FAASTeam CFI Workshop 7

1. FAASTeam CFI Workshop 7 Module 7, Core Topics 13 and 14: • Effective Teaching • FAA / Industry Training Standards – FITS

2. FAASTeam CFI Workshop 7 Module 7 – Core Topic 13 Effective Teaching: • Understanding how people think and learn • The “art of teaching” • Psychological understanding / people skills Are all of your students registered at FAASafety.gov?

3. Core Topic 13 (Effective Teaching) Objectives • Review attributes of an effective pilot who is also an effective instructor. • Discuss barriers to learning and student psychological and physiological needs. • Further develop and demonstrate the required knowledge, skills, and abilities needed to be an effective instructor. • Introduce teaching methodologies used to help develop critical thinking skills for the instructor and pilot-in-training.

4. The Teaching Profession for Pilots • Aviators Model Code of Conduct found at http://www.secureaviation.org/ • Aviation Instructor’s Handbook, found at http://www.faa.gov/regulations_policies/handbooks_manuals/

5. Goals of Teaching • Provide the atmosphere for students to become seekers of information, not merely receptacles of information • Be serious without creating excessive stress • Have a flexible teaching plan in mind, but be ever on the lookout for the "teachable moment" • Be positive toward trainees - guard against sending unintentional messages (disdain, condescension, racism, sexism, etc.). • Be confident (not arrogant) and comfortable in not knowing everything.

6. The Instructor • Your personality shapes your teaching style • All teachers need practice teaching • Good flight instructors work at being good pilots and good teachers • Good instructors are constantly looking for ways to improve                                            • Teaching techniques must change with changes in the aviation industry and environment (e.g. NextGen)

7. The Learner (Pilot-in Training) • Teaching style must incorporate different techniques for different trainees and different settings • Set expectations with trainee • Barriers to learning: • Boredom • Stress • Fatigue • Lack of motivations • Motivational techniques

8. Instructional Format • The use of multiple instructional formats aids in meeting the variety of course objectives and enhances learning for the pilot-in-training • Common instructional formats in aviation: • Independent reading, lecture, computer-assisted instruction, demonstration, group discussion • Common instructional tools in aviation: • Part task trainers, flight training devices, flight simulators, aircraft

9. Effective Teaching Techniques • A new approach to teaching should be tried when it has been shown to be valid and reliable • State what should be learned • Situate the topic in context • Involve trainees in the process by having them, present the problem, respond to questions, summarize the findings and discussion, and research and report on unanswered questions • Use questions effectively • Have trainee summarize the "take-home" points at the end of the discussion/activity

10. Trainee Evaluations • Student-centered grading • Evaluate the trainee’s conceptual knowledge and critical thinking skills • Rote (“Describe”) learning vs. Understanding (Explain); Application (Practice, Perform); Correlation (Manage/Decide) • Situational evaluations vs. training to the test • Valid and reliable measures • Evidence of learning

11. The Process of Learning • Critical thinking - the use of those cognitive skills or strategies that increase the probability of a desirable outcome • Reflective thinking - a part of the critical thinking process referring specifically to the processes of analyzing and making judgments about what has happened • Learners are aware of and control their learning by actively assessing what they know, what they need to know, and how they bridge that gap – during learning situations

12. Scenario-Based Training • What is scenario-based training? • Why do we need it?

13. The “New” Flight Test Guide (1973)

14. The “New” Instrument RatingPractical Test Standards (2010)

15. Example Practical Test Standards Introduction In preparation for each practical test, the examiner shall develop a written “plan of action” for each practical test. The “plan of action” is a tool, for the sole use of the examiner, to be used in evaluating the applicant. The plan of action need not be grammatically correct or in any formal format. The plan of action must contain all of the required AREAS OF OPERATION and TASKS and any optional TASKS selected by the examiner. The plan of action will include a scenario that allows the evaluation of as many required AREAS OF OPERATION and TASKS as possible without disruption. During the mission the examiner interjects problems and emergencies which the applicant must manage. It should be structured so that most of the AREAS OF OPERATION and TASKS are accomplished within the mission.

