CFI PTS

c


c
   

c c 

The examiner shall select at least TASKs E and F.



 c 

REFERENCE: FAA-H-8083-9. 
To determine that the applicant exhibits instructional knowledge of the elements of the learning process by describing: 1. The definition and characteristics of learning. ã Changing behavior based on experience. Mnemonic: ?
  Ɣ  !
± students learn from any activity that furthers their purpose Ɣ "#
± learning comes from experience; learning a physical skill requires actually performing the skill Ɣ ! $%
± verbal, conceptual, perceptual, motor, problem solving and emotional Ɣ 

± students need to react and respond, must interact with instructor and aircraft. 2. Practical application of the laws of learning. Ɣ $%# Students learn best when ready to learn; implies a singlemindedness to learn ã " Things most often repeated are best remembered ã   Learning is strengthened by a satisfying or pleasant experience ã &$' Things learned first are best remembered ã c##' Students learn more from the real thing than a substitute or simulation ã #' Recent learning is best remembered 3. Factors involved in how people learn. Mnemonic: 



c
ã ! (# A positive self-concept allows the student to be more receptive to new material while a negative self concept introduces psychological barriers that inhibit the learning process ã &
$#%
#' Proper sequence of training and providing time to process and learn the material. ã !&#

)$: An effective instructor will organize training based on the psychological needs of a student. Ɣ # Formed when giving meaning to sensory input: sight 75%, hearing 13%, touch 6%, smell 3%, taste 3% Ɣ c#*) Grouping perceptions into a meaningful whole Ɣ $# Major force which governs progress and ability to learn 4. Recognition and proper use of the various levels of learning. ã : repeat back what has been instructed without necessarily understanding or be able to apply the knowledge. ã #%$#%#*: Able to repeat and comprehend what has been taught. ã !$#: Able to apply what is learned and perform in accordance with that knowledge. ã !$# The student is able to associate various learned elements with various other segments of learning or accomplishments.

5. Principles that are applied in learning a skill. Mnemonic: ã *#
$*: Factual knowledge. The instructor provides step by step instruction that the student memorizes. ã $
$*: No longer by memory. The student begins to be able to assess progress and make adjustments based on performance. ã &$
#
$*: The student devotes much less deliberate attention to performance. 6. Factors related to forgetting and retention. p
 
   Mnemonic: 



 ã $ Praise stimulates remembering ã $# Association promotes recall ã # Learning with all senses is most effective ã % Favorable attitudes aid retention ã # Meaningful repetition aids recall p
 
  

Mnemonic:    ã #
Tendency to submerse unpleasant ideas in subconscious as a defense mechanism ã c# #
Tendency to forget ideas because other experiences have overshadowed them ã 
Tendency to forget things which are not used. 7. How the transfer of learning affects the learning process. ã Application of what has been learned in one task to another subsequent task þ All new learning is based on previously learned experience þ Plan for transfer by organizing lessons in meaningful sequence ã 
$# : Learning one skill helps learn another þ Example: speedometer and airspeed indicator ã *$
$# : Learning one skill hinders learning another þ Example: steering wheel vs. cyclic 8. How the formation of habit patterns affects the learning process. ã The formation of positive habits promotes learning and safety
+

 
+,c
REFERENCE: FAA-H-8083-9. 
To determine that the applicant exhibits instructional knowledge of the elements related to human behavior by describing: 1. Control of human behavior. ã #$!'
': (MBTI) attempts to explain behavior based on how individuals use their judgment and perception. ã c#
$#%
%#
!$#): Instructor is responsible for determining the best way of teaching a student.

2. Development of student potential. ã Relationship between CFI and student has a profound impact on how much the student learns ã To a student, CFI is a symbol of authority CFI's challenge is to know what controls are best for what circumstances ã To mold a solid relationship depends on CFI's knowledge of the student's needs, drives and desires. 3. Relationship of human needs to behavior and learning.

$!-.
$)'

%. ã )'!*$!: Maintenance of the human body, i.e. Air food water. A student that is not well will not perform well. ã ': A need to feel safe. ã +!#*#*: People seek to overcome feelings of loneliness and alienation. ã &: Humans have a need for a stable, firmly based, high level of self respect and respect from others. ã ! ($!/$#: ³be all you can be.´ þ Being problem focused. þ A concern about personal growth. þ The ability to have peak experiences. þ Incorporating an ongoing freshness of appreciation of life. 4. Relationship of defense mechanisms to student learning and pilot decision making. ã &#$# Emphasizing more positive quality to offset weak one
ã #
Blame own shortcomings on others, or weather
ã $#$!/$#
Can't accept real reasons for behavior, uses excuses
ã #$!

