Southeastern
AVIA 3202- Flight Instructor
Ground
GENERAL INFORMATION
Instructor: George
Jacox
Office Number: Flight
Operations, Eaker Field
Office Hours: M-F,
1330 - 1500, or by appointment
Teleph
PREREQUISITES AND SUPPORT COURSES
AVIA 1041, AVIA 3284
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:
·
Planning an Instructional activity
·
Development of an Lesson Plan
·
Development of a Training syllabus for Private and Commercial
certificates
·
Practice teaching Private maneuvers
·
Practice teaching Commercial maneuvers
TEXT MATERIALS
AC 60-14, Aviation Instructor's Handbook
Instrument/Commercial Manual, Jeppesen Sanderson
Flight Training Handbook, FAA
Current FAR/AIM book
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
Make-up exam 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
EXAMINATION
There will be two Presentations, Final Test and a notebook.
The examination will be a combination of multiple choice, matching, fill in the
blanks, and essay questions.
GRADING PROCEDURES
Presentation #1 100
points 90 - 100% = A
Presentation #2 100
points 80 - 89% = B
Note Book 150
points 70 - 79% = C
Class participation 50
points 69 - 69% = D
Total 400 points Less than 60 =
F
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
2. Taking an examination for
another student, or allowing another student to take
examination;
3. Possessing unauthorized notes, study sheets
or other materials during an examination or other academic exercise;
4. Falsifying or tampering with
examination results;
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
Flight Instructor Ground, Fall
1 II-1, Basic Aerodynamics.
2 II-1, Basic Aerodynamics.
3 II-1, Basic Aerodynamics.
4 II-1, Basic Aerodynamics
5 II-2, Analysis of Basic Flight
maneuvers and procedures.
6 II-2, Analysis of Basic Flight
maneuvers and procedures.
7 II-2, Analysis of Basic Flight
maneuvers and procedures.
8 II-2, Analysis of Basic Flight
maneuvers and procedures
9 II-3, Integration of instruction in
visual and instrument flying.
10 II-3, Integration of instruction in visual
and instrument flying.
11 II-3, Integration of instruction in visual
and instrument flying.
12 II-4, Communication and navigation
13 II-4, Communication and navigation
14 II-5, Pilot information publications.
15 II-5, Pilot information publications.
16 II-5, Pilot information publications
17 II-6, Importance to flight instruction.
18 II-6, Importance to flight instruction.
19 II-6, Importance to flight instruction.
20 II-6, Importance to flight instruction.
21 Review for final Note Books Due
22 Final test
CFI Notebooks
Fall
The notebooks will have
everything you need to teach a private/commercial student. The format of the notebook will be left up to
you, but will include:
1)
Table of contents
2)
An introduction
3)
Course syllabi
for a complete private, commercial certificate
4)
Additional
Information supporting your lessons.
It would be a good idea to
have any useful information included.
You will be graded by the following:
1)
Having a table of
contents (tabbed) 30 points
2)
Having a
introduction 20 points
3)
Course syllabi,
Private 50 points
4)
Course syllabi,
Commercial 50 points
5)
Ease of use 15 points
6)
Logical flow 20 points
7)
Additional
information
15 points
Total
points 200
Notice
Upon completion of this
course, the following information will be submitted to the FAA’s Airman Testing
Standards Branch, AFS-630, in
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 -
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
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 -
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"
Understand factors
relating to length and frequency of practices
Use of briefings and
critiques
Skill versus
knowledge
Role of repetition
in learning and retention
Evaluate the
performance
An integral part of
each lesson
Establishes need for
selective re-teaching or review
Acquaint student
with his progress
Should include
evaluation of things previously learned
Should be based on
standards established by the training syllabus
Completion Standards
This lesson will be successfully completed
when, by oral examination, the student displays a basic understanding of how to
guide the learning process as set forth in the current FAA Practical Test
Standards.
Lesson I-3 -
Objectives
During this lesson, the student will be
instructed in the analysis of effective methods and techniques.
Content
The four basic steps
in teaching process
Preparation
Presentation
Telling or explaining--the lecture method
Techniques of discussion
Application
Doing - trial and practice
Essential to the learning process
Constitutes student's activity based on
instructor's preparation and presentation
Requires careful guidance and correction
Review and
evaluation
Organizes thinking
Develops understanding
of basic principles
Helps the student
to see relationships
Measures the success
of a teaching program
Tests for both
understanding and performance
Characteristics of
good evaluation
Common techniques of
evaluation
Completion Standards
This lesson will be successfully completed
when, by oral examination, the student displays a basic understanding of the
analysis of effective methods and techniques as set forth in the current FAA
Practical Test Standards.
Lesson I-4 -
Objectives
During this lesson, the student will be
instructed in the flight instructor's role in helping students to learn.
Content
Be a professional
Train and prepare
Follow a program of
self-improvement
Adhere to ethical
standards
Be of real service
Believe in your work
Maintain a positive
attitude--be sincere, enthusiastic, friendly, and patient
Be proficient as a
pilot
Be proficient as a
teacher
The
instructor/student relationship
Gain the student's
confidence
Appreciate the
student's problems
Allow for individual
differences
Keep student aware
of progress
Safety practices
Practice what you
preach
Use the checklists
Observe established safety practices
Observe regulations
Teach respect for limitations of self and
equipment
Use of training aids
Models
Charts, diagrams,
and performance tables
Audiovisual courses
Programmed
instruction
Completion Standards
This lesson will be successfully completed
when, by oral examination, the student displays a basic understanding of the
flight instructor's role in helping the students to learn as set forth in the
current FAA Practical Test Standards.
Lesson I-5 -
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.
Lesson I-6 - 1:00 Hour
Objectives
during this lesson, the student will be instructed in the
important aeromedical information required for flight
instruction.