Brief Course Outline

This course exposes the career oriented student to requirements and skills necessary to function as a Certified Flight Instructor.

Course Objectives

The student will be able to describe and list the fundamentals elements of the following:

· The Learning Process

· Human Behavior

· Effective Communication

· The Teaching Process

· Teaching Methods

· Critique and Evaluation

· Instructional Aids

· Instructor Responsibilities and Professionalism

· Techniques of Flight Instruction

· Planning Instructional Activity

· Professional Development

Text Materials

AC 60-14, Aviation Instructor's Handbook

Instrument/Commercial Manual, Jeppesen Sanderson

Flight Training Handbook, FAA

Title 14 CFR

Style/Mode of Teaching

Lecture/Seminar/Presentations/Demonstrations/Class Handouts.

DROP AND ADD POLICY

Same as University. Please review.

ATTENDANCE POLICY

The Federal Aviation Administration, per 14 CFR Part 141, requires minimum contact time as stated in the approved curriculum. Therefore, all class absences must be completed on an hour for hour basis. This must be accomplished by an approved ASI Staff Flight instructor at the student’s expense. Scheduling and completion of this requirement is the responsibility of the student.

Attendance is very important. Students are expected to attend all classes. Entering the classroom after the start of class is very disrupting and inconsiderate of your class mates. There is a 1% point deduction for being late. If you must leave during class time, be considerate! Unannounced quizzes will be given, and added to your final grade. All absences, except those having to do with pre-approved SOSU functions, will be considered unexcused.

Make-up exams will be given in extenuating circumstances only, and only with prior permission. Credit will not be given for assignments that are turned in after the due date. There will be no make-up quizzes. In the event of an absence, the student is responsible for scheduling a makeup lesson on all material covered in class. Attendance will be taken at the beginning of each class. Make-up quizzes will not be given.

Make-up exams will be given in extenuating circumstances only, with prior permission.

LABORATORY

N/A

READING

Reading assignments are to prepare you for that class period and should be accomplished prior to the scheduled class.

EXAMINATION

There will be seven examinations. The examinations will be a combination of multiple choice, matching, fill in the blanks, and essay questions.

GRADING PROCEDURES

Examination #1 50 points 90 - 100% = A

Examination #2 50 points 80 - 89% = B

Examination #3 50 points 70 - 79% = C

Examination #4 50 points 69 - 69% = D

Examination #5 50 points Less than 60 = F

Examination #6 50 points

Examination #7 50 points

Class Participation 150 points

Class Attendance 100 points

Total 600 points

TERM PAPER/PRESENTATION

N/A

CHEATING or PLAGIARISM

Cheating may be defined as using unauthorized materials or giving or receiving unauthorized materials or receiving unauthorized assistance during an examination or other academic exercise. Examples may include:

1. Copying the work of another student during an examination OR other academic exercise (including computer exercises), or permitting another student to copy one's work;

2. Taking an examination for another student, or allowing another student to take one's examination;

3. Possessing unauthorized notes, study sheets or other materials during an examination or other academic exercise;

4. Falsifying or tampering with examination results; and

5. Completing, copying, or using the results of any other student's computer

assignments.

Plagiarism may be defined as the use of another's ideas or words without acknowledgement. Examples of plagiarism may include:

1. Failing to use quotation marks when quoting from a source;

2. Failing to document distinctive ideas from a source;

3. Fabrication or inventing sources.

DISABILITIES ACT

Any student needing special accommodations due to a disability should contact the Coordinator of Student Disability Services, Student Union, Suite 204 or call (580) 745-2254 (TDD# 745-2704). It is the responsibility of each student to make an official request to the Coordinator for accommodations.

Lecture Schedule

Fundamentals of Flight Instruction, Fall

August 18 Introduction/I-1, Principles of Teaching and Learning.

August 20 I-1, Principles of Teaching and Learning

August 22 Test on I-1

August 25 I-2, How to guide the learning process.

August 27 I-2, How to guide the learning process.