$!'
Refuse to acknowledge disagreeable realities
ã $#
&$#
Conscious attitudes/behaviors opposite of desires
ã !*)
Escape from frustration, physically or mentally
ã **#
Acting out anger in response to frustration
ã *#$#
Losing interest and giving up as a result of frustration
5. General rules which a flight instructor should follow during student training to ensure good human relations. ã ã ã ã ã ã ã ã ã

Provide and organized clearly defined syllabus. Help students integrate new ideas with what they have already know to ensure they keep and use the new information. Assume responsibility for only his or her own expectations not those of the students. Recognize the students need to control the pace. Use SBT exercises frequently. Use books, programmed instruction and computers. Refrain from spoon feeding. Set a cooperative learning climate. Create an opportunity for mutual planning.




c 

REFERENCE: FAA-H-8083-9. 
To determine that the applicant exhibits instructional knowledge of the elements of the teaching process by describing: 1. Preparation of a lesson for a ground or flight instructional period. 4-4 ã Performance based objectives þ Objectives can come from syllabus or PTS þ What needs to be done and how it will be done þ Measurable, reasonable standards for the student ã Description of skill or behavior þ Desired outcome of the instruction þ Should be in concrete, measurable terms þ Not just ³knowledge of´ or ³awareness of´ ã Conditions þ Rules for demonstrating the skill or behavior þ Equipment, tools, reference materials, limitations ã Criteria þ Standards for accomplishment of the objective þ Be clear; leave no doubt whether objective is met þ When applicable, should be based on the PTS 2. Presentation of knowledge and skills, including the methods, which are suitable in particular situations. 4-10 A *
0(12 ã Decide on topic. ã Write an outline. ã Rehearse the lesson. ã Make learning goals explicit Methods: ã : Classroom for presenting new material and association between theory and practice. ã &#$#

 &$#
Instructor demonstration then student practices.
ã %%
%#

ã +
ã 
3. Application, by the student, of the knowledge and skills presented by the instructor. 4-22 ã The students explain or perform the material or maneuver that was presented. 4. Review of the material presented and the evaluation of student performance and accomplishment. 4-22 ã The instructor reviews the material that was presented and the student demonstrates how well the lesson objectives were met.


c 
 
REFERENCE: FAA-H-8083-9.


To determine that the applicant exhibits instructional knowledge of the elements of teaching methods by describing: 1. The organization of a lesson, i.e., introduction, development, and conclusion. 4-8 ã c#%#
þ Attention: Opening statement that grabs the attention of the student. þ Motivation: Why it is important to learn the material about to be presented. þ Overview: Brief introduction of the material to be covered. ã !&#: þ Past to Present: Chronological order. þ Simple to Complex: Lead the student from simple facts to complex facts to gain understanding. þ Known to Unknown: Teaching by association. þ Frequent to Least Used ã #!#: Must contain a review and assessment of the material and how they relate to the objectives. 2. The lecture method. 4-10 ã : Classroom environment for presenting new material and association between theory and practice. þ Teaching Lecture: þ Formal: þ Informal: þ Advantage and Disadvantage: 2. The guided discussion method. 4-13 ã %%
%#
Based on the idea that the student has a working knowledge of the material to be discussed. The goal is to draw out what the student knows instead of telling them lecture style.
þ Overhead: Group question to stimulate thought. þ Rhetorical: Similar to the overhead just doesn¶t need an answer. þ Direct: Asking an individual a specific question. þ Reverse: Learner asked question that the instructor returns. þ Relay: Asked by a learner and the instructor relays it to another student. 3. The demonstration-performance method. 4-21 ã &#$#

 &$#
Instructor demonstration then student practices.
þ Explanation þ Demonstration þ Student Performance þ Instructor Supervision þ Evaluation 5. Computer/video assisted instruction. 4-26 ã &
$%
!$##*
PC based test preps and study guides. ã #
$$! Power Points and slide shows. ã  3 ,



cc4

,c
REFERENCE: FAA-H-8083-9.


To determine that the applicant exhibits instructional knowledge of the elements of critique and evaluation by describing: 1. Purpose and characteristics of an effective critique. 
ã A critique should improve students¶ performance and provide them with something constructive with which to work and upon which they can build. cc
ã 
þ Focused on student performance.
ã !"!
þ Considers student's entire performance. þ Considers requirements of the moment.
ã $!
þ Instructor must have credibility and trust.
ã &)#
þ Captures the significant points without overload.
ã #
þ Positive critique when earned. þ Negative critique points toward improvement. ã *$#/%
þ Follows some pattern of organization.
' Chronological
' Order of importance
ã )*) !
þ Student needs self-esteem, recognition and approval.
ã  
þ Say what's wrong and how to fix it.

