Flight Instructor for Powered-Lift CategoryFAA-S-ACS-27
Area of Operation I
Fundamentals of Instructing
6 Tasks
Task A Effects of Human Behavior and Communication on the Learning Process
References
FAA-H-8083-2, FAA-H-8083-9, FAA-H-8083-25
Objective
To determine the applicant understands human behavior and effective communication, can apply that knowledge, manage associated risks, demonstrate appropriate skills, and provide effective instruction.
Knowledge
Elements of human behavior, including:
a. Definitions of human behavior
b. Instructor and learner relationship
c. Motivation
d. Human needs
e. Defense mechanisms
Learner emotional reactions, including:
a. Anxiety and stress
b. Impatience
c. Worry or lack of interest
d. Physical discomfort, illness, fatigue, and dehydration
e. Apathy due to inadequate instruction
Teaching the adult learner.
Effective communication, including:
a. Basic elements of communication
b. Barriers to effective communication
c. Developing communication skills
Risk Management
Recognizing and accommodating human behavior.
Barriers to communication.
Skills
Give examples of how human behavior affects motivation and learning.
Describe what the instructor can do to deal with:
a. Serious abnormal emotional behavior
b. Defense mechanisms
Use effective communication in ground and flight instruction.
Task B Learning Process
References
FAA-H-8083-2, FAA-H-8083-9, FAA-H-8083-25
Objective
To determine the applicant understands the learning process, can apply that knowledge, manage associated risks, demonstrate appropriate skills, and provide effective instruction.
Knowledge
Definitions of learning.
Learning theory as it applies to ground and flight instruction, including:
a. Behaviorism
b. Cognitive Theory
Perceptions and insight.
Acquiring knowledge.
Laws of learning.
Domains of learning, including:
a. Cognitive
b. Affective
c. Psychomotor
Characteristics of learning.
Scenario-based training (SBT).
Acquiring skill knowledge, including:
a. Stages
b. Knowledge of results
c. How to develop skills
d. Learning plateaus
Types of practice.
Evaluation versus critique.
Distractions, interruptions, fixation, and inattention.
Errors.
Memory, including:
a. Sensory
b. Short-Term Memory (STM) and Long-Term Memory (LTM)
c. How usage affects memory
d. Forgetting
Retention of learning.
Transfer of learning.
Risk Management
Inadequate or incomplete instruction.
Lack of learner motivation.
Recognizing and correcting learner errors.
Skills
Apply educational theories to ground and flight instruction.
Recognize and correct conditions that undermine the learning process.
Plan for and use techniques, including realistic distractions that teach flight students how to manage a workload.
Task C Course Development, Lesson Plans, and Classroom Training Techniques
References
FAA-H-8083-2, FAA-H-8083-9, FAA-H-8083-25
Objective
To determine the applicant understands the teaching process, can apply that knowledge, manage associated risks, demonstrate appropriate skills, and provide effective instruction.
Knowledge
Teaching, including:
a. Process
b. Essential skills
Course of training.
Preparation of a lesson, including:
a. Training objectives and completion standards
b. Performance-based objectives
c. Importance of Airman Certification Standards (ACS) in aviation training curricula
d. Decision-based objectives
Organization of material.
Training delivery methods, including:
a. Lecture
b. Discussion
c. Guided discussion
d. Cooperative or group learning
e. Demonstration-performance
f. Drill and practice
Electronic learning (e-Learning).
Instructional aids and training technologies, including:
a. Characteristics of effective instructional aids
b. Reasons for use
c. Guidelines for use
d. Types
Integrated flight instruction.
Problem-based instruction.
Planning instructional activity, including:
a. Blocks of learning
b. Training syllabus
c. Lesson plans
Risk Management
Selection of teaching method.
Skills
Prepare an instructional lesson plan using teaching methods and materials appropriate for Task and learner characteristics, including:
a. Aeronautical knowledge ground lesson applicable for a classroom
b. Maneuver introduction and ground lesson
Task D Student Evaluation, Assessment, and Testing
References
FAA-H-8083-2, FAA-H-8083-9, FAA-H-8083-25
Objective
To determine the applicant understands evaluation and testing, can apply that knowledge, manage associated risks, demonstrate appropriate skills, and provide effective instruction.
Knowledge
Purpose and characteristics of effective assessment.
Traditional assessments.
Authentic assessments, including:
a. Learner-centered assessment
b. Maneuver or procedure grades
c. Assessing risk management skills
Choosing an effective assessment method.
Purposes and types of critiques.
Oral assessment, including:
a. Characteristics of effective questions
c. Types of questions to avoid
b. Answering learner questions
Assessment of piloting ability.
Risk Management
Delivering an assessment.
Skills
Use appropriate methods and techniques to assess learner performance in ground or flight training.
Task E Elements of Effective Teaching in a Professional Environment
References
FAA-H-8083-2, FAA-H-8083-9, FAA-H-8083-25
Objective
To determine the applicant understands effects of instructor behavior on effective teaching, can apply that knowledge, manage associated risks, demonstrate appropriate skills, and provide effective instruction.
Knowledge
Aviation instructor responsibilities, including:
a. Helping learners
b. Providing adequate instruction
c. Training to established standards of performance
d. Emphasizing the positive
e. Minimizing learner frustrations
Flight instructor responsibilities, including supervision and surveillance during training.
Flight instructor qualifications and professionalism.
Professional development.
Instructor ethics and conduct.
Risk Management
Fulfilling instructor responsibilities.
Exhibiting professionalism.
Skills
Deliver ground or flight instruction on an evaluator-assigned Task in a manner consistent with instructor responsibilities and professional characteristics as stated in K1 through K5.
Task F Elements of Effective Teaching that Include Risk Management and Accident Prevention
References
FAA-H-8083-2, FAA-H-8083-9, FAA-H-8083-25
Objective
To determine the applicant understands teaching practical risk management, can apply that knowledge, manage associated risks, demonstrate appropriate skills, and provide effective instruction.
Knowledge
Teaching risk identification, assessment, and mitigation.
Teaching risk management tools, including:
a. Pilot/Aircraft/enVironment/External Pressures (PAVE) checklist
b. Flight Risk Assessment Tools (FRATs)
When and how to introduce risk management.
Risk management teaching techniques by phase of instruction.
Managing risk during flight instruction, including:
a. Common flight instruction risks
b. Best practices
c. Special considerations while teaching takeoffs and landings
Aeronautical Decision-Making (ADM) to include using Crew Resource Management (CRM) or Single- Pilot Resource Management (SRM), as appropriate.
Risk Management
Hazards associated with providing flight instruction.
Obstacles to maintaining situational awareness during flight instruction.
Recognizing and managing hazards arising from human behavior, including hazardous attitudes.
Skills
Use scenario-based training (SBT) to demonstrate, teach, and assess risk management and Aeronautical Decision-Making (ADM) skills in the context of a Task specified by the evaluator.
Identify, assess, and mitigate risks commonly associated with flight instruction by maintaining:
a. Awareness and oversight of the learner’s actions, with timely and appropriate supervision, intervention, or mitigation as needed
b. Awareness of the learner’s cognitive/physiological state, with timely action to mitigate anxiety, fatigue, or other obstruction to learning
c. Overall situational awareness of the aircraft’s dynamic state, its position in space, and vigilance for unexpected events or changing circumstances that occur in the environment
Model and teach safety practices, including maintaining:
a. Collision avoidance while simultaneously providing instruction
b. Avoidance of unnecessary distractions
c. Coordinated flight
d. Awareness of who is manipulating controls through positive exchange of flight controls
e. Continuous awareness of the aircraft’s dynamic state and position in the NAS