When an instructor gets a new student from a previous instructor, there are many things that they need to find out about the student and their progress in their current license or rating. One good way to see where they are is to look in their student folder. Instructors should be keeping good notes on each lesson that they do, and also on the student notes page. If anything significant has happened (positive or negative), it is always best to make note of it in their folder. Also, now that we are transitioning into the new curriculum, many things will now be on ETA, and that has already started with writing comments in ETA after each lesson. This will also make it easier for other instructors to see the progress of the students.
When talking to the student's previous instructor, you will want to ask them a few specific questions. I think it is important to ask about their learning curve. Are they quick learners? Average? Slower? That will determine which way you should approach teaching them new concepts. Ask about how they handle difficult situations. Do they get stressed easily or do they keep their cool and work well in stressful situations? Also, just ask about any strong and negative points. The instructor will know what they are best at and what they may need more work on. This will help you to know which areas need more focus during your time instructing them.
When first talking with your new student, I think it is important to ask them how they feel about where they are; how comfortable are they with the progress they have made? Do they feel like they are ready to keep moving or do they want to do a little review? This may be something that their previous instructor didn't give them an option to do, so you want to make sure that the student does not have any outstanding concerns. You can also ask them about their old instructor. Ask them if there is anything the instructor did that they think really helped them improve their skills that they may want to continue doing with you as their new instructor. You can, of course, ask if they have any questions about your grading criteria or method of instruction, so that they are clear about how things will go in the future.
Finally, after talking with both the instructor and student about their progress, you can continue on with the lessons as the student was doing them. During these, a good way to test their ground knowledge is to quiz them periodically. When you meet with them for the preflight discussion, you can ask them various questions about the tasks for the day and the topics on the preflight discussion. Some instructors think that they have to get out to the plane ASAP, but I think it is helpful to spend at least 5-10 minutes talking with your student first about the tasks for the lesson and any other knowledge items you think are important. Also, ask them questions about the plane during pre-flight. This will keep them focused on the task at hand (making sure the plane is safe for flight) will still giving you a good idea of how well they know the airplane. Ask them various knowledge questions while on the transitions to and from Tooele, or whichever practice area you will be using. This is a great time to talk amongst each other and see what else they know, since the workload during this time is fairly low.
As I said before, getting a new student requires figuring out a lot about what the student already knows. They may be very proficient in one area, and not so much in another, and it is important to know where to go with each of these areas. Students may have also been able to get away with some bad habits with another instructor, so talking to both the student and previous instructor is definitely important.
-TB
Wednesday, April 6, 2011
Sunday, March 13, 2011
FIA Blog #1 - Learning Plateau
It is normal to expect learning to slow when new or more complex tasks are introduced. Landings are definitely complex, since they include many different tasks such as flying the airplane, talking on the radio, following traffic, performing pre-landing checks, and remembering to correct for wind drift. The main thing to remember is that a learning plateau is normal and does not mean learning has ceased - at least for most.
If my student has reached a learning plateau with their landings, there are a couple techniques I would try to help them overcome it. First, I think I would have them chair-fly the pattern to try to solidify some of the concepts that they need to grasp or that they are having trouble with. I would have them make sure they know the BCGUMPS checklist and know all of the airspeeds and power settings that work for each leg of the pattern. I would also have them practice talking on the radio while they chair-fly, so that when they get out to the pattern, it won't have them nervous or distracted from the real task at hand - flying the airplane.
Another option I think I would try is to stop working on landings for a lesson and do some other maneuvers that I know they are good at. The point here is to keep them from getting frustrated with the one task that they can't get down and focus on the things they are better at. This will alleviate some of their stress from the landings and also keep their confidence from taking a hit.
Finally, if after working with them for a few lessons and they still were having trouble, I might try having them fly with another instructor to gain another point of view. This may give them some new insights and the other instructor may say something to them that may make all the difference. Obviously, two points of view or opinions are better than one, and the more advice they can get, the better.
I think the point where I would tell my supervisor that they are struggling is when I send them up with another instructor. At this point, I think it is good for them to know in case the other instructor also has trouble helping them with their learning plateau. In that case, my supervisor would hopefully then be able to help with any further options for the student and/or myself and my teaching methods.
