FITS Generic

Flight Instructor Certification Syllabus

June 25, 2008

November 30, 2007 Version D1.2

 Table of Contents

Section 1 – Introduction 3
How to use this Syllabus 3
Regulations 3
FITS Acceptance 3
Four Levels of FITS Acceptance 4
Section 2 – FITS Terminology 5
Section 3 – Training Philosophy 7
Section 4 – Teaching Methods 9
Scenario-Based Training (SBT) 9
Example of Scenario Based Training 9
Developing Scenario-Based Training 11
Single Pilot Resource Management (SRM) 15
The 5 P Check 17
The SRM Decision Process 21
Example of Single Pilot Resource Management 21
Learner Centered Grading (LCG) 22
Desired Outcomes 25
Example of Learner Centered Grading 26
Section 5 – FITS Flight Instructor Certification Syllabus 28
To the Pilot-in-Training (PT) and Instructor 28
Using of Decision-Making scenarios in flight training 28
The Pilot-in-Training plays a role in grading the lesson 29
The format of each lesson 30
Syllabus Shuffle 30
Flight Instructor Certification Syllabus 31
FITS Flight Instructor Certification Curriculum Outline 31
Analyze the Performance Elements and Flight Characteristics of the
Aircraft 33
Lesson 1 – Ground Lesson 33
Lesson 2 – Flight Lesson 37
Lesson 3 – Ground Lesson 41
Lesson 4 – Flight Lesson 45
Lesson 5 – Ground Lesson 49
Lesson 6 – Flight Lesson 52
Lesson 7 – Ground Lesson 55
Lesson 8 – Flight Lesson 58
Lesson 9 – Ground Lesson 61
Lesson 10 – Flight Lesson 64
Lesson 11 – Ground Lesson 67
Lesson 12 – Flight Lesson 730
Lesson 13 – Ground Lesson 73
Lesson 14 – Flight Lesson 75

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 Lesson 15 – Ground Lesson 78
Lesson 16 – Flight Lesson 81
Lesson 17 – Flight Lesson 84
Strand 3-Applying the Teaching Process and Fundamentals of
Instruction through a Variety of Ground and Flight Instruction 87
Lesson 18 – Ground Lesson 87
Lesson 19 – Ground Lesson 90
Lesson 20 – Flight Lesson 93
Lesson 21 – Ground Lesson 96
Lesson 22 – Flight Lesson 99
Lesson 23 – Ground Lesson 102
Lesson 24 – Flight Lesson 105
Lesson 25 – Ground Lesson 108
Lesson 26 – Flight Lesson 111
Lesson 27 – Ground Lesson 114
Lesson 28 – Flight Lesson 117
Lesson 29 – Ground Lesson 120
Lesson 30 – Flight Lesson 123
Lesson 31 – Ground Lesson 126
Lesson 32 – Flight Lesson 128
Lesson 33 – Ground Lesson 131
Lesson 34 – Flight Lesson 133
Lesson 35 – Progress Check 136
Lesson 36 – Flight Lesson 140
Lesson 37 – FAA Practical Test 143

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 SECTION 1 – INTRODUCTION

How to use this Syllabus

This syllabus is the generic version of a FAA Industry Training Standards (FITS)
accepted flight instructor training course. This generic syllabus is a guide for you to use
in developing your specific FITS curriculum. This FITS Syllabus is intended as a guide
for aircraft manufacturers, training providers, and flight schools to use in developing a
specific FITS curriculum for their aircraft, geographic region, and customer base. This
syllabus is unique in several ways. First, it is a syllabus that uses real-world scenarios
as the foundation of the training. Flight maneuvers are still a vital part of flight training
and flight maneuvers are a part of this syllabus, but the use of real-world scenarios is
used to enhance development of pilot decision making skills. The syllabus presents
situations and circumstances that pilots face everyday as learning experiences and
lessons. The primary tenant of FITS training is that you prepare for the real world of
flying, by acting as an instructor while in training. Therefore, throughout the syllabus, the
pilot in training (PT) will take on different tasks or jobs just as if they were already
certificated flight instructors. The second important unique feature of this syllabus and of
FITS training is that it is all competency based. When the pilot in training (PT) masters a
particular skill area in the syllabus, he/she moves on regardless of how much time it
takes to reach that point of mastery. This means that each lesson does not necessarily
equal one flight. It may take several flights before the PT masters the elements of the
lesson and is ready to move on to the next lesson. Consequently, the amount of total
flight hours a PT has when the syllabus is completed may be more or less than the
minimum times under current aviation regulations. Please note that FITS training is
conducted under the current 14 CFR's. Although philosophically, FITS is competency
based, many training organizations must still require their students to meet the FAA
minimum training hours. Courses under 14 CFR Parts 142 and 141.55(d) may be
approved to train to competency and not require a minimum number of hours.

Regulations

This generic syllabus is adaptable to 14 CFR Parts 142, 141, or 61. Please refer to the
appropriate regulations for your specific curriculum requirements.

FITS Acceptance

FITS acceptance is achieved by developing your specific curriculum and submitting it to

your local Flight Standards District Office for operations under 14 CFR Part 61, 141, and
142. If you are an OEM (Original Equipment Manufacturer, you should submit your
curriculum to the FAA FITS Program Manager, AFS-800, Federal Aviation
Administration, 800 Independence Ave. SW, Washington, DC 20591. A cover letter
explaining exactly for what courses you are requesting FITS acceptance and under
what regulations should accompany the curriculum. Use of the FITS logo: Once
accepted, you are free to use the FITS Logo on all accepted curriculums and in

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advertising about this particular curriculum. The FITS logo cannot be used in
relationship to non-FITS products.

The Four Levels of FITS Acceptance

1. Accepted FITS Flight Syllabus: Will contain all the tenets of FITS and will include
flight in an aircraft or at least an Advanced Training Device. Examples of this type of
syllabus include initial, transition, and recurrent training syllabi.

2. Accepted FITS Syllabus (No flight): It is not intended to teach the pilot in training
(PT) psychomotor pilot skills or full cockpit/aircraft integration in a specific aircraft.
It’s intended to enhance certain skill sets of the PT. Application of this level of
acceptance may be to teach the PT how to use a new glass cockpit display or
develop better Single Pilot Resource Management (SRM) skills. A FITS Accepted
Syllabus will also contain all the tenets of FITS. A live instructor will lead the
training.

3. Accepted FITS Self-Learning Program: This acceptance is between the FITS

Accepted Syllabus and FITS Supporting Material. It may be either an interactive CD
or on-line course on a specific application or subject. The purpose of this training is
to learn a specific piece of equipment or enhance a specific higher order thinking
skill. Scenario training and/or testing is required. Since a live instructor is not
required, Learner Centered Grading may not be applicable.
a. If the program is for a piece of equipment (i.e. GPS), the equipment should
act like the actual piece of equipment during the interaction with the
equipment as much as feasible. After basic training on the equipment,
scenarios should be used to demonstrate PT proficiency and knowledge.
b. For non equipment programs (i.e. ADM development) scenarios with multi-
string testing should be used.

4. Accepted FITS Supporting Material: These products do not meet the training tenets
of FITS (i.e. may not be scenario based), but the subject is integral to FITS. These
products could be accepted on their own technical merit, but only as a part of an
Accepted FITS Flight Syllabus or FITS Syllabus. For example, a CBI on risk
management could be accepted as and used as a module in a FITS accepted
transition syllabus. Original equipment manufacturers (Cessna, Cirrus, Eclipse, etc.)
or developers of training materials (Sporty’s, Jeppesen, King Schools, etc.) normally
develop Accepted FITS Supporting Material.

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 SECTION 2 – FITS TERMINOLOGY

1. Automation Bias – The relative willingness of the pilot to trust and utilize
automated systems.

2. Automation Competence – The demonstrated ability to understand and operate

the automated systems installed in the aircraft.

3. Automation Management – The demonstrated ability to control and navigate an

aircraft by means of the automated systems installed in the aircraft.

4. Automated Navigation leg – A flight of 30 minutes or more conducted between

two airports in which the aircraft is controlled primarily by the autopilot and the on
board navigation systems.