)%

ã c#3%#
5: Instructor leads a group discussion and members of the class are invited to critique.
ã %#(!%
5: Instructor asks the student to lead the critique.
ã &$!!
*
5: Divide the class into small groups and assign a specific area to analyze.
ã c#%%$!
%#
5
'
$#)
%#: Another student presents the entire critique.
ã ! (5: Require the student to critique personal performance.
ã â#
5: Written critiques provide a record for the student. The instructor can devote more time.
2. Difference between critique and evaluation. ã Evaluation is making a judgment of students¶ abilities. Critique is providing comprehensive constructive feedback. 4. Characteristics of effective oral questions and what type to avoid. ã Apply to the subject. ã Brief and concise ã Be appropriate to the stage of training

ã Centered on one idea ã Present a challenge Types of questions to avoid ã //! þ Lots of parts and subparts. ã / þ Too general, covering wide area. ã ( þ More than one correct answer. ã +-!%&# þ Unclear about question's content. ã 6
5# þ Challenge to battle of wits with CFI. ã c!$# þ Unrelated to topic of discussion. Responses to student questions. ã Must be understood by CFI before answering ã May defer question until later unit or lesson ã CFI should admit not knowing an answer. Promise to get the answer or help student to look it up ã Encourage students to ask more questions. 5. Characteristics and development of effective written tests.(5-4) ã !$!'
þ Consistent with repeated measurement ã ,$!%'

þ Measures what it was intended to ã $!'

þ Functionality for student ã '

þ Singleness of scoring, avoid bias ã &)##

þ Measures overall objectives ã &#$#

þ Measure differences in achievement Development ã Decide on the !

$##*. ã List indicators of the result of learning. (test completion standards) 6. Characteristics and uses of performance tests, specifically, the FAA practical test standards. ã CFI uses same standards preparing students for it ã Practical Test Standards (PTS) set standards for FAA examiners þ Broken down into areas of operation and tasks þ Areas of operation range from preflight to post-flight þ Criterion based.

ã ã ã ã ã ã ã

' Knowledge areas ' Flight procedures ' Maneuvers PTS are already set high - not minimum standards. !$!'
þ Consistent with repeated measurement ,$!%'

þ Measures what it was intended to $!'

þ Functionality for student '

þ Singleness of scoring, avoid bias &)##

þ Measures overall objectives &#$#

þ Measure differences in achievement



c
c 
cc

 c+ccc
REFERENCE: FAA-H-8083-9. 
To determine that the applicant exhibits instructional knowledge of the elements of flight instructor characteristics and responsibilities by describing: 1. Major characteristics and qualifications of a professional flight instructor. ã

ã

ã ã ã

ã

ã

#'
þ Straightforward and honest þ Facades will only cause student to lose confidence $#

)
%#
þ As they are, with faults and problems þ Acceptance encourages learning #$!
$$$#
$#%
)$
þ Important effect on professional image. &$#
þ Calm, thoughtful, disciplined, but not somber. $ '
$
$#%
$%#
##
þ Emphasis on safety by CFI has long-lasting effect. þ CFI leads by example ± ³practice what you preach.´ 
!$#*$*
þ Profanity detracts from professional image. þ Define and encourage proper use of aviation terms. ! (&&#
þ CFI should seek improvement of own qualifications. A good pilot is always learning. þ CFI is the expert many pilots refer questions to.

4$! $#

17 789
A:92

ã
2. Role of the flight instructor in dealing with student stress, anxiety, and psychological abnormalities. ã Calm, professional demeanor while maintaining control of the aircraft. ã Break training and maneuvers down into digestible chunks. 3. Flight instructor's responsibility with regard to student pilot supervision and surveillance. ã $!$#