If the student still is having lots of trouble with landings after multiple flights with me and a flight or two with another instructor, I may have to sit down and have the "maybe aviation isn't for you" talk. Of course it isn't something I want to do, but it may be the best thing for them. It will safe them lots of money and effort to figure out sooner than later. It will also be best in the interest of safety. Landing is, of course, one of the phases of flight where the workload is highest and accidents most often happen. If my student isn't safe out there, it's bad news all around. Safety is the number one priority, and if a student doesn't have the skills to be safe, then it is definitely the better option to let them know that maybe they aren't suited for flying.
-TB
If my student has reached a learning plateau with their landings, there are a couple techniques I would try to help them overcome it. First, I think I would have them chair-fly the pattern to try to solidify some of the concepts that they need to grasp or that they are having trouble with. I would have them make sure they know the BCGUMPS checklist and know all of the airspeeds and power settings that work for each leg of the pattern. I would also have them practice talking on the radio while they chair-fly, so that when they get out to the pattern, it won't have them nervous or distracted from the real task at hand - flying the airplane.
Another option I think I would try is to stop working on landings for a lesson and do some other maneuvers that I know they are good at. The point here is to keep them from getting frustrated with the one task that they can't get down and focus on the things they are better at. This will alleviate some of their stress from the landings and also keep their confidence from taking a hit.
Finally, if after working with them for a few lessons and they still were having trouble, I might try having them fly with another instructor to gain another point of view. This may give them some new insights and the other instructor may say something to them that may make all the difference. Obviously, two points of view or opinions are better than one, and the more advice they can get, the better.
I think the point where I would tell my supervisor that they are struggling is when I send them up with another instructor. At this point, I think it is good for them to know in case the other instructor also has trouble helping them with their learning plateau. In that case, my supervisor would hopefully then be able to help with any further options for the student and/or myself and my teaching methods.
If the student still is having lots of trouble with landings after multiple flights with me and a flight or two with another instructor, I may have to sit down and have the "maybe aviation isn't for you" talk. Of course it isn't something I want to do, but it may be the best thing for them. It will safe them lots of money and effort to figure out sooner than later. It will also be best in the interest of safety. Landing is, of course, one of the phases of flight where the workload is highest and accidents most often happen. If my student isn't safe out there, it's bad news all around. Safety is the number one priority, and if a student doesn't have the skills to be safe, then it is definitely the better option to let them know that maybe they aren't suited for flying.
-TB
Tuesday, February 15, 2011
Blog #4 - Articles
Visualization Article
When reading this article, it reminded me of my private training, and even some of the later stages of flying I have done. My instructors have always told me that if I'm having trouble with maneuvers or emergency procedures then I should "chair-fly" them to practice. I think that this is a good method of visualization. This method helps them to reinforce what they have learned, and helps to further solidify the knowledge.
Mastering the Landing
The section of this article that caught my eye as something I would incorporate into my teaching was the part about the roundout. They say that the roundout should seamlessly continue into the flare and touchdown, until the wheels touch the round. However, I like how they say that for training purposes, this should be thought of in a 3-step process - approach, level off, and flare. I think splitting it up like this will help the student to better understand the way that it really should "flow" once they get better at their landings. If they follow this process, I think that they will start to automatically make it a seamless transition into touchdown.
Training Future Captains
This article is great! The author really is straight forward about how he believes instructors should teach, and what specific items they should emphasize in their instruction. So many good points are made here, and many of them I will include in my teaching. I remember talking with a Line Check Airmen at SkyWest who emphasized that the airlines are looking to hire captains, and captains only. No matter the seat, you should basically be equally qualified to fly the plane and be a leader in the flight deck. One big technique I took away from the article, however, was a way to help students learn to be more relaxed at the controls. Frequently have the student release the flight controls, and see what happens. If the airplane changes attitude, then it was obviously not trimmed correctly. I think that doing this often enough will really help students to realize that a properly trimmed aircraft will make for a much smoother ride, and will keep them much more relaxed.
-TB
When reading this article, it reminded me of my private training, and even some of the later stages of flying I have done. My instructors have always told me that if I'm having trouble with maneuvers or emergency procedures then I should "chair-fly" them to practice. I think that this is a good method of visualization. This method helps them to reinforce what they have learned, and helps to further solidify the knowledge.