5. Automation Surprise – Occurs when the automation behaves in a manner that is

different from what the operator is expecting.

6. Candidate Assessment – A system of critical thinking and skill evaluations

designed to assess a pilot in training’s readiness to begin training at the required
level.

7. Critical Safety Tasks/Events – Those mission related tasks/events that if not

accomplished quickly and accurately may result in damage to the aircraft or loss
of life.

8. Data link Situational Awareness Systems – Systems that feed real-time

information to the cockpit on weather, traffic, terrain, and flight planning. This
information may be displayed on the PFD, MFD, or on other related cockpit
displays.

9. Emergency Escape Maneuver – A maneuver (or series of maneuvers) performed

manually or with the aid of the aircraft’s automated systems that will allow a pilot
to successfully escape from an unanticipated flight into Instrument Meteorological
Conditions (IMC) or other life-threatening situations.

10. IFR Automated Navigation Leg – A leg flown on autopilot beginning from 500 ft
AGL on departure (unless the limitations of the autopilot require a higher altitude,
then from that altitude) until reaching the decision altitude or missed approach
point on the instrument approach (unless the limitations of the autopilot require a
higher altitude, then from that altitude). If a missed approach is flown, it will also
be flown using the autopilot and on-board navigation systems.

11. Light Turbine TAA –is a jet or turboprop Technically Advance Aircraft (TAA)
certified for single-pilot operations, weighing 12,500 lbs or less, that may be

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 equipped with cabin pressurization, and may be capable of operating in Class A
airspace on normal mission profiles.

12. Mission Related Tasks – Those tasks required for safe and effective operations
within the aircraft’s certificated performance envelope.

13. Multi-Function Display MFD – Any display that combines primarily navigation,
systems, and situational awareness information onto a single electronic display.

14. Primary Flight Display (PFD) – Any display that combines the primary six flight
instruments, plus other related navigation and situational awareness information
into a single electronic display.

15. Proficiency-Based Qualification – Aviation task qualification based on

demonstrated performance rather than other flight time or experience.

16. Scenario Based Training – A training system that uses a highly structured script
of real-world experiences to address flight-training objectives in an operational
environment. Such training can include initial training, transition training, upgrade
training, recurrent training, and special training. The appropriate term should
appear with the term "Scenario Based," e.g., "Scenario Based Transition
Training," to reflect the specific application.

17. Simulation Training Only – Any use of animation and/or actual representations of
aircraft systems to simulate the flight environment. Pilot in training interaction
with the simulation and task fidelity for the task to be performed are required for
effective simulation.

18. Single Pilot Resource Management (SRM) – The art and science of managing all
resources (both on-board the aircraft and from outside sources) available to a
single pilot (prior and during flight) to ensure the successful outcome of the flight
is never in doubt.

19. Technically Advanced Aircraft (TAA) – A General Aviation aircraft that contains
the following design features: Advanced automated cockpit such as MFD or PFD
or other variations of a Glass Cockpit, or a traditional cockpit with GPS navigation
capability, moving map display and autopilot. It includes aircraft used in both VFR
and IFR operations, with systems certified to either VFR or IFR standards. TAA’s
may also have automated engine and systems management. VFR Automated
Navigation Leg – A leg flown on autopilot from 1,000 ft AGL on the departure
until entry to the 45-degree leg in the VFR pattern.

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 SECTION 3 – TRAINING PHILOSOPHY

FITS Training is a scenario-based approach to training pilots. It emphasizes the

development of critical thinking and flight management skills, rather than solely on
traditional maneuver-based skills. The goal of this training philosophy is the accelerated
acquisition of higher-level decision-making skills. Such skills are necessary to prevent
pilot-induced accidents.

FITS Training Goals

Higher Order Thinking Skills
Aeronautical Decision Making
Situational Awareness
Pattern Recognition (Emergency Procedures) and Judgment Skills
Automation Competence
Planning and Execution
Procedural Knowledge
Psychomotor (Hand-Eye Coordination) Skills
Risk Management
Task Management
Automation Management
Controlled Flight into Terrain (CFIT) Awareness

Previous training philosophies assumed that newly certified pilots generally remain in
the local area until their aviation skills are refined. This is no longer true with the advent
of Technically Advanced Aircraft (TAA). Offering superior avionics and performance
capabilities, these aircraft travel faster and further than their predecessors. As a result,
a growing number of entry-level pilots are suddenly capable of long distance/high speed
travel—and its inherent challenges. Flights of this nature routinely span diverse weather
systems and topography requiring advanced flight planning and operational skills.
Advanced cockpits and avionics, while generally considered enhancements, require
increased technical knowledge and finely tuned automation competence. Without these
skills, the potential for an increased number of pilot-induced accidents is daunting. A
different method of training is required to accelerate the acquisition of these skills during
the training process.

Research has proven that learning is enhanced when training is realistic. In addition, the
underlying skills needed to make good judgments and decisions are teachable. Both the
military and commercial airlines have embraced these principles through the integration
of Line Oriented Flight Training (LOFT) and Crew Resource Management (CRM)
training into their qualification programs. Both LOFT and CRM lessons mimic real-life
scenarios as a means to expose pilots to realistic operations and critical decision-
making opportunities. The most significant shift in these programs has been the
movement from traditional maneuver-based training to incorporate training that is
scenario-based.

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Maneuver-based training emphasizes the mastery of individual tasks or elements.
Regulations, as well as Practical Test Standards (PTS), drive completion standards.
Flight hours and the ability to fly within specified tolerances determine competence. The
emphasis is on development of motor skills to satisfactorily accomplish individual
maneuvers. Only limited emphasis is placed on decision-making. As a result, when the
newly trained pilot flies in the real-world environment, he or she is inadequately
prepared to make crucial decisions. Scenario Based Training (SBT) and Single Pilot
Resource Management (SRM) are similar to LOFT and CRM training. However, each is
tailored to the pilot’s training needs. These techniques use the same individual tasks
that are found in Maneuver Based Training, but script them into scenarios that mimic
real-life cross-country travel. By emphasizing the goal of flying safely, the pilot in
training correlates the importance of individual training maneuvers to safe mission
accomplishment. In addition, the instructor continuously interjects “What If?” discussions
as a means to provide the trainee with increased exposure to proper decision-making.
Because the “What If?” discussions are in reference to the scenario, there is a clear
connection between decisions made and the final outcome. The “What If?” discussions
are designed to accelerate the development of decision-making skills by posing
situations for the pilot in training to consider. Once again, research has shown these
types of discussions help build judgment and offset low experience.

Questions or situations posed by the instructor must be open-ended (rather than

requiring only rote or one-line responses). In addition, the instructor guides the pilot in
training through the decision process by: 1) Posing a question or situation that engages
the pilot in training in some form of decision-making activity. 2) Examining the decisions
made. 3) Exploring other ways to solve the problem. 4) Evaluating which way is best.
For example, when the pilot in training is given a simulated engine failure, the instructor
might ask questions such as: “What should we do now?” Or, “Why did you pick that
place to land?” Or, “Is there a better choice?” Or, “Which place is the safest?” Or,
"Why?” These questions force the pilot in training to focus on the decision process. This
accelerates the acquisition of improved judgment, which is simply the decision-making
process resulting from experience. It is not innate. All of our life experiences mold the
judgment tendencies we bring to our flight situations. By introducing decision-making
opportunities into routine training lessons, we speed-up acquisition of experience, thus
enhancing judgment.

For further information, please reference “Aeronautical Decision Making” in the FAA
Aviation Instructor’s Handbook.

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 SECTION 4 – TEACHING METHODS

Scenario Based Training

For Scenario Based Training (SBT) to be effective there must be a purpose for the flight
and consequences if it is not completed as planned. It is vital that the pilot in training
and the Instructor communicate the following information well in advance of every
training flight:

Purpose of flight
Scenario destination(s)
Desired pilot in training learning outcomes
Desired level of pilot in training performance
Desired level of automation assistance
Possible in-flight scenario changes (during later stages of the program)

With the guidance of the Instructor, the pilot in training should make the flight scenario
as realistic as possible. This means the pilot in training will know where they are going
and what will transpire during the flight. While the actual flight may deviate from the
original plan, it allows the pilot in training to be placed in a realistic scenario.