16. Guidance for Scenario-Based Evaluations – FAA Order 8900.2 • Found on FAA’s Flight Standards Information System (FSIMS) at http://fsims.faa.gov/wdocs/orders/8900_2

17. A Real Scenario • NTSB Report DCA07MA00 • October 11, 2006 • Crash During Turn Maneuver • Cirrus SR-20, N929CD  • Manhattan, New York City

18. NTSB Probable Cause: • The National Transportation Safety Board determines that the probable cause of this accident was the pilots’ inadequate planning, judgment, and airmanship in the performance of a 180º turn maneuver inside of a limited turning space.

19. The Rest of the Story • How can you relate this accident scenario to the “art” of teaching? • What are the technical and non-technical skills involved in this event? • Design a training scenario that you think could have prevented this accident.

20. FAASTeam CFI Workshop 7 Module 7, Core Topic #13 Questions? Comments? Ideas? Quiz time ~

21. 1. Which factor(s) affect perception? • a. Physical Organism • b. Goals and values • c. Self –concept • d. Time and opportunity • e. Element of threat • f. All of the above -

22. 2. Rate the levels of learning from low to high: a. Correlation, Rote, Understanding, Application b. Rote, Understanding, Application, Correlation c. Understanding, Rote, Application, Correlation d. Application, Rote, Understanding, Correlation

23. 3. What is learning? 4. Correlation is the lowest form of learning. True or False Answers Follow –

24. 5. Which of the following are characteristics of a good test? a. Validity b. Usability c. Objectivity d. Comprehensiveness e. Discrimination f. All of the above Answers Follow:

25. Which factor(s) affect perception? • a. Physical Organism • b. Goals and values • c. Self –concept • d. Time and opportunity • e. Element of threat • f. All of the above • f. - Aviation Instructor’s Handbook

26. 2. Rate the levels of learning from low to high: a. Correlation, Rote, Understanding, Application b. Rote, Understanding, Application, Correlation c. Understanding, Rote, Application, Correlation d. Application, Rote, Understanding, Correlation b. – Aviation Instructor’s Handbook

27. 3. What is learning? Learning is defined as a change in behavior as a result of experience. - Aviation Instructor's Handbook, page 2-2 4. Correlation is the lowest form of learning. True or False False; Rote is the lowest form of learning – Aviation Instructor’s Handbook, page 4-29

28. 5. Which of the following are characteristics of a good test? a. Validity b. Usability c. Objectivity d. Comprehensiveness e. Discrimination f. All of the above f. All of the above plus, Reliability - Aviation Instructor’s Handbook (FAA-H-8083-9A) Page 5-4, 5

29. FAASTeam CFI Workshop #7 Take a Break!

30. FAASTeam CFI Workshop 7 Module 7 – Core Topic 14 FAA/Industry Training Standards FITS: • A voluntary partnership between FAA, industry, and academia. • Scenario‑based, learner‑focused training. • More convenient, more accessible training. • Non‑regulatory and incentive driven.

31. Core Topic 14 (FITS) Objectives • Understand what the purpose of FITS. • Become familiar with current FITS type training programs. • Review the development and use of scenario-based training. • Apply student-centered instructional skills to teaching and evaluating.

32. FITS Overview • What is FITS? • Why do we need FITS? • Who is involved with FITS? • How can you involved?

33. What is FITS? For FAA-Industry Training Standards training applications go to: http://www.faa.gov/training_testing/training/fits/ then select: • > FTIS Training and Curriculums (left menu) • > Flight Instructor Training Module (select) • > Volume 1, 2, and 3 (FITS Training Volumes)

34. What is FITS? • FAA-Industry Training Standards • http://wtww.faa.gov/training_testing/training/fits/ • Non-regulatory (similar to Part 121 Airline Advanced Qualification Program) • Originally conceived to be “a structured way to teach pilots to safely, competently, and efficiently operate a technically advanced piston or light jet aircraft”

35. FITS Mission Statement • Improve pilot learning to safely, competently, and efficiently operate a technically advanced piston or light jet aircraft in the modern National Airspace System (NAS). • Implement training that reduces the human error element and accelerates acquisition of higher-level judgment and decision-making skills.

