Lesson 1 Introduction to Being a Flight Instructor 0.5 hr.

Aim: Motivation:
1) To familiarize the student with material covered and 1) Here’s the hard work you’re in for
the essence of being a flight instructor

Outline: Link:
1) Requirements to be a Flight Instructor All new material
2) Books required
3) Work required
4) Flight Test Guide and Study Guide
5) Course Outline
Threshold Knowledge Test: References/Aids:
1) Why do you want to be a flight instructor? 1) CAR’s Part 4
2) What do you think will be required of you during
the course?
3) What will be required once you’re working?
4) How do you plan to find a job instructing?
5) How long do you want to instruct for?
6) Where do you want to go with your career?
7) Are you prepared for the monotony and low wages?
8) Do you still want to go through with this rating?

1) Requirements to be a Class 4 Instructor

a) Commercial Pilot Licence and Class 1 Medical CAR 421.69
b) 20 hours instrument time
c) Written and flight test Student must know
d) 25 hr ground school all material for
e) 30 hr. flight training including 5 hours of teaching instrument skills CPL, especially
aerodynamics
2) Books Required
a) From the Ground Up (FTGU) Suggested Reading
b) Flight Training Manual (FTM) Kershners
c) Flight Instructor Guide (FIG) Advanced Flight
d) Canadian Aviation Regulations Part 4 Manual
e) Flight Test Guides and Study Guides for PPL, CPL, Class 4 Instructor (may need
Multi, IFR, etc. if planning to do these ratings)
f) Human Factors books (Basic, Advanced, and Instructor Guide)
g) Aircraft Flight Manual for aircraft flown

3) Work Required
a) Must make lesson plans and air notes for lessons 1-24 possibly up to lesson 30 if
Review Flight
planning to do this training (this takes a very long time)
Instructor Study
b) 30 hr. of flight training, about 50 hr. ground school (25 min.)
and Reference and
Flight Test guides
4) Flight Test Guide and Study Guide
Review course
5) Course Outline outline on next
page
Class 4 Flight Instructor Course Outline

Ground School

1) Introduction to being a Flight Instructor (0.5 hr.)

2) Applicable Canadian Aviation Regulations (2 hr.)
3) Aerodynamics (2 hr.)
4) Learning Part 1 – FIG part 1 (2 hr.)
5) Learning Part 2 – FIG part 1 (2 hr.)
6) Learning Part 3 – FIG part 1 (2 hr.)
7) Ground Instruction & incorporating PDM – FIG part 1 (2 hr.)
8) In flight Instruction – FIG part 1 (2 hr.)
9) Teaching Exercises 5-9 (2+ hr.) *
10) Teaching Exercises 9s-15 (2+ hr.) *
11) Teaching Exercises 16-18 (2+hr.) *
12) Teaching Exercises 19-22 (2+ hr.) *
13) Teaching Exercise 23 (2+ hr.) *
14) Teaching Exercise 24 (2+ hr.) *
Minimum Ground Time: 25 hr.

Flight Training (may begin after ground lesson 8)

1) Right seat check out (1 hr.)

2) Review of CPL flying (3 hr.)
4) Review of instrument flying (1.5 hr.)
5) Demo and teaching of 5-9 (4 hr.) *
6) Demo and teaching of 9s-15 (4 hr.) *
7) Demo and teaching of 16-18 (4 hr.) *
8) Demo and teaching of 19-23 (4.5 hr.) *
9) Demo and teaching of instrument flying (4 hr.) *
10) Review for flight test (4 hr.) *
Minimum Flight Time (30 hr.)

* these lessons take place over several sessions

Books Required (current editions of all publications)

a) From the Ground Up (FTGU)

b) Flight Training Manual (FTM)
c) Flight Instructor Guide (FTM) *
d) Canadian Aviation Regulations Part 4 (CAR) *
e) Flight Test Guides and Study Guides for PPL, CPL, Class 4 Instructor (may need additional guides if
planning to do these ratings) *
f) Human Factors books (Basic, Advanced, and Instructor Guide) *
g) Aircraft Flight Manual for aircraft flown

* available from www.tc.gc.ca

Lesson 2 Applicable Canadian Aviation Regulations 2 hr.

Aim: Motivation:
1) To familiarize the student with all applicable CARs 1) You must know what a student needs to know for
and requirements for various licences the training you’re conducting
2) To familiarize the student with the Flight Test
Guides for all applicable licences
Outline: Link:
1) Exam and Testing Procedures 1) This is briefly covered during PPL and CPL
2) Student Pilot Permit training
3) RPP, PPL, CPL, Class and Type Ratings, Night,
VFR-OTT, IFR, Flight Instructor Ratings: Req. &
Standards
4) Medical Certificates
5) Standards and Procedures for Flight Training Units
- general, certification, personnel, aircraft,
Operations
Threshold Knowledge Test: References/Aids:
1) What are the requirements for a PPL? 1) CARs Part IV
2) What is the tolerance on a PPL flight test for 2) Study and Reference Guide for RPP, PPL and CPL
altitude during a steep turn? 3) Flight Test Guide for RPP, PPL and CPL
3) What are the requirements for a SPP?
4) Who can issue a radio licence?
5) Tell me about different medical requirements for
various licences.
6) What kind of instructor can be a CFI?
7) What can a class 4 instructor do?

1) Exam and Testing Procedures Read all of CARs

Part IV
2) Student Pilot Permit
Go through all
Flight Test Guides
3) Licences and Ratings and Study and
Reference Guides
4) Medical Certificates
Go through hand
out together
5) Standards and Procedures for Flight Training Units
summarizing CARs
Part IV

1) What are the requirements for a PPL? CPL? RPP?

2) What are the tolerances for steep turns? Navigation? Approaches? For PPL? CPL?
3) What privileges does a Class 4, 3, 2, 1 instructor have?
Testing Procedures (CARs 400.02, 401.13)
- written tests valid for 2 years, flight tests for 1 year
- if you fail written you can try again in 14 days, if you fail twice, 20 days
- flight test can have partial pass (up to 2 failed items), or complete fail (less than req. mark or 3 or more failed
items
- there is a fee for both written and flight tests
- bring photo ID, recommendations, log book, PTR for all examinations

Student Pilot Permit (SPP)

- must be at least 14 years of age
- needed before solo flight
- valid only in Canada, Day VFR conditions with no passengers (except for flight test)
- solo flight only permitted under direct supervision of instructor
- pre solo (PSTAR) exam required, class 4 medical, and recommendation from instructor stating that the student
is ready for solo flight

Licences and Ratings (CAR 401, 421, Flight Test Guides)

- review all applicable Flight Test Guides for flight test standards information
- review CAR’s for privileges for each licence

RPP PPL CPL Night VFR-OTT Instrument Flight Inst.