Scenario Planning – Prior to the flight, the Instructor will brief the scenario to be
planned. The Instructor will review the plan and offer guidance on how to make the
lesson more effective. Discussion, in part, will reflect ways in which the Instructor can
most effectively draw out a pilot in training's knowledge and decision processes. This
enables the Instructor to analyze and evaluate the pilot in training’s level of
understanding. After discussion with the Instructor, the pilot in training will plan the flight
to include:

Reason to go flying
Route
Destination(s)
Weather
NOTAMs
Desired pilot in training learning outcomes
Possible alternate scenarios and emergency procedures

Example of Scenario Based Training

Consider the following example: During traditional MBT, the Instructor provides a
detailed explanation on how to control for wind drift. The explanation includes a
thorough coverage of heading, speed, angle of bank, altitude, terrain, and wind direction
plus velocity. The explanation is followed by a demonstration and repeated practice of a
specific flight maneuver, such as turns around a point or S turns across the road until
the maneuver can be consistently accomplished in a safe and effective manner within a

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specified limit of heading, altitude, and airspeed. At the end of this lesson, the pilot in
training is only capable of performing the maneuver.

Now, consider a different example: The pilot in training is asked to plan for the arrival at
a specific uncontrolled airport. The planning should take into consideration the possible
wind conditions, arrival paths, airport information and communication procedures,
available runways, recommended traffic patterns, courses of action, and preparation for
unexpected situations. Upon arrival at the airport the pilot in training makes decisions
(with guidance and feedback as necessary) to safely enter and fly the traffic pattern
using proper wind drift correction techniques. This is followed by a discussion of what
was done, why it was done, the consequences, and other possible courses of action
and how it applies to other airports. At the end of this lesson the pilot in training is
capable of explaining the safe arrival at any uncontrolled airport in any wind
condition.

The first example is one of traditional learning, where the focus is on the maneuver. The
second is an example of scenario-based training, where the focus is on real world
performance. Many course developers in flight training have built on the former option.
Traditional training methods in many instances are giving way to more realistic and fluid
forms of learning. The aviation industry is moving from traditional knowledge-related
learning outcomes to an emphasis on increased internalized learning in which learners
are able to assess situations and appropriately react. Knowledge components are
becoming an important side effect of a dynamic learning experience.

Reality is the ultimate learning situation and scenario-based training attempts to get as
close as possible to this ideal. In simple terms, scenario-based training addresses
learning that occurs in a context or situation. It is based on the concept of situated
cognition, which is the idea that knowledge cannot be known and fully understood
independent of its context. In other words, we learn better, the more realistic the
situations are and the more we are counted on to perform.

Michael Hebron, a well-known golf instructor, suggests that there is little the expert can
do in the way of teaching the learner particular motions of the golf swing. Instead,
learning has to be experiential and feedback based; only a handful of basic principles
are involved. The same goes, he says, for any and all kinds of learning. “It’s about
learning, not about golf.”

Scenario-based training (SBT) is similar to the experiential model of learning. The

adherents of experiential learning are fairly adamant about how people learn. They
would tell us that learning seldom takes place by rote. Learning occurs because we
immerse ourselves in a situation in which we are forced to perform. We get feedback
from our environment and adjust our behavior. We do this automatically and with such
frequency in a compressed timeframe that we hardly notice we are going through a
learning process. Indeed, we may not even be able to recite particular principles or
describe how and why we engaged in a specific behavior. Yet, we are still able to
replicate the behavior with increasing skill as we practice. If we could ask Mark

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MacGuire to map out the actions that describe how he hits a home run, he would
probable look at us dumbfounded and say, “I just do it.” On the other hand, I am sure
Mark MacGuire could describe in detail the size and characteristics of every one of the
baseball diamonds he was playing in as well as the strengths, weaknesses and
common practices of every one of the pitchers he faced.

Developing Scenario-Based Training

Scenario-based training best fits an open philosophy of blended and multiple learning
solutions in which change and experience are valued and the lines between training and
performance improvement are blurred. For scenario-based training to be effective it
must generally follow a performance improvement imperative. The focus is on improved
outcomes rather than the acquisition of knowledge and skills. Success requires a
blended, performance-based, and reinforced solution.

An athletic exercise such as Basketball might prove to be a very good example. Clearly,
the team’s objective is to win, which means scoring more points than the other team.
That’s the performance objective. Each member of the team also has personal
performance goals. The coach can stand at a blackboard and explain defensive and
offensive diagrams with players, the rules of the game, and so forth. By doing that, he
has identified a set of teach subjects (rules and play patterns) that are best delivered in
a traditional fashion.

On the other hand, the application of these subjects and the level of proficiency required
in their use can only be learned on the court. The scenario in this example is a
scrimmage. During a typical scrimmage, experienced players are mixed with non-
experienced players and matched against a similarly constituted practice team. The two
teams play a game, and the coaches stop the action at appropriate intervals to offer
feedback. Learning takes place in a highly iterative fashion often without the player
realizing that specific bits of learning are taking place. The scrimmage provides a player
with the opportunity to make several decisions, engage in complex and fast-paced
behaviors, and immediately see impact. The coach may have some general ideas of
basketball in mind and perhaps some specific learning objectives for the day, but in
most cases does not know precisely which of them will be addressed during the
scrimmage – that depends on the flow of practice.

Similarly, most flight training consists of both kinds of subjects: those amenable to
traditional instructional design techniques and those better approached through
scenario-based training. Neither is all that useful without the other. Before a learner can
engage in a scenario, he or she needs some basic subject knowledge and skill.
However, the strongest adherents of the scenario-based approach suggest very little
subject knowledge is needed in order to take advantage of SBT. The main point is that
knowledge without application is worth very little.

The first step in the scenario design process is to engage a number of subject matter
experts in a series of discovery sessions and interactive meetings for the purpose of

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identifying issues and learning objectives including higher-level and performance
objectives. With clearly identified learning objectives, appropriate techniques and where
to use they can be specified. In the basketball example, players need some rudimentary
knowledge of the game and basic skill in order to make the practice session efficient
and effective. Consequently, the required knowledge and skill objects need to be
integrated into the actual sessions of practice. So, like a train pulling a number of
boxcars, a traditional piece of learning precedes or is integrated into a scenario, with the
scenario dictating what information is covered in the traditional piece. If, as described in
the scrimmage session above, you don’t precisely know what will come up in the
practice, you shouldn’t waste time in the traditional preparation. It’s more efficient to
share very basic principles and devote your resources to preparing to teach any
situation that may arise. What is important, however, is to establish the boundaries of
the scenarios. These are done using performance-based learning objectives
(Internalized Responses) as opposed to knowledge-based learning objectives, and are
worded as performance objectives rather than skill-based behavior objectives.

For example, in the traditional, more repetitive, intensive flight training sessions,
objectives are knowledge-based and tend to be specific and limited. On the other hand,
in scenario-based training we are simply trying to determine whether the learner has the
minimum necessary knowledge/skill to qualify for the scenario. With scenario-based
objectives, we are looking for performance behaviors and indicators of internalized
responses, which are usually situational recognition indicators.

We can see this clearly illustrated in an automobile driver-training example (Table 1).
The traditional Behavior (skill) objective is knowledge based and the SBT Performance
objective is performance-based (responses which are situational recognition indicators).

Table 1: Driving Learning Objectives

Knowledge Behavior (Skill)
Traditional Know what a STOP sign and a Drive an automatic shift car on a county road over
Railroad crossing sign look like a 2-mile route with one RR crossing and 2 full
and what they mean. stops.

Describe the correct parallel Maneuver the automobile into a normal parallel
parking procedure parking space between 2 other cars.

Internalized Response Performance

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Scenario- Appropriately apply the rules of the Drive from your garage to the Shopping Center on
Based road for driving in the local area in the same side of town
moderate traffic.