Mastering the Landing
The section of this article that caught my eye as something I would incorporate into my teaching was the part about the roundout. They say that the roundout should seamlessly continue into the flare and touchdown, until the wheels touch the round. However, I like how they say that for training purposes, this should be thought of in a 3-step process - approach, level off, and flare. I think splitting it up like this will help the student to better understand the way that it really should "flow" once they get better at their landings. If they follow this process, I think that they will start to automatically make it a seamless transition into touchdown.
Training Future Captains
This article is great! The author really is straight forward about how he believes instructors should teach, and what specific items they should emphasize in their instruction. So many good points are made here, and many of them I will include in my teaching. I remember talking with a Line Check Airmen at SkyWest who emphasized that the airlines are looking to hire captains, and captains only. No matter the seat, you should basically be equally qualified to fly the plane and be a leader in the flight deck. One big technique I took away from the article, however, was a way to help students learn to be more relaxed at the controls. Frequently have the student release the flight controls, and see what happens. If the airplane changes attitude, then it was obviously not trimmed correctly. I think that doing this often enough will really help students to realize that a properly trimmed aircraft will make for a much smoother ride, and will keep them much more relaxed.
-TB
Monday, January 24, 2011
Blog #3 - Assessment Article
A formative assessment refers to measurements and conclusions that are made during the course of a learning program. It is intended to determine whether or not an existing learning program is functioning satisfactorily or should be modified before it is completed. A summative assessment refers to measurements made at the end of a learning unit or learning program. They result in final judgements about the achievement of learners and the effectiveness of learning activities.
Criterion-referenced assessments are intended to determine whether or not a learner has achieved an objectively set level of competence. Norm-referenced assessments are usually selected when learners are studying material for which there is no agreement on what a person must know. Self-referenced assessments are used when the learning goals are personal.
Self-directed learners are sophisticated learners who are often capable of post-formal thought. This is defined as: thinking across theoretical systems, integrating feelings with thoughts, accepting contradiction in what is known, and addressing problems for which there are no single final solutions. These learners want feedback on how successfully they have integrated alternative perspectives into their work. They see educators as colleagues rather than as authorities, and their preference is for self-references assessments and/or critiques.
-TB
Criterion-referenced assessments are intended to determine whether or not a learner has achieved an objectively set level of competence. Norm-referenced assessments are usually selected when learners are studying material for which there is no agreement on what a person must know. Self-referenced assessments are used when the learning goals are personal.
Self-directed learners are sophisticated learners who are often capable of post-formal thought. This is defined as: thinking across theoretical systems, integrating feelings with thoughts, accepting contradiction in what is known, and addressing problems for which there are no single final solutions. These learners want feedback on how successfully they have integrated alternative perspectives into their work. They see educators as colleagues rather than as authorities, and their preference is for self-references assessments and/or critiques.
-TB
Tuesday, January 18, 2011
Blog #2 - Selecting Methods/Adult Learners
SELECTING METHODS:
Role playing could be used in many different ways in aviation training. A good time to use role playing would be during CRM training. Like we will be doing in Advanced Flight Deck, 2 students could get in a simulator, with one person acting as captain and the other as F/O. They can practice their CRM skills by working together to complete each task, like checklists. The pilot not flying will read the checklists, and the pilot flying will do the items. Role playing in this way can really get the students interacting with one another to further improve their CRM skills.
Categories of Instructional Methods:
1. Instructor-Centered Methods - the teacher is primarily responsible for conveying information to the students. The direction of communication flows mostly one way. (i.e. Lecture, Questioning, Demonstration)
2. Interactive Methods - make use of communication among students and between the teach and students. Learning is facilitated by involvement, cooperation, collaboration, and the construction of knowledge through dialogue. (i.e. class discussion, discussion groups, group projects, peer teaching)
3. Individualized Learning Methods - based on the assumptions that individual learn at different speeds and that regular, immediate feedback facilitates the learning process. Basically, this is based on behaviorist psychology, which states that people learn in small structured steps & require reinforcement. (i.e. modularized instruction, computerized instruction, independent projects)
4. Experimental Learning Methods - one component of teacher training is always student teaching, working with a real class with the assistance of a master/supervising teacher. Many experiences take place outside the classroom, but there are also in-class methods such as role-playing and simulation. Students are learning by doing even though the performance takes place within the more artificial classroom setting. (i.e. field or clinical methods, laboratory methods, role-playing, simulations, drills)
Discussion groups can be used in place of class discussions when the group is larger, students' interests vary, or people simply feel more comfortable interacting with s a smaller number of individuals. Specific questions, issues, or topics are chosen and then students are divided into groups. The purpose should be clear and students should be informed and prepared.