16 years old 17 years old 18 years old

Class 4 Class 3 Class 1

medical medical Medical

no GS 40 hr. GS 40 hr. GS No GS No GS No GS 25 hr. GS

25 h. TT incl. 45 hr TT incl. 200 hr TT 10 hr. inst. 15 hr dual 40 hr inst. 30 hr dual

15 hr. dual 17 hr. dual 150 hr. PIC 5 hr dual instrument - max 20 hr 5 hr dual inst.
5 hr. solo 12 hr. solo 20 hr PIC XC night can be in sim
2 hr. dual XC 5 hr. 20 hr. inst. 2 hr dual
instrument night XC 50 hr PIC XC
3 hr. dual XC 35 hr dual
5 hr solo XC 5 hr night 5 hr night 100 NM IFR
dual solo XC with 2
150 NM XC 2 hr night 10 solo take- approaches
with 2 stops dual XC offs and
(XC is total landings
length of trip) 30 hr solo
300 NM XC
with 3 stops
(XC is radius
from point of
departure)

Medical Certificates
- Class 4 valid to 1st day of 61th month (under 40 years old) or 1st day of 25th month (over 40)
- Class 3 valid to 1st day of 25th month (under 40 years old) or 1st day of 13th month (over 40)
- Class 1 valid to 1st day of 13th month (under 40 years old) or 1st day of 7th month (over 40)
 CAR’s Summery
Standards and Procedures for Flight Training Units (CAR 405, 406, 425, 426)
- Class 4 instructor may instruct students only in a flying school (no free lance), and only under supervision of a
Class 1 or 2 instructor
- Class 3 instructor may instruct without supervision
- Class 2 instructor may supervise Class 4 instructors and be a CFI
- Class 1 instructor may train other instructors
- RPP and PPL students trained under a Class 4 instructor must have a pre solo and pre flight test flight with a
Class 2 or 1 instructor prior to solo and flight test
- in order for an organization to instruct students, it must have an operating certificate
- a school must have a Chief Flight Instructor (at least Class 3 or if more than 1 instructor is employed, CFI
must be Class 2 or higher)
- school must provide flight training program outline to each student at beginning of training
- includes program, requirements, Study and Reference Guide, Flight Test Guide, minimum weather
requirements, fuel requirements, description of practise areas, reporting of defects, securing of aircraft,
procedures in case of a forced landing, other safety considerations
- all flights must be authorized on a Daily Flight Record sheet (must be kept for 2 years)
- Pilot Training Record must be kept for all RPP, PPL, CPL and FI students
- pre flight briefings and Preparatory Ground Instruction is mandatory
- training records must be kept for 2 years
- training aircraft must be able to do all air exercises taught, have checklists, and seat belts with shoulder
harnesses
- approved maintenance program is required for Flight Training Unit
- solo cross country routes must be approved by TC
- satellite base needs CFI (Class 3 or higher, or Class 2 if Class 4 is instructing)
- instructor must have 50 hrs. in class, 10 hr. in type
Lesson 3 Aerodynamics 1 hr.

Aim: Motivation:
1) To learn about why an aircraft flies 1) You probably don’t know why an aircraft flies.
2) You need to understand how an aircraft flies so your
students will have a firm understanding.
Outline: Link:
1) Energy Management 1) Remember your theory of flight from your PPL.
2) Angle of Attack Now let’s unlearn it.
3) Lift
4) Aircraft Performance
5) Turns
Threshold Knowledge Test: References/Aids:
1) How is lift created? 1) Denker- See how it flies
2) What are the forces in a turn?
3) Describe energy, power

1) Energy Management
Energy: quantitative property that must be transferred to a body to perform work on, or
heat, that body.
Power: the rate of doing work (P=W/t).
• Energy cannot be created or destroyed – only transformed.
Potential Energy  Kinetic Energy – 9’/kt per 100 kts.

Push-over

Potential Energy Kinetic Energy

(Altitude) (Airspeed2)

Pull-Up
Climb

0
Chemical Energy Thermal Energy
(Fuel) (Heat)

Equilibrium

Measurement Instruments
Energy Power
Altimeter Vertical Speed Indicator
2
Airspeed Tachometer
Fuel Quantity Fuel Flow

• Kinetic energy is a function of airspeed2. Being

a bit slow requires more power to correct than
being a bit low.
• Stable approach to landing is a linear reduction
in energy (potential energy gradually decreases
while kinetic energy is constant).
2) Lift
How a Wing does NOT Produce Lift:
• The air around the top of the wing speeds up so that it meets up with the air at the
bottom at the same time.
• It’s like when you hang a spoon under a faucet.
How a Wing DOES Produce Lift:
• When you stick your hand out the window in a moving car.

• Streamlines cannot cross, compressed in higher

velocity regions.
• Free stream pressure is ~0.2 psi at 100 knots. This is
the maximum pressure and occurs at the front
stagnation point.

• Air travelling on a curved path (caused by shape of the wing) has a force on it that
causes the air to accelerate around the top of the wing (circulation effect) and
decelerate around the bottom of the wing (obstacle effect).
• Air that accelerates to a higher velocity will decrease pressure (conservation of
momentum - Bernoulli theorem).
• Air has mass and momentum and therefore velocity information can be converted to
pressure information. A curved streamline (air accelerating) corresponds to a pressure
gradient.
• Note the maximum pressure (~0.2 psi @ 100 knots) at the stagnation point (max.
deflection of air).

Velocity Pressure

Circulation
• Let’s begin with an imaginary paddle wheel aircraft travelling
forward.
• Will this “wing” produce lift? YES!!
Lift ∝ Circulation • Velocity
• Surprisingly the airflow around a real wing also has circulation.
• Think of a paddlewheel in the middle of the wing’s airflow. The upper airflow is
moving faster than the bottom airflow. The paddlewheel will turn clockwise.
• The airflow does not make a turn at the trailing edge because the TE is too steep (Kutta
condition).
• As AOA increases, increased circulation is needed to meet the Kutta condition.
• Kutta-Joukowski Theorem:
(lift equals circulation • density • span • velocity)

• To measure the circulation, measure the velocity of air at various equidistant points
around an imaginary circle around the airfoil, multiplying by the distance between the
points and add up all the values*. Note that the slower air on the bottom of the wing
will have negative values because the distance between the points is “negative”.
 Velocity at this point (V) x infinitesimal distance (ds)
(add up these products to get circulation - Γ)

Wing Tip Vortices

• Circulation comes off wing tip as a vortex.
• The strength of the vortex is exactly proportional to the lift produced. See equation
above.
• To measure lift, measure the vorticity (ie circulation) of the vortex and multiply by
span, density and velocity.
• Vortex is strongest when circulation is the highest – maximum lift at low speed (high
AOA on rotation).

3) Angle of Attack (AOA)

• Angle between the relative airflow and wing
chord (angle that air hits the wing).
• Almost everything depends on AOA – airspeed,
lift produced, drag, etc.
• Coefficient of lift increases linearly with AOA, then drops at the critical angle. Drag
increases exponentially with AOA increase.
• Airspeed is inversely related to AOA. A high
airspeed will result in a low AOA while a low
airspeed will have a high AOA.
• Don’t chase airspeeds and rates of climb. Aim for
pitch attitudes that, on average, the aircraft will
achieve a given airspeed and rate of climb.
CL=coefficient of lift,
W=weight,
ρ=air density, WA=wing
area, V=velocity
• A C150 (1600 lbs) will require a CL of 0.6 (AOA 5°) for flight at 70 kts and CL of 0.35
 (AOA 1°) at 90 kts.
• At a given speed, adding power will increase the pitch angle and rate of climb, but the
AOA will remain the same.
• The trim control can be thought of as an AOA (or airspeed) selector. If the trim is
constant, the aircraft will tend to return to the “selected” airspeed after a disturbance
via a series of oscillations.
• It is rare that you need to push forward on the controls. Rather, to pitch down at
low speeds, control back pressure is released (stall recovery, levelling in ground
effect).