Determine the shortest route and Drive from your garage to a specified address in
apply the appropriate procedures another town over 50 miles away on the Interstate
for driving in heavy and complex and an Expressway system.
traffic conditions.

Scenario design sessions should resemble focus groups in which participants work
through a series of issues, from broad scenario outlines to very specific scenario details.
Direct participants to address two general areas: content and style.

Sessions to determine content usually ask participants to:

• Share experiences about the subject event
• Describe desirable outcomes
• Share best practices or known instances of consistent achievement of the
desired outcomes
• Create indicators of successful outcomes
• Create strategies expected to lead to successful outcomes
• Establish descriptions of successful and unsuccessful performance behaviors
related to these strategies (note that outcome measures and performance
behaviors will constitute the evaluative criteria for assessing performance in
the scenario).

After the content discussion, ask participants to review the look, feel, and flow of the
scenario. This is much like the process used for instructional design. Develop a
storyboard with a general beginning and end, using the boundaries established earlier.
Talk through the scenario in the session and, through iteration, create a flow script from
the results.

With these two elements in place, you can begin the actual construction of the scenario.
A subcommittee of Flight Instructors and subject matter experts (SMEs) should review
and revise the scenario to fit into the whole course of instruction.

Scenarios are meant to be real situations. In an ideal world, an assessment team would
evaluate behavior and agree on several critical performance dimensions. The key
indicators should come from the initial SMEs, in which they also create strategies
expected to lead to successful outcomes and establish descriptions of successful and
unsuccessful performance behaviors. Outcome measures and performance behaviors
will constitute the evaluative criteria for assessing performance in the scenario.

Examples of indicators of successful outcomes are whether an airplane arrived and was
secured at the destination airport and how safe were all aspects of the flight or were
there any regulatory violations. Strategies are clusters of internally consistent behaviors
directed toward the achievement of a goal. Performance behaviors are the key

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behaviors in those strategies. Establishing these dimensions should be a group process
and is usually completed in the subject matter expert design session.

Review, obtain learner feedback, and revise. All learning, even the most traditional, is
iterative. The key to creating a useful scenario is to see it as a learning experience for
the designers as well as the learners. This means that results and comments about the
learning experience are shared with the SMEs and the designer so that they can review
and modify the scenarios as necessary. Obtain open –ended qualitative data from the
learner and the Flight Instructor about the experience and review the data with the
SME's and the designer.

Based on this kind of feedback, scenarios can be revised to better target the learner
population. That process mirrors the original design steps. There are some cautions,
however, in the revision process. First, there is an old saying: “It doesn’t take a cannon
to blow away a tin can.” Basically, revisions should not needlessly complicate the
scenario or the technology needed to employ it. It is crucial to weigh the risks of
complication against the genuine learning needs. Before any revision, affirm the original
purpose statement and the categorization of learning elements.

Also, do not let principles and main points become diluted by revisions. It is tempting to
add more items and nuances in a scenario, but doing so further complicates the
learning process. Save complexity for a full-scale “capstone” experience. Remember,
adding an item in traditional learning complicates the learning process in a linear
fashion. In scenarios, complication grows non-linearly with the addition of learning
items. So, beware. A rule of thumb is to reduce rather than increase principles and main
points in a revision.

Always review success and failure paths for realism. Remember that any change in a
scenario item complicates all items on the path following it. Any time a decision node is
altered, chances are that the decision nodes and information items following it must
change. With every revision, follow and ensure the consistency of associated paths.

Finally, remember that traditional learning elements should service the scenario-based
learning elements, which are situated in a real context and based on the idea that
knowledge cannot be known and fully understood independent of its context. It is
essential to place boundaries around scenarios to make the transitions between
scenarios and traditional learning as efficient as possible.

Table 2: The Main Points

• Scenario-based training (SBT) is situated in a real context and is based on the idea that knowledge
cannot be known and fully understood independent of its context.
• SBT accords with a performance improvement and behavior change philosophy of the learning
function.
• SBT is different from traditional instructional design and one must be aware of the differences to
successfully employ SBT.
• All learning solutions should employ both traditional and scenario-based training.

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• Traditional learning elements should service the scenario-based training elements.
• It is essential to place boundaries around scenarios to make the transitions between scenarios and
traditional learning as efficient as possible.
• Use interactive discovery techniques with subject matter experts (SMEs) and designers to establish
the purpose and outcomes of scenarios create the scenarios and appropriate strategies and
performance behaviors, and develop learner evaluation criteria.
• SBT occurs by following success and failure paths through a realistic situation. Typically, these paths
must be limited to stress the main learning objective. Otherwise the scenario can become too
complex and unwieldy.
• Open-ended qualitative learner feedback is the key to successful scenario revision, but revisions
should not further complicate the scenario unless highly justified.

Kindley, R. (2002). Scenario-Based E-Learning: A Step Beyond Traditional E-Learning.

Retrieved 02/02/05 from http://www.learningcircuits.org/2002/may2002/kindley.html

Single Pilot Resource Management

Single Pilot Resource Management (SRM) is defined as the art and science of
managing all the resources (both on-board the aircraft and from outside sources)
available to a single-pilot (prior and during flight) to ensure that the successful outcome
of the flight is never in doubt. Most of us remember a favorite Instructor from our past
that showed us the best way to solve in-flight problems and unforeseen circumstances.
The FITS team has combined much of this collective CFI body of knowledge with some
innovative teaching methods to give pilots practical tools to teach aeronautical decision-
making and judgment. SRM includes the concepts of Aeronautical Decision Making
(ADM), Risk Management (RM), Task Management (TM), Automation Management
(AM), Controlled Flight Into Terrain (CFIT) Awareness, and Situational Awareness (SA).
SRM training helps the pilot maintain situational awareness by managing the
automation and associated aircraft control and navigation tasks. This enables the pilot
to accurately assess and manage risk and make accurate and timely decisions. This is
what SRM is all about, helping pilots learn how to gather information, analyze it,
and make decisions.

Teaching pilots to identify problems, analyze the information, and make informed and
timely decisions is one of the most difficult tasks for Instructors. By way of comparison,
the training of specific maneuvers is fairly straightforward and reasonably easy to
understand. We explain, demonstrate, and practice a maneuver until proficiency is
achieved. We are teaching the pilot in training “what to think” about each maneuver,
and sign them off when they demonstrate proficiency. Teaching judgment is harder.
Now we are faced with teaching the pilot in training “how to think” in the endless
variety of situations they may encounter while flying out in the “real world.” Often, they
learn this by watching Instructors. They observe reactions, and more importantly,
actions, during flight situations and they often adapt the styles of the Instructor to their
own personalities.

Pilots in training may range from 100-hour VFR-only pilots, all the way to multi-thousand
hours ATP’s. The strength of this format is that the participants learn not only from their

November 30, 2007 15 Version – D1.2

Flight Instructor, but from each other as well. The collective knowledge of many pilots,
when guided by an experienced CFI, is much greater than the knowledge of each
participant, including the Flight Instructor. In these scenarios, there are no right
answers, rather each pilot is expected to analyze each situation in light of their
experience level, personal minimums, and current physical and mental readiness level,
and make their own decision.

The SRM scenarios, developed by the FITS team, incorporate several maneuvers and
flight situations into realistic flight scenarios. The scenarios are much like the Line
Oriented Flight Training (LOFT) employed by the major corporate and airline training
organizations for years. Table 3 gives an example of the performance, standards and
conditions using SRM.

Table 3: Single Pilot Resource Management (SRM)

Performance Standards Conditions
The training task is: The pilot in training will: The training is conducted during:
1. Task Management (TM) Prioritize and select the most Note: All tasks under SRM will be
appropriate tasks (or series of tasks) embedded into the curriculum and the
to ensure successful completion of training will occur selectively during all
the training scenario. phases of training. SRM will be
graded as it occurs during the training
scenario syllabus.