Context can play a big part in selecting a method of instruction. Some of the things to consider are: the size of the group, the physical facilities, the resources , and the time of day of the class/session.
ADULT LEARNERS:
Demographic Characteristics:
Age:
1. May give us a general idea about a person's assumptions, beliefs, or values
2. May tell us something about a person's previous educational experience
3. The older a person is the more life experience she or he has
4. Older students often have different physical requirements and learning strategies
Gender:
1. Strong evidence suggests that women's developmental paths differ from those of men.
2. It is essential to avoid gender stereotyping in our examples, illustrations, or language during teaching.
Language and Background:
1. Is native language different from language of instruction?
2. Did they come from a rural or urban area, or a working class or an upper class background?
Adult learners differ in quite a few ways from other learners. For example, most often, adult learners become involved in a learning situation by choice. When they have chosen to learn, they have very concrete goals and they expect an instructional situation relevant to their needs. Also, adults may prefer to learn quickly and get on with their lives. Sometimes they can be reluctant to get involved in exercises not clearly applicable to their goals. We may have to adapt to their needs and work with them to satisfy their learning goals.
TB
Role playing could be used in many different ways in aviation training. A good time to use role playing would be during CRM training. Like we will be doing in Advanced Flight Deck, 2 students could get in a simulator, with one person acting as captain and the other as F/O. They can practice their CRM skills by working together to complete each task, like checklists. The pilot not flying will read the checklists, and the pilot flying will do the items. Role playing in this way can really get the students interacting with one another to further improve their CRM skills.
Categories of Instructional Methods:
1. Instructor-Centered Methods - the teacher is primarily responsible for conveying information to the students. The direction of communication flows mostly one way. (i.e. Lecture, Questioning, Demonstration)
2. Interactive Methods - make use of communication among students and between the teach and students. Learning is facilitated by involvement, cooperation, collaboration, and the construction of knowledge through dialogue. (i.e. class discussion, discussion groups, group projects, peer teaching)
3. Individualized Learning Methods - based on the assumptions that individual learn at different speeds and that regular, immediate feedback facilitates the learning process. Basically, this is based on behaviorist psychology, which states that people learn in small structured steps & require reinforcement. (i.e. modularized instruction, computerized instruction, independent projects)
4. Experimental Learning Methods - one component of teacher training is always student teaching, working with a real class with the assistance of a master/supervising teacher. Many experiences take place outside the classroom, but there are also in-class methods such as role-playing and simulation. Students are learning by doing even though the performance takes place within the more artificial classroom setting. (i.e. field or clinical methods, laboratory methods, role-playing, simulations, drills)
Discussion groups can be used in place of class discussions when the group is larger, students' interests vary, or people simply feel more comfortable interacting with s a smaller number of individuals. Specific questions, issues, or topics are chosen and then students are divided into groups. The purpose should be clear and students should be informed and prepared.
Context can play a big part in selecting a method of instruction. Some of the things to consider are: the size of the group, the physical facilities, the resources , and the time of day of the class/session.
ADULT LEARNERS:
Demographic Characteristics:
Age:
1. May give us a general idea about a person's assumptions, beliefs, or values
2. May tell us something about a person's previous educational experience
3. The older a person is the more life experience she or he has
4. Older students often have different physical requirements and learning strategies
Gender:
1. Strong evidence suggests that women's developmental paths differ from those of men.
2. It is essential to avoid gender stereotyping in our examples, illustrations, or language during teaching.
Language and Background:
1. Is native language different from language of instruction?
2. Did they come from a rural or urban area, or a working class or an upper class background?
Adult learners differ in quite a few ways from other learners. For example, most often, adult learners become involved in a learning situation by choice. When they have chosen to learn, they have very concrete goals and they expect an instructional situation relevant to their needs. Also, adults may prefer to learn quickly and get on with their lives. Sometimes they can be reluctant to get involved in exercises not clearly applicable to their goals. We may have to adapt to their needs and work with them to satisfy their learning goals.
