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expensive, and versions with a head-mounted display
sometimes produce unfavorable side effects.
For those engaged in aviation training, the challenge is
staying abreast of technological changes that apply to training
and adopting those that are the most useful and cost effective.
Since much of the new technology is based on computer
technology, instructors with well-developed computer skills
are in demand.
Although the explosion of training technology offers new
opportunities, instructors must remember their main teaching
goals and be selectively receptive to new possibilities.
Electronic information on computer networks and bulletin
boards is from commercial providers, as well as community,
state, and national government agencies. There is no guarantee
that all of this information is current, or even accurate.
Chapter Summary
As indicated by this discussion, the teaching process
organizes the material an instructor wishes to teach in such
a way that the learner understands what is being taught. An
effective instructor uses a combination of teaching methods
as well as instructional aids to achieve this goal.
4-30
By being well prepared, an effective instructor presents and
applies lesson material, and also periodically assesses how
well the learner is learning. An effective instructor never
stops learning. He or she maintains currency in the subject
matter being taught, as well as how to teach it by reading
professional journals and other aviation publications, many
of which can be viewed or purchased via the Internet, another
source of valuable aviation information for professional
instructors.
5-1
Introduction
The afternoon before a flight lesson, Linda, a Certificated Flight Instructor, sends an e-mail to her student, Brian, and asks
him to plan tomorrow’s flight. She attaches a copy of the syllabus and task list to the e-mail and emphasizes the need to
work on both flight deck automation (Multi-Function Display (MFD), Global Positioning System (GPS), and Primary Flight
Display (PFD)), and pattern and landing skills. Brian puts together a short, two-leg cross-country flight plan that allows for
plenty of pattern entry and landing work, while using the en route legs to explore the flight deck electronic displays.
Brian also adds a stall series because he did not really understand the aerodynamics of power-off stalls during the last lesson.
The next day, Brian briefs Linda on his plan and presents his completed paperwork for the flight. Linda notes the addition of
stalls and approves the plan. Next, she and her student engage in a discussion of the areas of the flight that he still does not
understand, and she quizzes him on proper procedures as well as possible situations and decisions they may encounter.
Once in the air, Brian plans and executes the flight. Linda interjects comments and questions as the need arises. Linda
alternates between demonstration, questioning, and suggesting an alternate course of action, always allowing Brian time
to participate in the discussion.
After landing, Brian and Linda sit down to assess the flight. Linda begins by asking Brian to discuss the flight from his
perspective. As he talks, she listens for areas where her assessment of Brian’s performance differs from his own perceptions.
After Brian completes his self-assessment, Linda offers her view, and she and Brian discuss the areas of disagreement. By
asking Brian to lead the initial post-flight assessment and discussing areas where her perceptions of his performance differ,
Linda is both instilling the self-assessment habits Brian will need throughout his flying career and helping him learn to
make accurate perceptions.
Assessment
Chapter 5
5-2
Assessment is an essential and continuous (ongoing)
component of the teaching and learning processes. No
skill is more important to an instructor than the ability
to continuously analyze, appraise, and judge a student’s
performance. The student looks to the instructor for guidance,
suggestions for improvement, and encouragement. The
instructor must gather the information needed to evaluate
student progress throughout the course. This information
helps to shape the learning process by guiding an instructor
regarding what needs to be reinforced during instruction, as
well as helping the instructor determine the readiness of the
aviation student to move forward.
This chapter examines the instructor’s role in assessing levels
of learning, describes methods of assessment, and discusses
how to construct and conduct effective assessments. The
　
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