August 29 I-2, How to guide the learning process.

September 3 Test on I-2

September 5 I-3, Analysis of effective methods and techniques.

September 8 I-3, Analysis of effective methods and techniques.

September 10 I-3, Analysis of effective methods and techniques.

September 12 Test on I-3

September 15 I-4, Flight instructor's role in helping students to learn.

September 17 I-4, Flight instructor's role in helping students to learn

September 19 Test on I-4

September 22 I-5, Flight Instructor responsibilities.

September 24 Review

September 26 Test on I-5

September 29 I-6, Aeromedical information required for flight instruction

October 1 Review

October 3 Test on I-6

October 6 Review of I-1 - I-6

October 8 Final

Notice

Upon completion of this course, the following information will be submitted to the FAA’s Airman Testing Standards Branch, AFS-630, in Oklahoma City, Oklahoma:

Student’s last name, first name and middle initial
Student’s course completion date
Student’s social security number
Student’s date of birth

The release of this information is in compliance with Order: 8700.1, Appendix: 3, Bulletin: HBGA 00-09.

Dress Code

Each Student will dress like a professional flight instructor. This includes khakis, pullover shirt or “like new” blue jeans. This DOES NOT include, Hats, T-shirts, Flip flops or open toe shoes, cut off shorts/pants, shirts that were just pulled out of a pile.

Training Course Outline -- Training Syllabus

Flight Instructor Course - Airplane - Single Engine Land

Ground Training: 40 Hours

Ground Training Course Objectives

The student will obtain the necessary aeronautical knowledge and meet the prerequisites for the Flight Instructor - Airplane - written examination.

Ground Training Course Completion Standards

The student has demonstrated through oral examination, written tests, and records that he meets the prerequisites for the Flight Instructor - Airplane - written examination.

Stage One

A Presentation Of The Fundamentals Of Instruction

15:00 Hours

Stage One Objective

To ensure the student possesses an adequate knowledge of the fundamentals of flight instruction to instruct in flight training.

Stage One Completion Standards

This stage will be successfully completed when the student passes the Stage One final written examination with a minimum grade of 80 percent and has been reviewed in all areas found deficient.

Lesson I-1 - 3:00 Hours

Objectives

During this lesson, the student will be instructed in the principles of teaching and learning.

Content

How people learn

Perception

Individual mental, emotional, and physiological characteristics

Needs and requirements

Goals and values

Self-concept

Time and opportunity to perceive

The element of threat

Insight

Cultivating receptiveness to new experience

Organizing demonstrations, explanations, and directed student practice

Pointing out related perceptions as they occur

Supervising the "trial and error" process

Assisting the student in grouping associated perceptions into meaningful wholes or "blocks" of learning

Motivation

Types of motivation

Use of factors which affect motivation

Obstacles to learning

Self-consciousness

Antagonism or feeling of unfair treatment

Impatience

Worry or lack of interest

Physical discomfort, fatigue, and illness

Apathy fostered by poor instruction

Fear, anxiety, and timidity

Lack of confidence

Airsickness

Habits and transfer

The importance of the formation of correct habit patterns

The importance of habit patterns in aircraft control

The promotion of transfer of learning through use of flight syllabus

Positive transfer

Negative transfer

The influence of the "building block" techniques of instruction in habit development

Levels of learning

Rote performance

True understanding

Correlation of previous learning, understanding, and skill with new tasks, problems, techniques, and procedures

Rates of learning

The characteristics of the typical learning curve

Initial learning rate

Slumps or plateaus and their causes

The role of memory and the effect of forgetting in the achievement of satisfactory student progress

Relationship between memory and habit forming patterns

Usefulness of drill, recitation, and quizzing

Continued usage, practice, and application

Significant principles which reinforce memory

Praise

Association

Favorable attitude

Learning with all senses

Meaningful repetition

Common misconceptions about learning

Fear is the best motivator

Making it easy to learn is contrary to the principles of sound teaching

Pictures, illustrations, and diagrams are, per se, more effective than written or verbal presentations of information

The greater the experience, the better the performance

The impersonal approach is more effective than the friendly attitude in teaching

Competition is the key to successful learning

Frustration and failure are essential to learning

Completion Standards

This lesson will be successfully completed when, by oral examination, the student displays a basic understanding of the principles of teaching and learning as set forth in the current FAA Practical Test Standards.