4) Aircraft Performance
• Aircraft performance is dependent on AOA + Excess power.
• Induced drag is a function of lift.
• Di ∝ 1/V2
• Parasite drag caused by form drag & skin friction. Dp =
1/2•CD•ρ•WA•V2
• Min. drag (L/Dmax) is at the speed for best range.
• We can multiply drag vs V curve by V to get power
required as a function of V.
• Best rate of climb (Vy) is at the greatest difference between
power required and power available.
• Stall Speed (Vs0) and top speed occur where the power
available and power require curves cross.

• V vs rate of climb can be plotted for a given power setting.

• 500 fpm descent at 80 knots at 1700 RPM (A).
• The plane is level at 80 knots at
2000 RPM (B) and climbing at 500
fpm at 2300 RPM (C).
• Leaving the power at 2300 RPM,
but levelling off (D) results in a
cruise of 110 knots. The energy
used to gain altitude in (C) is now
used to overcome the increased
drag at higher airspeed.
• If the engine thrust equals drag, (and no energy is lost by pitching up), the aircraft will
remain in level flight.
Fuel energy is used to pay for the energy lost from drag.

1) Explain how a wing produces lift.

2) Explain circulation.
3) Explain conservation of energy.
4) Explain wing tip vorticies? Can you design a wing that produces lift but no vorticies?
Lesson 4 Learning - Part 1 2 hr.

Aim: Motivation:
1) To give the potential instructor an introduction to the 1) The strategies used is used to effectively teach pilots
strategies used by successful instructors in teaching 2) Not using this material will result in inefficient
pilots learning by the student

Outline: Link:
1) Learning Process 1) Try to think back to when you were getting your
2) Learning Factors licence – how did your instructor teach you?
3) Memory
4) Listening
5) Motivation
6) Student/Instructor Relationship
Threshold Knowledge Test: References/Aids:
1) How did your instructor teach your first lesson? 1) Flight Instructor Guide
2) What made flight training interesting?
3) How did your instructor get his points across?
4) Describe the 7 Learning Factors

1) Learning Process FIG Pg. 1-9

- no such thing as teaching; only helping people learn FIG Pg. 1

Levels of Learning Inst. Activity Student Activity Types of Questions FIG Pg. 6
1 Familiarization Gives Briefings Listens Where?, When?
2 Knowledge Presents Lectures Listens What?
3 Comprehension Develops Lessons Answers and asks Why? How?
By Questioning Questions All Handout
4 Application Demonstrates Imitates and Practices
and Explains
5 Analysis Provides Exercise Breaks items into
Situations Smaller Components
6 Synthesis Provides Exercise Combines Information
Situations into Concepts
7 Evaluation Provides items Records and Draws
to be Tested Conclusions

2) Learning Factors
- all the teaching you do should incorporate these 7 learning factors FIG Pg. 1-2
- 7 Learning Factors: Readiness, Primacy, Relationship, Exercise, Intensity, Effect
Recency
a) Readiness – student must be ready to learn FIG Pg. 2
- start with attention getting opening
- let student know what (s)he will learn during the lesson and the purpose/benefit
- ensure that background knowledge is sufficient before starting lesson
b) Primacy – teach it write the first time FIG Pg. 3
-do not allow students to see an exercises done incorrectly and form a false picture
- try to give a perfect demonstration of next lessons exercise
- don’t let the student continue if making an error – correct it
c) Relationship – start with simple task, move to complex FIG Pg. 5
- start lessons known to unknown, simple to complex, concrete to abstract, etc.
- teach in stages and ensure one stage is master prior to moving on
- frequently summerize major points
- eg. when teaching steep turns start with student rolling into angle of bank,
coordinated, then move to keeping altitude, then have him/her do 360 degree turn
d) Exercise – ensure students are engaged in meaningful activity
- Practise doesn’t make perfect; PERFECT practise makes perfect FIG Pg. 5
- don’t repeat facts – have student tell facts back to you
- give challenging problems and test frequently
e) Intensity – use dramatic or unexpected situations to enforce a point
- students learn from dramatic situations FIG Pg. 7
- ***This does not include stupidity to hammer a point home***
f) Effect – ensure the student has a positive feeling about learning
- structure lesson to allow student to feel accomplishment (skill of student dictates FIG Pg. 7
this)
- give positive post flight debriefings – don’t ridicule or be sarcastic
g) Recency – summerize important points and review
- do PGI immediately prior to flight FIG Pg. 9
- after lesson review material, ask good questions and test frequently
REVIEW
3) Memory
- this has to do with Readiness FIG Pg. 3-4
- after 48 hrs student will remember only 70% of what was taught Show reviewing
- after 1 month only 40% retention rate chart
- review material 1-2 days after initial lesson, 7 days after and 28 days
- eg. Initial lesson – 50 min., 1st review - 15 min., 2nd review - 10 min., 3rd review - 5 min.

4) Listening
- ensure student is listening to what you are teaching
- if student is having listening problems, the lesson may not be exciting enough
- students with listening problems should be frequently orally tested

5) Motivation
- students must be motivated sufficiently to learn on their own, try to give them a reason
to learn, and let your enthusiasm motivate them
- occasionally you will get a young student who has no interest in learning to fly but the
REVIEW
parents are paying for lessons
- ensure that student has no real desire to learn to fly and then talk to the parent
- students like this end up to be irresponsible pilots, with no sense of airmanship
FIG Pg. 36
6) Student/Instructor Relationship Read through list
- it is your job to teach the student, not to be a buddy – Be a Leader of ideas on Pg. 36
- general suggestion: don’t party with or date your students
- have fun, be friendly, yet maintain a professional image REVIEW ALL
5) Explain all 7 learning factors
6) How much does a student remember after 48 hrs? 1 month?
Study FTM part 1, flight test guides
 Levels of Learning

Level of Learning Instructor Activity Student Activity Types of Questions

1 Familiarization Gives Briefings Listens Where?, When?
2 Knowledge Presents Lectures Listens What?
3 Comprehension Develops Lessons Answers and asks Why? How?
by Questioning Questions
4 Application Demonstrates and Imitates and Practices All
Explains
5 Analysis Provides Exercise Breaks items into All
Situations Smaller Components
6 Synthesis Provides Exercise Combines Information All
Situations into Concepts
7 Evaluation Provides items to be Records and Draws All
Tested Conclusions

