, the instructor
must ensure that each student accomplishes a number of
important benchmarks. Enhanced training materials that
include these benchmarks can help aviation instructors
complete, endorse, and document required training.
For example, the training syllabi represent enhanced training
material and contain provisions for instructor endorsements
and recordkeeping. Such syllabi not only present the
course of training in a logical step-by-step, building block
sequence, they contain provisions to remind both students and
instructors of critical regulatory training benchmarks which
are approaching. Blocks for instructor endorsements also
may be included at appropriate points. Provisions for logging
training time can be incorporated so the syllabus could also
serve as the training record for the student, instructor, or
school. When required endorsements and recordkeeping
provisions are designed into training syllabi, it is much
easier, from the instructor’s standpoint, to conduct required
training, track student progress, and certify records. The
training record can be reviewed and the student’s training
status easily assessed in case the student transfers to another
school or instructor.
Another example of enhanced, instructor-oriented material
for pilot training is a maneuvers guide or handbook which
includes the PTS as an integral part of the description of
maneuvers and procedures. Students learn from the beginning
how to perform the maneuver or procedure and also become
familiar with the performance criteria. Instructors need not
refer to another document to evaluate student performance.
The examiner for the Airframe and Powerplant (A&P) is
required to ask four questions in each of the subject areas,
which are required by the regulations to be taught. The
examiner also is required to assign a practical project from
each subject area. Individual maintenance instructors, as well
as publishers, have compiled lists of typical questions and
projects. Use of these questions and projects as part of the
syllabus helps an instructor ensure that all subject areas for
a particular class have been covered.
There are many ways to incorporate design features in training
materials in order to facilitate regulatory compliance, required
endorsements, and recordkeeping. Computer-based training
also can be designed so the progress of the student can be
tracked and documented. As training becomes more detailed
and complex, instructor-oriented materials can be a valuable
instructional aid for aviation instructors. More information on
enhanced training materials is presented in chapter 6.
Projected Material
Traditional aids in this group include slides, filmstrips, and
transparencies for overhead projection. In recent years, video
(VHS, compact disks (CDs), digital video disks (DVDs), or
computer files), and computer slide shows incorporating text,
graphics, video, and animations, have pushed aside traditional
training aids. Whatever type of projected training aid used, it is
essential for the content to be current and support the lesson.
Use of projected materials requires planning and practice.
The instructor should set up and adjust the equipment and
lighting beforehand and then preview the presentation.
During a classroom session, the instructor should provide
students with an overview of the presentation before showing
it. After the presentation, the instructor should allow time for
questions and a summary of key points.
Computer-generated slide shows have changed the way
information is presented to today’s student. While a
　
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