%#
!
!' þ Determine that student understands maneuver þ Instructor demonstrates, student practices þ Evaluation must be based on standards ' Consider student's experience and stage of training ' Not all PTS standards may apply on first practice ' But have a reasonable standard for completion þ Evaluate mastery of all elements of a maneuver not just overall performance þ Maintain training files ã !
# þ Guidance and restraint for solo student operations þ Instructor alone determines student ready for solo þ Require performance of fundamental maneuvers þ Should be able to handle ordinary problems ' Traffic pattern congestion ' Change in active runway ' Unexpected crosswinds þ Instructor must retain control of situation 4. Flight instructor's authority and responsibility for endorsements and recommendations. ã !*)
c#
#%&# þ From FAR Part 61 and Advisory Circular 61-65 þ Instructor must ensure student or pilot meets requirements prior to issuing endorsement þ ³You can never have too much ink´ ' When in doubt if an endorsement is needed, assume so þ Examples of endorsements: ' Student solo and cross-country ' Knowledge tests ' Practical tests - logbook and Form 8710-1 ' Flight reviews and instrument proficiency checks 7. Flight instructor's responsibility in the conduct of the required FAA flight review. ã )
$##*
$#%
#%&# þ Flight reviews ' Not a test or check ride - assesses pilot's knowledge. ' Instructor must meet the qualifications in SFAR73. ' Provide awareness and flight training required.

ã

' Ensure that the pilot is competent and safe. ' Standards based on ratings held. þ Instrument proficiency checks ' Advisory Circular 61-98 and Instrument Rating PTS þ Aircraft checkouts/transitions ' CFI must be thoroughly familiar with aircraft & systems ' Record in logbook exact extent of checkout If pilot performance is insufficient, debrief on problem areas and schedule more instruction.




 c 
c c 
c,c;
REFERENCE: FAA-H-8083-9. 
To determine that the applicant exhibits instructional knowledge of the elements related to the planning of instructional activity by describing: 1. Development of a course of training. ã 

$##* þ Complete series of studies leading to attainment of a specific goal by determining the objectives and standards that may be tailored to Levels of Learning or Domains of Learning. 2. Content and use of a training syllabus. ã Step-by-step building block progression of learning ã Training syllabus can help keep up with þ Technology advances þ Increasingly complicated regulations ã Syllabus should be an abstract or digest of a course þ Brief yet comprehensive ã CFI may use own course or commercial product þ Order of actual training can be altered as necessary þ Consider relationships of blocks taken out of order ã Ground training focuses on cognitive domain ã Flight training on knowledge and psychomotor ã Can be used as a checklist of what to teach 3. Purpose, characteristics, proper use, and items of a lesson plan. ã  þ Ensures the instructor has learned the lesson first þ Assists wise selection of material ' Minimizes unimportant material þ Due consideration given to each part of lesson þ Aid in presenting material in suitable sequence þ Outline of teaching procedure þ Relates lesson to its objectives þ Gives inexperienced instructor confidence þ Promotes uniformity of instruction ã )$$
(6-7) þ #' ± lesson is a unified segment of instruction þ ## ± each lesson contains new material

 ± each lesson is reasonable scope $$!' ± planned for conditions where the training will be conducted !"!' ± CFI may adapt/modify as needed !$#



$##* ± should be taught so that relevance is clear to student þ c##$!
 ± use steps of teaching process þ Preparation, presentation, Application, evaluation ã -


$
#
!$#
!' þ Be familiar with the lesson plan ' CFI should study the plan and be familiar þ Use the lesson plan as a guide ' Avoids getting off track or omitting important details þ Adapt the lesson plan to the class or student ' If desired results aren't happening, change the approach þ Revise the lesson plan periodically ' Up-to-date for regulations and technology ' Availability of instructional aides & equipment ã c&

$
#
!$# þ Objective þ Completion Standards þ Content of the lesson. ' Preflight discussion ' Review ' Introduction ' Post flight critique and preview. 4. Flexibility features of a course of training, syllabus, and lesson plan required to accommodate students with varying backgrounds, levels of experience, and ability. þ þ þ þ

ã

ã

ã

%#*
%5$
c## þ Analyze student's personality, thinking and ability þ No two students are alike þ Same methods of instruction are not equally effective on each student þ Learn the student's background, interests, temperament and way of thinking þ Instruction methods may change as student progresses through stages of training $#%$%

 &$# þ Flight instructors must continuously evaluate ' their own effectiveness ' Standard of learning ' Performance achieved by their students þ Desire to maintain pleasant personal relationship with student must not lead to acceptance of slow rate of learning or substandard performance þ An earnest student will not resent reasonable standards that are fairly and consistently applied &)$/#*
)


þ Flight instructors have a tremendous influence on students' perception of aviation þ Positive or negative impressions formed by ' The way instructors conduct themselves ' The attitudes instructors display ' The manner in which they develop their instruction þ Success depends largely on instructor's ability to present instruction so students have a positive image of aviation cc


c
 c
+