Learning Factors

- all the teaching you do should incorporate these 7 learning factors

- 7 Learning Factors: Readiness, Primacy, Relationship, Exercise, Intensity, Effect, Recency
a) Readiness – student must be ready to learn
- start with attention getting opening
- let student know what (s)he will learn during the lesson and the purpose/benefit
- ensure that background knowledge is sufficient before starting lesson
b) Primacy – teach it write the first time
-do not allow students to see an exercises done incorrectly and form a false picture
- try to give a perfect demonstration of next lessons exercise
- don’t let the student continue if making an error – correct it
c) Relationship – start with simple task, move to complex
- start lessons known to unknown, simple to complex, concrete to abstract, etc.
- teach in stages and ensure one stage is master prior to moving on
- frequently summerize major points
- eg. when teaching steep turns start with student rolling into angle of bank,
coordinated, then move to keeping altitude, then have him/her do 360 degree turn
d) Exercise – ensure students are engaged in meaningful activity
- Practise doesn’t make perfect; PERFECT practise makes perfect
- don’t repeat facts – have student tell facts back to you
- give challenging problems and test frequently
e) Intensity – use dramatic or unexpected situations to enforce a point
- students learn from dramatic situations
- ***This does not include stupidity to hammer a point home***
f) Effect – ensure the student has a positive feeling about learning
- structure lesson to allow student to feel accomplishment (skill of student dictates
this)
- give positive post flight debriefings – don’t ridicule or be sarcastic
g) Recency – summerize important points and review
- do PGI immediately prior to flight
- after lesson review material, ask good questions and test frequently
Lesson 4 Learning - Part 2 2 hr.

Aim: Motivation:
1) A continuation of Learning – Part 1 1) The strategies used is used to effectively teach
2) To continue the “learning of learning” pilots
2) Not using this material will result in inefficient
learning by the student
Outline: Link:
1) Training Aids 1) Try to think back to when you were getting your
2) Questioning licence – how did your instructor teach you?
3) Lecturing 2) This is a continuation from the previous lesson
4) Demonstration/Performance Method
5) Developmental Teaching
6) Group Activities
Threshold Knowledge Test: References/Aids:
1) Describe the 7 Learning Factors 1) Flight Instructor Guide
2) How would you use Relationship to teach ex. 22
3) When should material be reviewed?
4) How should a question be asked?
5) Describe the Demonstration/Performance method

1) Training Aids FIG Pg. 26

- 75% of learning comes from visual aids, depending on learner type, so use as many as
possible
- plan lesson then find visual aid, not the other way around
- display aid as long as needed, then remove it, don’t let students get distracted from an
overhead still on display from last lesson
- you will need small model airplane for instructing
- ideas: overheads, models, films, pictures, broken parts of an aircraft (this is the best for
ground schools)

2) Questioning FIG Pg. 9-13

- questions promote mental activity, maintain student interest, guide thought and allow to
evaluate learning
- questions must be easily understood, composed of common words, thought provoking,
and on major teaching points of the lesson
- to ask a question: ask the question, pause to allow thought, randomly select the student,
carefully listen to the answer, and confirm correct response
- discourage group answers, don’t repeat an answer after a student has answered, and give
credit for good answers
- try to ask how and why questions
- encourage questions from students
- pass questions to other students
- don’t answer questions not related to lesson
- don’t BS if you don’t know the answers – get back to the student Have instructor
- make sure all the class can here the question candidate ask
sample questions
3) Lecturing
- most common of teaching a ground lesson
- can be used for ground school teaching or preparatory ground instruction
- usually can be boring – keep interest up and lessons short and efficient, but sufficient for
student to learn required material
- encourage student to study ahead in FTM is order to only have “review” or “brush up”
on material instead of going through an hour ground lesson
REVIEW
4) Demonstration/Performance Method
- this is the fundamental instructing method – it must be mastered before the flight test
- 5 Basic steps: Explanation, Demonstration, Student Performance, Instructor FIG Pg. 20-22
Supervision, Evaluation
a) Explanation and Demonstration
- can explain then demonstrate or demonstrate while explaining or both
- give a perfect demonstration and a comprehensive explanation
b) Student Performance and Instructor Supervision
- done concurrently during initial dual instruction
- do not let student make a major error during this portion of training
- remember to start simple and move to the complex
c) Evaluation
- student is allowed to do exercise without any assistance, and instructor observes
- success or failure during this stage decides whether the next exercise is carried out
- good idea to evaluate student twice to ensure consistency
- allow sufficient student practise How would you
- when you explain, student observes, when student practises, you observe teach stalls in the
- let student practise for at least the same amount of time as it takes for to explain and air using this
demonstrate method

5) Developmental Teaching
- in my opinion the most successful method of teaching, albeit the hardest to master
REVIEW
- a teaching method by asking questions and allowing the student to determine his/her
own answer
- allows much student participation and satisfaction
- effective in small groups or individually

6) Group Activities
- creative group activities are encouraged during ground school to foster interest in a
subject
- solo commercial flights with another student should be seriously discouraged REVIEW ALL
1) Explain Demonstration/Performance Method
2) Explain the 7 learning factors
3) Ask some basic questions
Review part 1 of FTM
Review CAR’s requirements and flight test guides
Practise Developmental Teaching with instructor candidate
Lesson 5 Learning - Part 3 2 hr.

Aim: Motivation:
1) A continuation of Learning – Part 2 1) The strategies used is used to effectively teach
2) To continue the “learning of learning” pilots
2) Not using this material will result in inefficient
learning by the student
Outline: Link:
1) Self Study 1) Try to think back to when you were getting your
2) Critiquing licence – how did your instructor teach you?
3) Evaluation 2) This is a continuation from the previous lesson
4) Student Progress
5) Individual Differences
6) Integrating Human Factors
Threshold Knowledge Test: References/Aids:
1) Explain the 7 Learning Factors 1) Flight Instructor Guide
2) Ask me a couple questions about aerodynamics 2) Human Factors for Aviation Instructors Guide
3) Using the demonstration/performance method, what
steps would you go through to teach ex. 5
4) How do you critique a student’s performance?

1) Self Study
- used for ground school study (especially in small schools with insufficient students for a
certain course)
- when having a student self study for a ground school, meet with the student regularly to
ensure that (s)he is on track
- encourage self study to read up on the next days lesson, but don’t allow the student to
study the whole course (in the FTM) without any guidance – the student may get false
impressions on how an exercise is properly done
- eager students will likely enjoy this type of studying and may excel

2) Critiquing FIG Pg. 37

- 3 elements: major strengths, weaknesses, specific suggestions for improvement
- ensure student gets positive feeling from critique (effect)
- if you cannot find a remedy for a weakness, the student doesn’t have that weakness
- don’t nit pick
- while in the air, after each student performance: identify major strengths, identify the
most major error, then tell the student how to correct the error
- on the ground, identify major strengths, identify a maximum of THREE (3) major
weaknesses, suggest remedies to correct the major weaknesses
- always be honest, objective and consistent
- be dogmatic: allow a student to only accomplish a manoeuvre one way