TB
Sunday, January 9, 2011
Constructivist vs. Positivist
Epistemology is the branch of philosophy that seeks to define "knowledge," that seeks to explain what it means "to know" something, and that seeks to understand how humans come to "know" things.
Let me start off by saying that I'm not at all a fan of this kind of thing... I believe that I know what I know, because it was taught to me from the people that know the facts. Now, I'm sure I'm missing some pieces of the puzzle, but I've just never been interested in the whole concept of philosophy.
Anyway, there are a couple different kinds of epistemology: Positivist and Constructivist. Positivists conceptualize knowledge as a thing. Certain facts, truths, relationships exist in the world. Essentially, knowledge is there, waiting for us to find it. For a constructivist, however, it is the meaning assigned to facts, rather than the facts themselves, that matters when we talk about knowledge and about knowing something.
I definitely believe that I identify more with the positivist epistemology. I take what I know and run with it. I don't analyze or question why I know it or if it is really "knowledge". I will say, however, that college is a time to expand your horizons and dive into a deeper state of learning. Perhaps this includes further thinking about your what you know and what it means to you. I took a look at Kenny's post about this subject, and I agree with what he said about needing to have that constructivist state of mind to really come out with a college education. We'll see if I can give that a shot.
Ask the Cognitive Student
Out of the three different modalities, visual, auditory, and kinesthetic, I know that my strengths come from visual and kinesthetic methods of learning. I like to see examples of the knowledge and "play" with it if I can. Being able to interact with what I am learning helps to solidify everything. Honestly I think I'm a horrible auditory student. I have to really concentrate on what is being said to retain everything. And I'm sure I'm not the only one.
There are some things in the article I will definitely use in my teaching. It says that teachers should focus on the content's best modality - not the students. If I want the student to learn what the flaps look like, it is obviously best to show them a picture of each flap instead of try to describe it (even if they are an auditory learner). And similarly, if a student needs to know what it's like to talk to ATC, a good way to learn, for example, is to listen to a recording. I will also remember to make sure that the modality that I am choosing to teach the material in works for the student. Everyone learns differently and at their own pace, so I need to ensure that my students are taking in and processing the information correctly.
-TB
Let me start off by saying that I'm not at all a fan of this kind of thing... I believe that I know what I know, because it was taught to me from the people that know the facts. Now, I'm sure I'm missing some pieces of the puzzle, but I've just never been interested in the whole concept of philosophy.
Anyway, there are a couple different kinds of epistemology: Positivist and Constructivist. Positivists conceptualize knowledge as a thing. Certain facts, truths, relationships exist in the world. Essentially, knowledge is there, waiting for us to find it. For a constructivist, however, it is the meaning assigned to facts, rather than the facts themselves, that matters when we talk about knowledge and about knowing something.
I definitely believe that I identify more with the positivist epistemology. I take what I know and run with it. I don't analyze or question why I know it or if it is really "knowledge". I will say, however, that college is a time to expand your horizons and dive into a deeper state of learning. Perhaps this includes further thinking about your what you know and what it means to you. I took a look at Kenny's post about this subject, and I agree with what he said about needing to have that constructivist state of mind to really come out with a college education. We'll see if I can give that a shot.
Ask the Cognitive Student
Out of the three different modalities, visual, auditory, and kinesthetic, I know that my strengths come from visual and kinesthetic methods of learning. I like to see examples of the knowledge and "play" with it if I can. Being able to interact with what I am learning helps to solidify everything. Honestly I think I'm a horrible auditory student. I have to really concentrate on what is being said to retain everything. And I'm sure I'm not the only one.
There are some things in the article I will definitely use in my teaching. It says that teachers should focus on the content's best modality - not the students. If I want the student to learn what the flaps look like, it is obviously best to show them a picture of each flap instead of try to describe it (even if they are an auditory learner). And similarly, if a student needs to know what it's like to talk to ATC, a good way to learn, for example, is to listen to a recording. I will also remember to make sure that the modality that I am choosing to teach the material in works for the student. Everyone learns differently and at their own pace, so I need to ensure that my students are taking in and processing the information correctly.
-TB
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