2. Automation Management Program and utilize the most Note: All tasks under SRM will be
(AM) appropriate and useful modes of embedded into the curriculum and the
cockpit automation to ensure training will occur selectively during all
successful completion of the training phases of training. SRM will be
scenario. graded as it occurs during the training
scenario syllabus.
3. Risk Management (RM) Consistently make informed decisions Note: All tasks under SRM will be
and Aeronautical Decision- in a timely manner based on the task embedded into the curriculum and the
Making (ADM) at hand and a thorough knowledge training will occur selectively during all
and use of all available resources. phases of training. SRM will be
graded as it occurs during the training
scenario syllabus.
4. Situational Awareness Be aware of all factors such as traffic, Note: All tasks under SRM will be
(SA) weather, fuel state, aircraft embedded into the curriculum and the
mechanical condition, and pilot training will occur selectively during all
fatigue level that may have an impact phases of training. SRM will be
on the successful completion of the graded as it occurs during the training
training scenario. scenario syllabus.

5. Controlled Flight Into Understand, describe, and apply Note: All tasks under SRM will be
Terrain (CFIT) Awareness techniques to avoid CFIT encounters: embedded into the curriculum and the
a. During inadvertent encounters with training will occur selectively during all
IMC during VFR flight. phases of training. SRM will be
b. During system and navigation graded as it occurs during the training
failures and physiological incidents scenario syllabus.
during IFR flight.

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 The “5P” Check

SRM sounds good on paper, however, it requires a way for pilots to understand and
deploy it in their daily flights. This practical application is called the “Five P’s (5P’s)” The
5P’s consist of “the Plan, the Plane, the Pilot, the Passengers, and the Programming”.
Each of these areas consists of a set of challenges and opportunities that face a single
pilot. And each can substantially increase or decrease the risk of successfully
completing the flight based on the pilot’s ability to make informed and timely decisions.
The 5P’s are used to evaluate the pilot’s current situation at key decision points during
the flight, or when an emergency arises. These decision points include, pre-flight, pre-
takeoff, hourly or at the midpoint of the flight, pre-descent, and just prior to the final
approach fix or for VFR operations, just prior to entering the traffic pattern.

The 5P’s are based on the idea that the pilots have essentially five variables that impact
his or her environment and that can cause the pilot to make a single critical decision, or
several less critical decisions, that when added together can create a critical outcome.
These variables are the Plan, the Plane, the Pilot, the Passengers, and the
Programming. The authors of the FITS concept felt that current decision-making models
tended to be reactionary in nature. A change has to occur and be detected to drive a
risk management decision by the pilot. For instance, many pilots ascribe to the use of
risk management sheets that are filled out by the pilot prior to takeoff. These catalog
risks that may be encountered that day and turn them into numerical values. If the total
exceeds a certain level, the flight is altered or cancelled. Informal research shows that
while these are useful documents for teaching risk factors, they are almost never used
outside of formal training programs. The number of pilots who use them before each
and every flight approaches zero. The 5P concept is an attempt to take the information
contained in those sheets and in the other available models and operationalize it.

The 5P concept relies on the pilot to adopt a “scheduled” review of the critical variables
at points in the flight where decisions are most likely to be effective. For instance, the
easiest point to cancel a flight due to bad weather is before the pilot and passengers
walk out the door and load the aircraft. So the first decision point is Pre-Flight in the
flight planning room, where all the information is readily available to make a sound
decision, and where communication and FBO services are readily available to make
alternate travel plans.

The second easiest point in the flight to make a critical safety decision is just prior to
takeoff. Few pilots have ever had to make an “emergency take-off”. While the point of
the 5P check is to help you fly, the correct application of the 5P before takeoff is to
assist in making a reasoned go-no-go decision based on all the information available.
That decision will usually be to “go”, with certain restrictions and changes, but may also
be a “no-go”. The key point is that these two points in the process of flying are critical
go-no go points on each and every flight.

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The third place to review the 5Ps is at the mid point of the flight. Often, pilots may wait
until the ATIS is in range to check weather, yet at this point in the flight many good
options have already passed behind the aircraft and pilot. Additionally, fatigue and low
altitude hypoxia serve to rob the pilot of much of their energy by the end of a long and
tiring flight day. This leads to a transition from a decision-making mode to an
acceptance mode on the part of the pilot. If the flight is longer than 2 hours, the 5P
check should be conducted hourly.

The last two decision points are just prior to decent into the terminal area and just prior
to the final approach fix, or if VFR just prior to entering the traffic pattern, as
preparations for landing commence. Most pilots execute approaches with the
expectation that they will land out of the approach every time. A healthier approach
requires the pilot to assume that changing conditions (the 5Ps again) will cause the pilot
to divert or execute the missed approach on every approach. This keeps the pilot alert
to all manner of conditions that may increase risk and threaten the safe conduct of the
flight. Diverting from cruise altitude saves fuel, allows unhurried use of the autopilot, and
is less reactive in nature. Diverting from the final approach fix, while more difficult, still
allows the pilot to plan and coordinate better, rather than executing a futile missed
approach. Now let us look in detail at each of the “Five P’s”.

The Plan

The “Plan” can also be called the mission or the task. It contains the basic elements of
cross country planning, weather, route, fuel, publications currency, etc. Unlike risk
management sheets that pilot fill out before a flight, the “Plan” should be reviewed and
updated several times during the course of the flight. A delayed takeoff due to
maintenance, fast moving weather, and a short notice Temporary Flight Restriction
(TFR) may all radically alter the plan. Several excellent flight planning software
packages are available that automates this process, allowing the pilot additional time to
evaluate and make decisions. Some include real time and graphical TFR depictions.
The “plan” is not just about the flight plan, but the entire days events surrounding the
flight and allowing the pilot to accomplish the mission. The plan is always being updated
and modified and is especially responsive to changes in the other four remaining P’s. If
for no other reason, the 5P check reminds the pilot that the day’s flight plan is real life
and subject to change at any time.

Obviously the weather is a huge part of any “plan.” The addition of real time data link
weather information give the TAA pilot a real advantage in inclement weather, but only if
the pilot is trained to retrieve, and evaluate the weather in real time without sacrificing
situational awareness. And of course, weather information should drive a decision, even
if that decision is to continue on the current “plan.” Pilots of aircraft without datalink
weather should get updated weather in-flight through a Flight Service Station and/or
Flight Watch.

The Plane

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Both the “plan” and the “plane” are fairly familiar to most pilots. The “plane” consists of
the usual array of mechanical and cosmetic issues that every aircraft pilot, owner, or
operator can identify. For example, Is everything working properly? Is the fuel situation
where you expected it to be at that point? Are you using anti-ice equipment? However,
with the advent of the Technically Advanced Aircraft (TAA), the “plane” has expanded to
include database currency, automation status, and emergency backup systems that
were unknown a few years ago. Much has been written about single pilot IFR flight both
with, and without, an autopilot. While this is a personal decision, it is just that, a
decision. Low IFR in a non-autopilot equipped aircraft may depend on several of the
other “P’s” we will discuss. Pilot proficiency, currency, and fatigue are among them. The
TAA offers many new capabilities and simplifies the basic flying tasks, but only if the
pilot is properly trained and all the equipment is working as advertised.

The Pilot

This is an area all pilots are learning more and more about each day. Flying, especially
when used for business transportation, can expose the pilot to high altitude flying, long
distance and endurance, and more challenging weather. Technically Advance Aircraft
(TAA), simply due to their advanced capabilities can expose a pilot to even more of
these stresses. The traditional “IMSAFE” checklist is a good start. However, each of
these factors must be taken in consideration of the cumulative effect of all of them
together and the insidious effects of low altitude hypoxia. The authors informal survey of
TAA pilots show that almost half fly with pulse oxymeters to display the effects of low
altitude hypoxia in a graphic manner.

The combination of late night, pilot fatigue, and the effects of sustained flight above
5,000 feet may cause pilots to become less discerning, less critical of information, less
decisive and more compliant and accepting. Just as the most critical portion of the flight
approaches (for instance a night instrument approach, in the weather, after a four hour
flight) the pilot’s guard is down the most. The “5P” process emphasizes that pilot
recognize the physiological situation they are placing themselves in at the end of the
flight, before they even takeoff, and continue to update their condition as the flight
progresses. Once identified, the pilot is in an infinitely better place to make alternate
plans that lessen the effect of these factors and provide a safer solution.