3) Evaluation
- the following scale is used to evaluate candidates for flight tests
- when student is getting close to flight test time, a simulated flight test is suggested
 4 Performance remains • Performance is ideal under existing conditions.
well within the • Aircraft handling is smooth and precise.
Above qualification standards • Technical skills and knowledge exceed the required
Standard and flight management level of competency.
skills are excellent. • Behaviour indicates continuous and highly accurate
situational awareness.
• Flight management skills are excellent.
• Safety of flight is assured. Risk is well mitigated.
3 Minor deviations occur • Performance meets the recognised standard yet may
from the qualification include deviations that do not detract from the overall
Standard standards and performance.
performance remains • Aircraft handling is positive and within specified limits.
within prescribed limits. • Technical skills and knowledge meet the required level
of competency.
• Behaviour indicates that situational awareness is
maintained.
• Flight management skills are effective.
• Safety of flight is maintained. Risk is acceptably
mitigated.
2 Major deviations from • Performance includes deviations that detract from the
the qualification overall performance, but are recognized and corrected
Basic standards occur, which within an acceptable time frame.
Standard may include momentary • Aircraft handling is performed with limited proficiency
excursions beyond and/or includes momentary deviations from specified
prescribed limits but limits.
these are recognized and • Technical skills and knowledge reveal limited technical
corrected in a timely proficiency and/or depth of knowledge.
manner. • Behaviour indicates lapses in situational awareness that
are identified and corrected.
• Flight management skills are effective but slightly
below standard.
• Safety of flight is not compromised. Risk is poorly
mitigated.
FIG Pg. 30
1 Unacceptable deviations • Performance includes deviations that adversely affect
from the qualification the overall performance, are repeated, have excessive
Below standards occur, which amplitude, or for which recognition and correction are
Standard may include excursions excessively slow or nonexistent, or the aim of the task
beyond prescribed limits was not achieved.
that are not recognized • Aircraft handling is rough or includes uncorrected or
or corrected in a timely excessive deviations from specified limits.
manner. • Technical skills and knowledge reveal unacceptable
levels of technical proficiency and/or depth of
knowledge.
• Behaviour indicates lapses in situational awareness that
are not identified or corrected. FTM Pg. 31
• Flight management skills are ineffective.
• Safety of flight is compromised. Risk is unacceptably
mitigated.

4) Student Progress FTM Pg. 33

- students learn at different rates, some learn faster than others
- students may “plateau”, or even regress – you and the student must work through this
plateau
- students may plateau because of lack motivation, bad weather, breaks in the training, Meeting
etc. Differences
- plateaus occur usually when a student is mastering more difficult tasks Chart in FTM Pg.
34
5) Individual Differences
- students are all different with different strengths and weaknesses, it is the instructor’s
job to adjust to these differences
- students all have different attitudes and different levels of interest
- students exhibit different levels of emotion from mild, to strong, to disruptive
- emotional escape mechanisms:
a) Projection – blame someone or something else
b) Rationalization – trying to justify one’s actions
c) Resignation – giving up
d) Flight – physically or mentally removing one’s self from the situation
e) Aggression – become belligerent or argumentative
- different student characteristics:
a) Nervous or Under Confident – repeat fundamentals, give praise when deserved, be Read Human
patient Factors for
b) Over Confident – make sure student can match his confidence, give much criticism Aviation
and expect nothing but the best Instructors Guide
c) Forgetful – give more review and be patient, lots of briefing time
d) Inconsistent – when student shows large fluctuations, closely watch teaching
activities; a change of instructor may be needed
e) Slow Starters – be patient and be encouraging
f) Fast Starters – don’t omit anything from briefings, usually student will “level off”
after solo
g) Immature – in training student may gain maturity, keep a professional attitude at all Review
times Instructional
h) Airsickness – take breaks in instruction, allow fresh air, let students mind get on Techniques Study
something else Guide FIG Pg. 23
and A Checklist for
Good Instruction
6) Integrating Human Factors
Pg. 42
- on every ground lesson include a human factors lesson
- start with “I have control/you have control” lesson, looking for traffic, and move
REVIEW ALL
towards teaching on vestibular illusions during instrument training
MATERIAL
- during in flight training, always find ways to incorporate human factors/PDM into the
COVERED
lesson (ie. Illusions on landing, weather decision making during navigation exercises,
THUS FAR
etc.)
- always be on the look out for unsafe situations
- set an example for the student

1) Explain how to critique effectively. Do some practise critiquing.

2) Describe the different marks assigned depending on performance
3) How would you deal with an inconsistent student?
4) Do you ever let a student continue with a mistake?
5) Describe the learning factors.
6) How do you integrate human factors?
4 Performance remains • Performance is ideal under existing conditions.
well within the • Aircraft handling is smooth and precise.
Above qualification standards • Technical skills and knowledge exceed the required
Standard and flight management level of competency.
skills are excellent. • Behaviour indicates continuous and highly accurate
situational awareness.
• Flight management skills are excellent.
• Safety of flight is assured. Risk is well mitigated.
3 Minor deviations occur • Performance meets the recognised standard yet may
from the qualification include deviations that do not detract from the overall
Standard standards and performance.
performance remains • Aircraft handling is positive and within specified limits.
within prescribed limits. • Technical skills and knowledge meet the required level
of competency.
• Behaviour indicates that situational awareness is
maintained.
• Flight management skills are effective.
• Safety of flight is maintained. Risk is acceptably
mitigated.
2 Major deviations from • Performance includes deviations that detract from the
the qualification overall performance, but are recognized and corrected
Basic standards occur, which within an acceptable time frame.
Standard may include momentary • Aircraft handling is performed with limited proficiency
excursions beyond and/or includes momentary deviations from specified
prescribed limits but limits.
these are recognized and • Technical skills and knowledge reveal limited technical
corrected in a timely proficiency and/or depth of knowledge.
manner. • Behaviour indicates lapses in situational awareness that
are identified and corrected.
• Flight management skills are effective but slightly
below standard.
• Safety of flight is not compromised. Risk is poorly
mitigated.
1 Unacceptable deviations • Performance includes deviations that adversely affect
from the qualification the overall performance, are repeated, have excessive
Below standards occur, which amplitude, or for which recognition and correction are
Standard may include excursions excessively slow or nonexistent, or the aim of the task
beyond prescribed limits was not achieved.
that are not recognized • Aircraft handling is rough or includes uncorrected or
or corrected in a timely excessive deviations from specified limits.
manner. • Technical skills and knowledge reveal unacceptable
levels of technical proficiency and/or depth of
knowledge.
• Behaviour indicates lapses in situational awareness that
are not identified or corrected.
• Flight management skills are ineffective.
• Safety of flight is compromised. Risk is unacceptably
mitigated.
 PROBLEM

SUGGESTED
ACTION

Provide less work •

Provide more work • • • • •

Give more individual instruction • • •

Be patient in correcting mistakes • •

Give no chance to dodge

responsibility • • • • • • • •

Rigidly check student’s work • • • • • • • • •

Let student know what is expected • • • • • • • • •

Determine validity of grievances • •

Give student more responsibility • • • • • • •

Give more difficult assignments • • •

Require student to prove ability • • • •

Have student work alone • • • •

Keep student informed of progress

• • • • • •
Tell student why progress is poor • • • • • • •

Check at first occurrence • • • • • •

Have a personal talk with student • • • • • • • • •

 INSTRUCTIONAL TECHNIQUES
SUMMARY AND GUIDE

1. The following techniques, if applied in a conscientious manner, will assist the flight instructor in giving effective
instruction. Because most flight instructors also carry out some, if not all of the ground school training, references
to classroom type instruction are included in this summary. The techniques of instruction, questioning techniques,
lesson planning, etc., are equally applicable for providing large group instruction or on a one-to-one basis for air
instruction, individual preparatory ground instruction, or pre-flight briefings.