36. Who is Involved in FITS? • Manufacturers • Training providers • Insurance • Associations

37. History Leading to FITS • Pilot training has not evolved much in 60 years (Tom Glista, 2008) • Technology outpaces training • Accident/incident causal factors show pilots not keeping up with the automation or over dependence on automated functions • Training science has developed new ways to teach highly complex skills

38. Examples of FITS Courses • Generic • Transition • Recurrent • Private/Instrument • Instructor • Avionics (GPS, MFD, and Glass Panel) • Specific • Garmin 430/530 • MTSU Private/Instrument • Documents • FITS Criteria • Learner -centered grading • Levels of FITS acceptance • Designated Examiner’s Guide • Articles

39. Benefits of FITS Training • Originally targeted Technically Advanced Aircraft (TAA’s) • Now used as a more efficient way to keep up with: • Changes in National Airspace System • Advances in equipment design • Need for more qualified pilots for commercial operations

40. Benefits of FITS Training Advanced Qualification Program (AQP) • Approved curriculum • “Reduced” training events • Maneuvers validation • Performance-based evaluations • Line Oriented Flight Training (LOFT) • Emphasis on simulation • Crew-centered debriefings Part 141 Pilot School • Approved curriculum • “Reduced” training hours • Traditional checkride FAA/Industry Training Standards (FITS) • Scenario-based training • Emphasis on technically advanced aircraft (TAA) and simulation • Student-centered grading

41. Role of Simulation in FITS • High utilization of simulators • Review simulator qualifications • How to teach in simulators and training devices • ICAO Multi Crew Pilot License analogy

42. Safety Record of TAA • NTSB March 2010 safety study: • Analyzed accident rates of over 8,000 small piston-powered airplanes manufactured between 2002 and 2006 • Found that those equipped with glass cockpits had a higher fatal accident rate than similar aircraft with conventional instruments

43. Why? • The Safety Board determined that because glass cockpits are both complex and vary from aircraft to aircraft in function, design and failure modes, pilots are not always provided with all of the information they need – both by aircraft manufacturers and the Federal Aviation Administration – to adequately understand the unique operational and functional details of the primary flight instruments in their airplanes.

44. NTSB 830 • 3/08/2010 Change for immediate notification • “A complete loss of information, excluding flickering, from more than 50 percent of an aircraft’s cockpit displays known as: • Electronic Flight Instrument System (EFIS) displays; Other displays of this type, which generally include a primary flight display (PFD), primary navigation display (PND), and other integrated displays...”

45. Crew Resource Management (CRM)/Single Pilot Resource Management (SRM) • Communication • Decision making • Situational awareness • Workload management • Resource management

46. Automation Training • Automation Management • Autoflight vs. manual flight philosophy • Flight management systems • EFIS displays and symbology • Autopilot modes • Flight mode annunciations • Flight guidance systems

47. Does FITS Work? • Many manufacturers use FITS courses for their transition training • Research studies indicate that FITS trained pilots have fewer setbacks in training than traditional program trainees • More studies are underway to evaluate the FITS programs • How can you get involved with FITS?

48. FAASTeam CFI Workshop #7 Module 7, Core Topic 14 Questions? Comments? Ideas? Quiz time ~

49. 6. What is FITS? 7. What training standards are required for persons authorized to work on my aircraft and approve it for return to service? 8. FITS is a regulatory approach. True or False

50. 9. FITS is: a. An FAA mandatory training requirement for operation a technically advanced aircraft. b. A program that creates scenario based, learner focused training materials. c. An approved method of developing skills to manage TAA aircraft. d. An FAA approved method of training. 10. Most major aircraft manufacturers use FITS – certified syllabi for their transition-training programs. True or False Answers Follow –