The Passengers

One of the key differences between CRM and SRM is the way passengers interact with
the pilot. In the airline industry the passengers have entered into a contractual
agreement with the pilots company with a clearly defined set of possible outcomes. In
corporate aviation, the relationship between crew and passengers is much closer, yet is
still governed by a set of operating guidelines and the more formal lines of corporate
authority. However, the pilot of a highly capable single engine aircraft has entered into a
very personal relationship with the passengers, in fact, they sit within an arms reach all
of the time.

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It may be easy, especially in business travel, for the desire of the passengers to make
airline connections or important business meetings to enter into the pilot’s decision-
making loop. If this is done in a healthy and open way, it is a very positive thing.
However, this is not always the case. For instance, imagine a flight to Dulles Airport and
the passengers, both close friends and business partners, need to get to Washington
D.C. for an important meeting. The weather is VFR all the way to southern Virginia then
turns to low IFR as the pilot approaches Dulles. A pilot employing the 5P approach
might consider reserving a rental car at an airport in northern North Carolina or southern
Virginia to coincide with a refueling stop. Thus, the passengers have a way to get to
Washington, and the pilot has an out to avoid being pressured into continuing the flight
if the conditions do not improve.

Passengers can also be pilots. The old joke says that when four Certified Flight
Instructors (CFI) board a light general aviation, a NOTAM should be posted. There is
some truth to this. If no one is designated as pilot in command and unplanned
circumstances arise, the decision-making styles of four self confident CFI’s may come
into conflict. Another situation arises when an owner pilot flies with a former CFI in the
right seat on a business trip. Unless a clear relationship is defined and briefed prior to
the flight, the owner pilot may feel some pressure to perform for the Individual Learning
Manager (possibly beyond his or her capability), and the Individual Learning Manager
may feel inhibited from intervening in small decisions until it is clearly evident that the
pilot is making poor decisions. This is actually a CRM situation and requires clear pre-
flight understanding of roles, responsibilities, and communication. Non-Pilots can also
cause the pilot to review the SRM process.

Pilots need to understand that non-pilots may not understand the level of risk involved in
the flight. There is an element of risk in every flight. That’s why SRM calls it risk
management not risk elimination. While a pilot may feel comfortable with the risk
present in a night IFR flight, the passengers may not and may manifest this during the
flight. The human reaction to fear and uncertainty is as varied as the shapes of our ears.
Some become quiet, some talk incessantly, and in extreme cases anger and fear are
strongly manifested. This may be the last thing the pilot needs to deal with while
shooting the ILS to 400 feet and a mile visibility at midnight.

.A pilot employing SRM should ensure that the passengers are involved in the decision-
making and given tasks and duties to keep them busy and involved. If, upon a factual
description of the risks present, the passengers decide to buy an airline ticket or rent a
car, then a good decision has generally been made. This discussion also allows the
pilot to move past what he or she “thinks” the passengers want to do and find out what
they “actually” want to do. This removes a load of self-induced pressure from the pilot.

The Programming

The TAA adds an entirely new dimension to the way General Aviation aircraft are flown.
The Glass Cockpit, GPS, and Autopilot are tremendous boons to reduce pilot workload

November 30, 2007 20 Version – D1.2

and increase pilot situational awareness. And frankly, the programming and operation of
these devises is fairly simple and straightforward. However, unlike the analog
instruments they replace, they tend to capture the pilot’s attention and hold it for long
periods of time (like a desktop computer). To avoid this phenomenon, the pilot should
plan in advance when and where the programming for approaches, route changes, and
airport information gathering should be accomplished…as well as times it should not.
Pilot familiarity with the equipment, the route, the local air traffic control environment,
and their own capabilities vis-à-vis the automation should drive when, where, and how
the automation is programmed and used.

The pilot should also consider what his or her capabilities are in response to last minute
changes of the approach (and the reprogramming required) and ability to make large-
scale changes (a re-route for instance) while hand flying the aircraft. Since formats are
not standardized, simply moving from one manufacturer’s equipment to another should
give the pilot pause and require more conservative planning and decisions. ?

The SRM Decision Process

The SRM process is simple. At least five times, before and during the flight, the pilot
should review and consider the “Plan, the Plane, the Pilot, the Passengers, and the
Programming” and make the appropriate decision required by the current situation. It is
often said that failure to make a decision is a decision. Under SRM and the 5P’s, even
the decision to make no changes to the current plan, is made through a careful
consideration of all the risk factors present.

Example of Single Pilot Resource Management

The teaching of SRM is best accomplished in a seminar environment. Recently, the

authors conducted a set of classroom seminars that presented real time flight scenarios
to a room full of qualified pilots of varied experiences. The first scenario presented was
a night MVFR/IFR flight from St Augustine Florida to Washington Dulles Airport. The
original “Plan” called for a non-stop flight with a 45-minute fuel reserve. The “Plane”
was a well-equipped TAA with a minor navigation light problem that delayed departure
by an hour. The “Passengers” were one pilot and one non-pilot. The non-pilot seemed
nervous about the trip and a little ill. Both passengers needed to get to Washington DC
for an important meeting the next day. The “Pilot” had spent a full day at a flight
refresher clinic, including a two-hour flight and a three-hour class, and felt reasonably
refreshed at the 5 PM departure time. And finally, the GPS/MFD, the "Programming,”
combination looked like it would make the flight a snap. However, there were questions
about the currency of the database that required the pilot’s attention.

The discussion that followed revolved around the reliability of the weather data, the
fatigue of the pilot landing at Dulles at 9 PM, alternate ways to get the passengers to
their meeting, minimum requirements for aircraft night flight, and a more complete
understanding of the benefits and challenges posed by GPS programming and
database currency. The 5p’s ensured that each pilot looked at the entire picture prior to

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making the critical decisions that would lay the groundwork for success or failure over
four hours later in Washington.

Predictably, the destination weather deteriorated slowly as the flight proceeded

northbound. The pilot’s fatigue level, low altitude/long duration hypoxia, a succession of
minor annoyances caused by the airplane and the passengers, began to become a
factor. Again, the pilots applied the 5p’s, and many decided to land short of Washington
Dulles, check the weather, and secure a rental car as a backup for the Monday morning
meeting (in fact many decided this prior to takeoff).

For the purposes of the discussion, this aircraft was equipped with a ballistic parachute
system. For those that proceeded to Dulles, the scenario ended with a spatial
disorientation incident at 1500 feet, 10 miles short of the airport caused by pilot fatigue,
latent hypoxia, and failure to use the autopilot. For many, it was the first time they had
considered all the options available, and the criticality of quick and accurate decisions.
In the background, another instructor began calling out altitudes and speeds as the
aircraft descended to the ground, providing an added dose of realism and pressure.
Should the class initiate an unusual attitude recovery, and if it did not work should they
attempt another? How much will the passengers help or hinder the pilots thought
processes? When, and how, should the ballistic parachute system be deployed, and
what are its limitations. This scenario sparked questions about the capabilities and
limitations of the autopilot, cockpit automation, and the parachute system. More
importantly, it caused the pilots in the room to examine how they should gather critical
information, assess the risks inherent in the flight, and take timely action. All agreed that
a few accurate decisions before and during the early part of the flight reduced the risk to
pilot and passengers.

All these questions were discussed in a lively thirty-minute session following the
scenario. In this type of Scenario Based Training, the group discussion is just as
important as the actual situation, for it is during the discussion that the pilots are most
ready to learn, and begin to develop a mental model of how they might react to
situations. Instead of encountering a once in a lifetime, life or death, situation alone on
the proverbial dark and stormy night, the participants could examine how the situation
had developed, understand the options available to them, and begin to develop a
general plan of action well ahead of time.

Learner Centered Grading

The third component of the FITS training method, following each flight scenario, is to
use the concept of “learner-centered grading.” Learner centered grading includes two
parts: learner self assessment and a detailed debrief by the instructor. The purpose of
the self assessment is to stimulate growth in the learner’s thought processes and, in
turn, behaviors. The self-assessment is followed by an in-depth discussion between the
instructor and the pilot in training which compares the instructor ratings to the pilot in
training’s self-assessment.