2. To present a lesson in a professional manner, you must prepare in advance and proceed as follows:

(a) PREPARE A LESSON PLAN

(1) Reason: A lesson plan acts as a guide and keeps you on track during your presentation. It also ensures that
important points are covered and not neglected because of poor memory.
(2) What to include: Headings of main points — sufficient notes to jog memory on talking points — specific
questions and answers to confirm student learning — visual aid instructions (including a chalkboard plan) —
a well thought out opening and closing statement — estimates of the amount of time to be spent on each
major idea or item — a visual aids plan — any other point that you feel will help to get the lesson across.
(3) What to avoid: Writing material out in full detail (this promotes reading the material while in front of the
class); using single space format (this does not allow for revising notes next time the lesson is to be given);
writing in longhand unless you are able to read your notes at a distance of three feet (this makes you appear
not to know your material because of having to look closely at your lesson plan rather than just glance at it to
jog your memory).

(b) PREPARE THE CLASSROOM/TEACHING AREA BEFORE THE LESSON

(1) Reason: The class must be arranged for best student learning. If students cannot see all the aids, they may
miss a point. Lesson preparation appears more professional if no time is wasted organizing aids or
re-arranging seating.

(c) PREPARE/CHECK TRAINING DEVICES/AIDS BEFORE THE LESSON

(1) Reason: It avoids embarrassment should an item not work, or if any chart, slide or graph were to be shown in
the wrong order. Always ensure you have extra light bulbs for any projection device.

(d) PREPARE YOUR STUDENTS FOR LEARNING

(1) Reason: If students are to learn, they must be physically, mentally and emotionally ready to do so.
(2) How to do it:
(a) Tell students specifically what is required of them during the lesson and what they will be able to do at
the end of the lesson.
(b) Tell students why they should take part in the lesson and how the new skill or knowledge will benefit
them. Give as many advantages as you possibly can for having students learn, as they may not agree
with some of your reasons.
(c) Give students an over-all picture of the lesson, and show them how it fits into the entire course.
Attempt to relate the new material to some past and/or future experience of your students.
(d) The length of time required for preparing students to learn depends primarily on their background
knowledge and the complexity of the material. As a general guide, the amount of time needed is
approximately ten percent of the lesson.

(e) START THE PRESENTATION OF NEW MATERIAL AT THE STUDENTS' LEVEL OF UNDERSTANDING
(1) Reason: If you begin your presentation at a level where your students do not understand, there will be
confusion and time wasted. Little or no learning will take place.
(2) How to determine the students' level of understanding:
 (a) Before the instruction starts, conduct a Threshold Knowledge Test (T.K.T.) to determine what your stu-
dents know, or do not know. A Threshold Knowledge Test is simply some form of examination,
written or oral, of sufficient length to inform you as to the actual level of knowledge.
(b) During the course of instruction have periodic reviews.
(c) Conduct a review of previous lessons before starting each lesson. The review should consist of a series
of questions. If your students answer correctly, proceed. If they do not, re-teach.
(d) Check with other instructors for the strengths and weaknesses of your students, and arrange your
material to fit the students' needs.

(f) PROCEED AT THE RATE OF STUDENT COMPREHENSION

(1) Reason: If you get ahead of your students during the presentation, you are in the same position as if you
started above their level.
(2) How to ensure that you are proceeding at the required rate:
(a) Arrange your material in stages. Stop at the end of each stage and ask specific questions on the material
you have just covered. If your students answer correctly, proceed. If they do not, re-teach. The length
of time for a stage depends on the complexity of the material being presented, but a good general rule
is 8-12 minutes.
(b) Write out in full a number of well thought out questions. Put these questions on your lesson plan and
make sure they are asked during the presentation. The feedback you get from these answers will
determine whether or not your students understand.
(c) Observe your students closely for facial expressions which could indicate that they do not understand a
particular point. If students say they understand, ask them a question to make sure.
(d) Encourage students to ask questions on points which they do not fully
understand.
(e) Provide for lots of practice of basic skills before going on to the more complex parts.

(g) IDENTIFY AND EMPHASIZE MAJOR POINTS FOR THE STUDENTS

(1) Reason: During any presentation there is a mixture of "need-to-know" material, that is extremely important,
and "nice-to-know" material, which may or may not have to be remembered for a long period of time.
(2) How to identify and emphasize points for your students:
(a) Prepare a visual aid of the main points — approximately 75% of learning comes from vision, whereas
only about 13% comes from hearing. The visual aid may be a heading on a chalkboard, chart, or
projected image.
(b) Have students write the main points down in their notebooks, or provide notes which include these
main points.
(c) Make a verbal statement to the students such as: "This particular point is very important; remember it."
(d) Prepare an orientation board (chalkboard or sheet of paper), that identifies the major points for a lesson.
Students can refer to this board throughout the lesson, and this helps their thoughts to be guided to a
specific area.
(e) Raise the volume of your voice and reduce the rate of delivery while stating an important point, to add
emphasis .
(f) Besides emphasizing main points, you should also emphasize safety and points that are easily forgotten
or difficult to remember.
(g) Provide emphasis according to relative importance. The most important things get a greater amount of
emphasis.
(h) Emphasize points by giving verbal examples (real or imaginary) — by comparisons (similarity or
difference to known facts) — and perhaps most important, by giving reasons for each point you make.
Students tend to remember better if they understand the reasons behind every point they must learn.
(i) Repeat the point frequently — by using summaries, or have your students repeat the point by answering
your questions.
 (j) Conduct periodic reviews of the "need-to-know" material.
(k) Have the students complete a home assignment of the important points of a lesson.
(l) Have students record, in note form, the major ideas or items you feel must be emphasized. By having
them write ideas down, you are using another sense and so learning may be reinforced.
(m) Use a variety of training aids to appeal to several senses (touch, feel, etc.).
(n) Do not emphasize "nice-to-know" material.

(h) GIVE CLEAR EXPLANATIONS AND DEMONSTRATIONS

(1) Reason: If students do not understand an explanation, you will have to reteach by rephrasing, or by going
over the material a second time. The same applies to a sloppy or inaccurate demonstration.

(2) Suggestions for ensuring that your explanations and demonstrations are clear:
(a) Start verbal explanations by referring to something already known by your students. Association of
ideas makes it easier to follow your explanation.
(b) Use words and phrases that are commonly used. Avoid showing off your command of the English
language by using such phrases as: "Elaborate on the fundamental ramifications of hylampherism.”
Instead, ask "What happens when the lever is lifted?"
(c) Attempt to reduce complex material and ideas to a simple, easy to understand form. The best way to do
this is to start with something your students know about and build on that knowledge in small steps.
(d) If you are required to demonstrate something, make sure you can do it correctly before you show the
students.
(e) Make sure all students can see even the smallest points of a demonstration — if necessary, gather them
around you.
(f) If you are doing a simultaneous demonstration and explanation, break the demonstration down into
small steps and explain each step thoroughly giving reasons, examples and comparisons.