Lesson I-2 - 3:00 Hours

Objectives

During this lesson, the student will be instructed in how to guide the learning process.

Content

Plan the instructional activity

Establish clear objectives or goals

Identify the block of learning

Provide for student participation

Diagnose student ability

Use a teaching sequence that "makes sense"

Work from the known to the unknown

Work from the easy to the difficult

Plan so the student will see the necessity and logic of each succeeding step

The flight training syllabus

Arrange for efficient sequence in "block" of training

Use syllabus as a guide

Keep flexibility in teaching procedures

The lesson plan

Lesson planning is essential to teaching success

Items to include in lesson plan

The flight instruction breakdown

Useful in preparing meaningful lesson plans

Useful in guidance in offering effective instruction

Requires personal analysis of maneuver

Requires personal analysis of proposed procedures for teaching maneuver

Presentation of the instruction material

Establish the atmosphere of cooperation

Explain, demonstrate, and direct

Require student participation

Keep goal in sight

Be brief, clear, and to the point in explanations

Use analogies as link between known and unknown

Question technique: use and importance

Deal with the individual needs of both poor students and apt students

Performance

Usually integrated with presentation

Require discipline

Make it realistic

Guide students efforts

Progress from easy to difficult

Relate to previous explanations and practice

Provide adequate practice but control blind "trial and error"

Lesson I-5 - 2:00 Hours

Objectives

During this lesson, the student will be instructed in flight instructor responsibilities including maintaining student interest and motivation.

Content

Motivation - basic to all learning

Utilize interest noted during analysis of the student

Direct and control student's attention

Appeal to all the student's senses

Contrive interesting experiences

Teach from the known to the unknown

"Watch your language" - explain technical terms

Emphasize the positive

Utilize the incentive provided by rewards

Foster student learning

Know the objective

Devise the plan of action

Create a positive instructor/student relationship

Present information and guidance effectively

Transfer responsibility to the student as he learns

Evaluate teaching effectiveness through evaluation of the student's learning and proficiency

Instruction of student pilots

Provide adequate instruction

Require an adequate standard of performance

Give adequate supervision

Endorse student pilot certificates

Endorse student logbook

Maintain adequate records

Flight test recommendations and other instructor endorsements

Aircraft checkouts and refresher training

Flight instructor image

Sincerity

Accept the student as he is

Appearance and habits

Avoid the use of obscene language

Maintain a professional demeanor

Completion Standards

This lesson will be successfully completed when, by oral examination, the student displays a basic understanding of flight instructor responsibilities including maintaining student interest as set forth in the current FAA Practical Test Standards.

Stage Two

Analysis Of Flight Training Maneuvers

25:00 Hours

Stage Two Objective

To ensure the student possesses an adequate knowledge and understanding of the performance and analysis of flight training maneuvers as required to instruct in the principles of flight.

Stage Two Completion Standards

This stage will be successfully completed when the student passes the Stage Two written examination with a minimum grade of 80 percent, and has been reviewed in all areas found deficient.

Lesson II-1 - 4:00 Hours

Objectives

During this lesson, the student will be instructed in the basic aerodynamics required to flight instruction.

Content

Aerodynamic terms and definitions

Recommended terms

Other terms often used by pilots

Airplane loading

Weight and balance and flight performance

Effects of load on the aircraft structure

Effects of loading on stability and controllability

Forces acting on an airplane in flight

Explanation of forces

How forces are applied to the aircraft

The airplanes axes of rotation

Explanation of these axes

Location of these axes on the airplane

Functions of the control surfaces and trim tabs

How they operate

Their primary purposes

Use of flaps