November 30, 2007 22 Version – D1.2

To improve learning, it is recommended that learners prepare to learn from their
experiences both before and after key events. This preparation should increase learning
and enhance future performance. Pre-briefs are essential for setting goals. During key
events, especially those that require high levels of attention, there may be little time for
learning; most individuals allocate the bulk of their cognitive resources to performing the
actual task; however, they may also dedicate some cognitive resources to self-
monitoring, learning, and correction.

How facilitation and feedback occur is important to the learning process. In order for
feedback to be useful for both informational and motivational purposes, it should be
designed systematically. For example, the facilitator (Flight Instructor) should avoid
lecturing the learner, and should withhold their observations and opinions of the
exercise until the learner has given their opinion. The use of closed-ended questions
may stymie the usefulness of the feedback process as well, as they encourage one-
word/yes/no types of answers that do not elicit opinions of performance or suggestions
for improvement. It is more effective to use open-ended questions that probe the learner
to assess their own performance. Allotting enough time for the feedback is also
important. Debriefs that are rushed often turn into one-way “lectures” due to time
constraints.

Referring to prior pre-briefs when conducting subsequent debriefs provides a sense of

continuity, reliability, and consistency, all of which are desirable attributes of a feedback
source. Reminding learners of goals and lessons learned from prior exercises helps
them plan for future events. Learners may also be more receptive to feedback during a
debrief if they were appraised of the goal criteria in a pre-brief.

The FITS approach utilizes scenarios to teach Single Pilot Resource Management
(SRM) while simultaneously teaching individual tasks such as landings and takeoffs.
The authors quickly realized that this required a new approach to the pilot in training's
performance measurement. Traditional grading approaches are generally teacher
centered and measure performance against an empirical standard. The following
example of a traditional flight syllabus demonstrates.

Table 4: A Traditional Grading Scale

Excellent - the pilot in training has performed in an excellent manner
Good – the pilot in training has exceeded basic requirements
Satisfactory – the pilot in training has met basic standards
Marginal – the pilot in training has failed to perform the task standards
Unsatisfactory – the pilot in training has demonstrated significant performance
difficulties

Table 5: A Traditional Lesson

Lesson Tasks Lesson Sub Tasks Lesson Grading

Flight Planning Flight Planning U, M, S, G, E

Weight and Balance and U, M, S, G, E

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 Aircraft Performance
Calculations

Normal Preflight Normal Pre-Takeoff U, M, S, G, E

and Cockpit Checklist Procedures
Procedures GPS/Avionics U, M, S, G, E
Programming U, M, S, G, E
MFD /PFD Setup

This type of grading scale (See Table 4), or something similar, is in wide use throughout
the aviation training industry. While it appears to be based on published standards, in
reality it is often used as a tool to determine pilot in training progress and provide
motivation. Thus, on the first lesson a pilot in training may receive an “Excellent” grade
for attempting to plan the flight and accomplishing the weight and balance with a few
minor errors. However, by the third flight, that same performance may only earn a
“Satisfactory” grade due to lack of pilot in training progress (note that while
performance remained the same, the grade changed). Additionally, the Flight
Instructor awards the grade based on his or her observation of the pilot in training's
performance. This observation, while accurate, may not be based on an understanding
of the pilot in training’s level of knowledge and understanding of the task. Lastly, the
pilot in training has been conditioned since grade school to look at grades as a reward
for performance and may feel that there is a link between grades earned and their self-
esteem. In reality, none of this aids pilot in training performance in any meaningful way.

The learner centered grading approach addresses the above concerns. First, the grade
is now a “Desired Scenario Outcome.” These outcomes describe pilot in training-
learning behavior in readily identifiable and measurable terms. They reflect the pilot in
training’s ability to see, understand, and apply the skills and tasks that are learned to
the scenario.

For instance, a pilot in training who can “explain” a successful landing has achieved the
basic level of competence to begin the learning process. Once the pilot in training can
“explain” the effect of crosswind and speed reduction on rudder effectiveness, they have
achieved a level of learning that will allow for meaningful “Practice.” The “Perform” level
denotes unsupervised practice and self-correction of errors. These grades are equally
applicable to the first scenario to the last since they are not lesson dependent.

The grade of “Manage/Decide” is used solely for SRM grading and the grade of
“Perform” is used solely for task grading. A pilot in training who is becoming proficient at
aeronautical decision-making and risk management would be graded first at the
“Explain” level, then at the “Practice”, and finally at the “Manage/Decide” level. A
Manage/Decide or Perform grade does not describe perfection. Rather, these grades
simply show a proficient pilot who corrects their own errors so that the outcome of the
flight is never in doubt. Realistically, this is the performance level we desire. All pilots

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make mistakes, it is in learning to identify and correct mistakes that they become
proficient pilots.

Desired Outcomes
The objective of scenario-based training is a change in the thought processes, habits,
and behaviors of the pilot in training during the planning and execution of the scenario.
Since the training is learner centered, the success of the training is measured in the
following desired pilot in training outcomes.
(a) Maneuver Grades (Tasks)

• Describe – at the completion of the scenario, the PT will be able to describe

the physical characteristics and cognitive elements of the scenario activities.
Instructor assistance is required to successfully execute the maneuver.
• Explain –at the completion of the scenario the PT will be able to describe the
scenario activity and understand the underlying concepts, principles, and
procedures that comprise the activity. Significant instructor effort will be
required to successfully execute the maneuver.
• Practice – at the completion of the scenario the pilot in training will be able to
plan and execute the scenario. Coaching, instruction, and/or assistance from
the CFI will correct deviations and errors identified by the CFI.
• Perform – at the completion of the scenario, the PT will be able to perform the
activity without assistance from the CFI. Errors and deviations will be
identified and corrected by the PT in an expeditious manner. At no time will
the successful completion of the activity be in doubt. (“Perform” will be used
to signify that the PT is satisfactorily demonstrating proficiency in traditional
piloting and systems operation skills)
• Not Observed – Any event not accomplished or required
(b) Single Pilot Resource Management (SRM) Grades
• Explain – the pilot in training can verbally identify, describe, and understand
the risks inherent in the flight scenario. The pilot in training will need to be
prompted to identify risks and make decisions.
• Practice –the pilot in training is able to identify, understand, and apply SRM
principles to the actual flight situation. Coaching, instruction, and/or
assistance from the CFI will quickly correct minor deviations and errors
identified by the CFI. The pilot in training will be an active decision maker.
• Manage/Decide - the pilot in training can correctly gather the most important
data available both within and outside the cockpit, identify possible courses of
action, evaluate the risk inherent in each course of action, and make the
appropriate decision. Instructor intervention is not required for the safe
completion of the flight.
• Not Observed – Any event not accomplished or required

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Grading will be conducted independently by the pilot in training and the instructor, and
then compared during the post flight critique.
Learner centered grading (outcomes assessment) is a vital part of the FITS concept.
Previous syllabi and curriculum have depended on a grading scale designed to
maximize pilot in training management and ease of instructor use. Thus the traditional:
“excellent, good, fair, poor” or “exceeds standards, meets standards, needs more
training” often meet the instructor’s needs but not the needs of the pilot in training. The
learner centered grading described above is a way for the instructor and pilot in training
to determine the pilot in training’s level of knowledge and understanding. “Perform” is
used to describe proficiency in a skill item such as an approach or landing. “Manage-
Decide” is used to describe proficiency in the SRM area such as ADM. Describe,
explain, and practice are used to describe pilot in training learning levels below
proficiency in both.
Grading should be progressive. During each flight, the pilot in training should achieve a
new level of learning (e.g. flight one, the automation management area, might be a
“describe” item by flight three a “practice” item, and by flight five a “manage-decide”
item.