(i) USE VISUAL AIDS AND USE THEM EFFECTIVELY

(1) Reason: Approximately 75% of all learning comes through sight.
(2) Sources of ideas;
(a) graphic artists or personnel associated with the production of visual aids,
(b) other instructors can often give the spark to an idea,
(c) commercial displays in newspapers, magazines, television and stores,
(d) finally, your own imagination, if you give it full rein, is an excellent source of ideas for aids.
(3) Types of visual support;
(a) actual equipment,
(b) mock-ups, charts, diagrams, pictures or models,
(c) films, video tape and cassette recordings,
(d) sometimes — people.
(4) Guidelines:
(a) Plan the lesson first, and then select the type of visual support that helps students learn the material.
DO NOT select a visual aid and then try to build a lesson around it. Just because the aid looks
impressive, it does not mean it will fill the need — the need being to help your student learn the
"must-know" information.
(b) Plan to use a visual display of all major points that are covered during your lesson. Simple wording on
the chalkboard is usually better than repeating the main points over and over again.
(c) Make your aids simple and clear. Eliminate all unnecessary data. Avoid the tendency to produce
ornate, detailed artwork.
 (d) Manufacture aids that can be seen by all the students. Before you use it, put the aid in the position in
which it is to be used. Go to the position of the student farthest away, and ensure that you can see the
aid clearly.
(e) Use a variety of colour to add interest, but make sure you keep associated parts or ideas or a repeating
idea in the same colour. In this way you help your students to follow your presentation more easily.
(f) When an aid is not in use, cover it up or remove it from sight. It can act as a distraction for your
students if it is there but not being used.
(g) If the aid includes written words, have someone check for correct spelling and grammar. You would be
surprised how many times mis-spelled words are displayed for students.
(h) If possible, stand well away from the aid and use a pointer, so that you do not obstruct the view of any
student.
(i) If using charts, it is sometimes advisable to have two copies, one labelled and one unlabelled. The
unlabelled one can be used later to test student knowledge. Alternatively, a duplicate work sheet of the
chart can be given to each student to fill in or label.
(5) Consider: Will the aid help the student learn better, easier, or faster? You should "show them as well as tell
them".

(j) VARY THE RATE, VOLUME AND PITCH OF YOUR VOICE WHEN DELIVERING THE LESSON
(1) Reason: Any form of variety adds to student interest. Speaking in a dull manner will generally put students
to sleep, or at least allow their minds to wander off the subject.
(2) Consider:
(a) Speak at a fast rate while presenting "nice-to-know" material. This produces the effect of observable
enthusiasm, and enthusiasm is contagious.
(b) Speak at a slow rate when identifying "must-know" information. This allows students to separate the
"need-to-know" from the "nice-to-know" material, and in most cases adds emphasis to the points being
made.
(c) Adjust the volume of your voice to the conditions under which you are instructing. If there is
background noise you must raise the volume of your voice so that all the students can hear what you are
saying. In an aircraft, this is a "must".
(d) Generally you will have very little control over the pitch of your voice, but adjusting the volume and
varying the rate of delivery will often help to vary the pitch to some extent.

(k) OBTAIN FEEDBACK FROM STUDENTS BY LOOKING AT THEM (EYE CONTACT)

(1) Reason: It gives students the feeling that you are interested in them and allows you to determine whether or
not they understand what you are presenting. This is a little difficult to do in an aircraft.
(2) Consider:
(a) Look directly at students, but do not stare at any particular individual for too long at a time. If students
avert their eyes, look at someone else or out the window, it means you have stared too long and
possibly caused some embarrassment.
(b) Make your eye contact impartial. Do not favour any individual student or group of students; include
them all in your presentations.

(l) PROVIDE FOR MAXIMUM STUDENT ACTIVITY DURING THE LESSON

(1) Reason: Students learn more easily if they are actively engaged in the learning situation.
(2) Consider:
(a) When learning a theory subject, students' practice of that theory is usually in the form of answering
questions. Ensure that you ask questions throughout the presentation.
(b) Use sound questioning technique as outlined in the section "Oral Questions".
(c) Distribute your questions evenly among all the students, to avoid having a few answer all the questions.
(d) Make your questions thought-provoking and challenging.
(e) Avoid questions that require a simple YES or NO answer, unless you immediately follow up with a
"why" or "how" question.
(f) Always have enough information in the stem of your question to guide the students' thoughts towards a
particular area. Avoid general or ambiguous questions, such as "What goes up the cylinder of an
engine?" You may not get the answer you are looking for.
(g) Meaningful activity while learning a skill is normally a combination of answering questions and
practising the various steps of the skill. Arrange to have students involved in the practice as soon as
possible after the start of the lesson. If possible, build into the first part of the lesson a "hands-on"
opportunity for your students. This increases their interest, and in most cases will give them a positive
desire to learn more.
(h) Always supervise student practice very closely; do not allow them to make mistakes from which they
could begin to learn bad habits. If you do, it means you will have to reteach them. The phrase "practice
makes perfect" is only true if the person practising receives close guidance and supervision.
REMEMBER, ONLY CORRECT PRACTICE MAKES PERFECT.
(i) When students are able to perform a task with a reasonable degree of proficiency, introduce some com-
petition (speed or ability), or introduce a variation of the skill — but after they have almost mastered
the basic skill.
 A CHECK LIST FOR GOOD INSTRUCTION

Each Instructor Should:

1. Tell the students specifically what is required of them during the lesson and at the end of the lesson (the "what" of
the introduction).

2. Identify the main teaching points for the student by:

(a) using visual support (i.e. chalkboard, orientation board, or other visual aids); and
(b) verbally referring to the visual aids.

3. Tell the student the purpose of the lesson and stress the advantages of the new knowledge or skill (the "why" of the
introduction).

4. Tell students where the lesson fits into the overall picture.

5. Relate the lesson to past and/or future experiences of the student (the "where" of the introduction).

6. Confirm that students are at the required level before having them learn new material.

7. Present the new material in stages (a stage should normally be 8-12 minutes duration).

8. Introduce each stage of the lesson and provide a link or bridge between stages.

9. Obtain student feedback throughout the lesson by:

(a) asking questions;
(b) observing student performance of a skill;
(c) looking at students (watching for facial expressions); and
(d) student questions.

10. Respond to feedback by:

(a) answering questions;
(b) stopping students doing a step of a skill incorrectly;
(c) reviewing material or steps;
(d) asking questions;
(e) correcting the student if an error has been made;
(f) explaining why the student's performance is incorrect;
(g) using verbal support;
(h) re-teaching (if necessary); and
(i) praising students for good work.

11. Appear enthusiastic about the subject being taught.

12. Use speech variation in rate, volume and pitch.

13. Have students answer questions related to the objective(s) for the lesson during the presentation of new material.

14. Use correct questioning techniques.

15. Use a variety of training aids to appeal to as many senses as possible whenever these aids contribute to achieving of
the objective(s) of the lesson.
16. Provide sufficient meaningful practice of the main points of the lesson so that students confidently achieve the
objective.

17. Allot time relative to the importance of the teaching point.

18. Identify and correct errors or mistakes made by the students at the time they occur or as soon thereafter as
practicable.

19. Use clearly worded explanations.

20. Deliver the lesson in a logical sequence.

21. Have students carry out speed and/or ability competitions during latter stages of practice, if suited to the
objective(s).

22. Conduct periodic reviews of critical areas of the lesson.

23. Summarize the main points of each stage.

24. Confirm student learning at the end of each stage.

25. Test students on the main points of the entire lesson towards the end of the lesson.

26. Provide a final summary that links all stages to the objective(s) of the lesson.

27. Re-motivate students by telling how the new knowledge or skill will benefit them.
Lesson 6 Ground Instruction & PDM 2 hr.

Aim: Motivation:
1) To teach the instructor how to prepare and execute 1) The quality of your planning and ground lesson will
ground training effectively determine the efficiency of your lesson
2) Good prep is required to keep the lesson interesting
and the student motivated
Outline: Link:
1) How to Prepare a Lesson 1) You have read the lesson plan in the FIG. How is it
2) Ground School laid out?
3) Preparatory Ground Instruction
4) Pre flight Briefing
5) Post Flight Briefing
6) Incorporating PDM
Threshold Knowledge Test: References/Aids:
1) Talk about how to critique a student effectively 1) Flight Instructor Guide
2) Talk about some individual differences and how to 2) These Lesson Plans
deal with them
3) What have you learned about how this ground
school has been layed out

1) How to Prepare a Lesson Show this lesson

A) start with a lesson plan title page which consists of the lesson number, title, duration, plan as an example
aim, motivation, outline, link, threshold knowledge test and any references or aids
required Show a sample
a) Aim lesson plan from
- this lets the student know what s(he) should have learned by the end of the lesson the FIG
- for PGI, this is found in the FIG lesson plans under objective
b) Motivation –
- why is this lesson important – if you can’t think of anything it’s probably not important
or your going to have to try harder – how can you convince a student (s)he needs to know
it if you don’t know yourself?
c) Outline –
- for ground school look in the study guide for the licence you are teaching – all subjects
must be covered; look in FTGU or other text to break down subject into major points
- for PGI, look in the FIG under “Essential Background Knowledge” – this is what must
be taught
- major points can be determined by looking in the FTM
- include a human factors or safety issue in each lesson
d) Link
- how does this lesson relate to what has been taught previously (think relationship)
e) Threshold Knowledge Test (TKT)
- prior to the student starting the lesson, the instructor should ask the student some
questions reviewing last lessons content and some question to see if the student already
knows the content of the days lesson
- this lets the instructor determine how much time is needed for review and for the lesson
f) References/Aids
- list any visual aids and references needed for the lesson
B) next prepare the body of the lesson
- split the page into two columns (like this L.P.) one side for the body the other for
references, questions, etc.
- under each major item (as listed in the outline), list sub-points below that
- after listing sub-points, explain each sub-point
- use point form, lesson plans don’t go into every detail, but merely tell you what to teach
and serve as a reminder so you don’t forget anything
- in the second column list any pertinent questions that you should ask and training aids to
display
- try to get as many relevant visual and training aids as possible
- ensure proper review and lots of questions after each major point
- review all material at the conclusion and let students know what to prepare for for next class REVIEW

2) Ground School
- used to cover material needed for written exam, not material in Flight Training Manual FIG Pg. 38
related to air exercises
- for these lesson plans, make sure all subjects in the appropriate Study and Reference
Guide are covered

3) Preparatory Ground Instruction

- covers all preparatory material needed before an air lesson
- several exercises can be taught in one sitting, time and background knowledge Show FIG lesson
permitting plan and FTM
- cover all material in FIG lesson plans (essential background knowledge) as well as FTM
- do PGI immediately prior to flight (in classroom, not on the walk to the plane!) or at REVIEW
most 24 hr. in advance

4) Pre flight Briefing

- takes place immediately prior to flight in classroom
- cover “What we’re going to do”, “How we’re going to do it”, and safety considerations
- talk about weather, NOTAMs, airplane, fuel, where the exercise will be done, duration
of flight, sequence of air exercises, and relevant airmanship and PDM points

5) Post Flight Briefing

- asses for all flights, dual and solo
- students assessment of performance
- critique each exercise completed (strengths, weakness, suggestions)
- answer student questions and assign study material for next flight

6) Incorporating PDM
- Don’t have “1 lesson” on PDM
- incorporate safety/PDM into every lesson REVIEW ALL
- provide real world scenarios in different lessons
- eg. Forced approach (low oil pressure), bad wx for diversion, animal on runway on
landing, etc.
1) What is the purpose of lesson plans?
2) What is the purpose of preparatory ground instruction?
3) What is the purpose of ground school?
4) Give a sample pre-flight briefing.
5) Give a sample post flight briefing.
Lesson 7 In-Flight Instruction 2 hr.

Aim: Motivation:
1) To teach the instructor how to effectively teach in 1) Good in flight instruction is needed to allow the
the air student to learn efficiently

Outline: Link:
1) Air Notes 1) Do you remember how your instructor taught you to
2) In flight Instruction fly?
2) This puts everything you’ve learned thus far into
practice
Threshold Knowledge Test: References:
1) Give me a sample pre flight briefing 1) FIG lesson plans
2) Give me a sample post flight briefing 2) Air Notes

1) Air Notes Show air notes

- these are you lesson plans in the air to remind you what to teach in each lesson
- write these on a sheet and bind them in such a way that they are quick and easy to refer
to when flying
- no need for aim, motivation, etc.,
- get all information from FIG lesson plans Instruction and Student Practise
- ensure all this material is covered in the air
- include Advice to Instructors if you need to

2) In flight Instruction FTM Pg. 39

- proper pre flight preparation is imperative for efficient in flight results
- ensure student has “I have control”/”You have control” mastered before flying for the
first time
- don’t ride the controls when the student is flying; either you’re flying and (s)he’s REVIEW
observing or (s)he’s flying and your observing
- give quick review of last days exercises
- with each lesson, apply the learning factors learned above – relationship, readiness, Have instructor
primacy, effect, intensity, recency and exercise candidate read
- as the student gains proficiency and no longer makes major errors, start focusing on FTM Pg. 42
minor errors
- critique after each performance REVIEW ALL
- at the end of the lesson, review and give demonstration of next day’s exercises
- don’t waste the student’s time, many lessons can be combined and things can be learned GIVE SAMPLE
en route to the practise area and returning (emergencies, navigation, etc.) CLASS IV EXAM
1) Describe Demonstration Performance Method.
2) How would you apply various learning factors to steep turns? Forced approaches? Precautionary?
Navigation?
Lesson 9-14 Teaching Exercises
Aim: Motivation:
1) To allow the instructor candidate practise in 1) Practise makes perfect
preparing and teaching ground exercises

Outline: Link:
1) Introduction to role playing 1) The remainder of the ground school puts everything
2) Demonstrate Lesson together that has been learned thus far
3) Student Teaches Lesson
4) Critique of Student’s Teaching
Threshold Knowledge Test: References:
1) Review flying material as instructor candidate was a 1) FIG
student (procedure to climb, etc.) 2) FTM