Example of Learner Centered Grading

Immediately after landing, and before beginning the critique, Flight Instructor Linda asks
her pilot in training Brian to grade his performance for the day. Being asked to grade
himself is a new experience but he goes along with it. The flight scenario had been a
two-leg IFR scenario to a busy class B airport about 60 miles to the east. Brian had felt
he had done well in keeping up with programming the GPS and the MFD until he
reached the approach phase. He had attempted to program the ILS for runway 7L and
had actually flown part of the approach until ATC asked him to execute a missed
approach.

When he went to place a grade in that block he noticed that the grades were different.
Instead of satisfactory or unsatisfactory he found, “Describe, Explain, Practice, and
Perform”. He decided he was at the Perform level since he had not made any mistakes.

When Linda returned Brian discovered that she had graded his flight as well, with a
similar grade sheet. Most of their grades appeared to match until the item labeled
“programming the approach”. Here, where he had placed a “Perform” Linda had placed
an “Explain”. This immediately sparked a discussion. As it turned out, Brian had
selected the correct approach, but he had not activated it. Before Linda could intervene,
traffic dictated a go around. Her explain grade told Brian that he did not really
understand how the GPS worked and he agreed. Now, learning could occur.

In Table 6, the desired outcome table denotes a pilot in training near the beginning of
training and the grades reflect proficiency of the pilot in training to an expected level of
performance in each of these areas. These grades are not self-esteem related since
they do not describe a recognized level of prestige (such as A+ or “Outstanding”), rather

November 30, 2007 26 Version – D1.2

a level of performance. You can’t flunk a lesson. However, you can fail to demonstrate
the required flight and SRM skills. By reflecting on the lesson and grading their own
performance, the pilot in training becomes actively involved in the critique process. Pilot
in training participation in the process also reduces the self-esteem issue. But most
importantly, this establishes the habit of healthy reflection and self-criticism that marks
most competent pilots.

Table 6: Learner Centered Scenario Grading-Desired Outcome Table

Scenario Activities Scenario Sub Activities Desired Scenario
Outcome
Flight Planning
1. Scenario Planning 1. Perform
2. Weight and Balance and Aircraft Performance 2. Perform
Calculations
3. Preflight SRM Briefing 3. Perform
4. Decision making and risk management 4. Explain/Practice

Normal Preflight and

Cockpit procedures 1. Normal Pre-Takeoff Checklist Procedures 1. Perform
2. GPS Programming 2. Explain/Practice
3. MFD Setup 3. Practice
4. PFD Setup 4. Explain/Practice

Engine Start and Taxi

Procedures 1. Engine Start 1. Perform
2. Taxi 2. Perform
3. SRM/Situational Awareness 3. Explain/Practice

Before Takeoff Checks 1. Normal and Abnormal Indications 1. Perform

2. Aircraft Automation Management 2. Explain/Practice
3. Aeronautical Decision Making and Risk management 3. Manage/Decide

November 30, 2007 27 Version – D1.2

 SECTION 5 – FITS FLIGHT INSTRUCTOR CERTIFICATION SYLLABUS

Introduction

To the Pilot-in-Training (PT) and Instructor

This Flight Instructor Certification (CFI) Syllabus is unique in several ways that you
should be familiar with as you use the syllabus to acquire the FAA Flight instructor
Certification. First, it is a syllabus that uses real-world scenarios as the foundation of the
training. This generic syllabus follows the FAA/Industry Training Standards (FITS)
accepted training method. It’s to be used as a guide for developing your own FITS
accepted syllabus that fits your specific flight school, aircraft, and environment. Flight
maneuvers are still a vital part of flight training and flight maneuvers are a part of this
syllabus, but real-world scenarios are used to enhance the pilot’s decision making skills.
The syllabus presents situations and circumstances that CFIs face every day as
learning experiences and lessons. The primary tenet of FITS training is that you prepare
for the real world of CFI instruction, by acting as a CFI while in training. Therefore,
throughout the syllabus, the pilot in training (PT) will take on different tasks or jobs just
as if they were already a CFI. The second important unique feature of this syllabus, and
of FITS training, is that it is all competency based. The times shown in each lesson are
target times and should not be considered the minimum or maximum ground/flight time
for the lesson. When the PT masters a particular skill area in the syllabus, they move on
regardless of how much time it takes to reach that point of mastery. This means that
each lesson does not necessarily equal one flight. It may take several flights before the
PT masters the elements of the lesson and is ready to move on to the next lesson.
Consequently, the amount of total flight hours a PT has when the syllabus is completed
may be more or less than the minimum times under current aviation regulations. Please
note that FITS is conducted under the current rules. Although philosophically, FITS is
competency based, many training organizations must still require their students to meet
the FAA minimum training hours. Courses under 14 CFR Parts 142 and 141.55(d) may
be approved to train to a standard.

Using of Decision-Making scenarios in flight training

The PT, in this syllabus, is the instructor seeking the Flight instructor Certification. Thus,
the PT will be the CFI learning how to develop and use effective scenario-based
learning. The PT will be asked to assume various instructional situations and asked to
develop and use scenario-based learning to teach a student in the various situations. In
other words, the PT will be placed in a scenario, instructional situation, where the PT is
instructing a Private or Commercial student and the PT will be expected to use a
scenario to teach the student. The following discussion addresses how the CFI could
use the decision-making scenario method.

For years, good flight instructors have incorporated some form of scenario-based
learning into their flight training. Usually during a flight the CFI would tell the PT that
something has occurred, such as deteriorating weather, an aircraft malfunction, or air

November 30, 2007 28 Version – D1.2

traffic delay. The PT is to assume that the occurrence is actually real and to act
accordingly. The PT might decide to divert to a different airport after the CFI tells them
that the weather at their destination is poor. The PT may decide to change from the
original plan and flies to a different airport. The difference between that and FITS is that
FITS also incorporates the consequences of the failure to arrive at the originally planned
airport. If a PT decides to fly to an alternate airport instead of the original destination
because the CFI “makes up” a story that the weather is bad, then that alone does not
consider the consequences of that decision. What if, rather than a training flight, the
flight to the original destination was to deliver a human organ for transplant – the
decision to divert to an alternate airport could have the consequence of the patient
dying that was awaiting the transplant. If the pilot understood that their decision has
actual life or death consequences, then the decision to divert will be more difficult. In the
real world, these are the type of decisions a pilot faces everyday – so in this syllabus we
train the pilot to be ready to make those decisions. For these reasons, most of the
lessons in this syllabus are actual “missions” that carry with them actual reasons for the
flight and actual consequences for the decisions the pilot will make. The lessons are not
“scripted” to the point that every outcome is known in advance. The PT and flight
instructor must be flexible enough to accept this fact. Different PTs will make different
decisions, and these different decisions will alter the outcome of each flight. Using real
world scenarios as part of flight training does not in any way diminish the need for pilots
to also have good “stick and rudder” skills. Pilots will always need the skills, for
instance, to land in a crosswind (although enhanced decision skills will prevent them
from attempting a dangerous crosswind landing in the first place!). The lessons in this
syllabus therefore are all part “mission” training and part “maneuvers” training on a
sliding scale. None of the lessons in this syllabus are 100% mission and none are 100%
maneuvers. The amount that any lesson is mission-based or maneuver-based is
determined by the completion standards of that lesson.

The Pilot-In-Training Plays a Role in Grading the Lesson

Again, the PT training will learn how to use student-centered grading through instruction
and through participation in a student-centered grading process during the course of
this training.

Student Centered grading means that after each flight, the PT and instructor will have a
discussion of the items that were encountered on the flight and each will evaluate the
items. The PT will judge her/his own performance. The instructor, likewise will judge the
PT’s performance and then the PT and instructor will compare evaluations. There will
be items that both the PTs and instructor will agree were performed well and other that
both agree could use improvement. Inevitably, the PT and instructor’s evaluations will
disagree. This will be a great opportunity to discuss alternate methods, solutions and
techniques that could have been used by the PT to have produced a more favorable
outcome to the lesson. Mission based flight lessons can have multiple outcomes that
are “correct.” The PT and instructor will discuss if the outcome of the flight was a safe
outcome – which is the primary concern of any flight.

November 30, 2007 29 Version – D1.2

Beyond the basic safety of the flight, the PT and instructor will discuss if the outcome
could have been even better – optimized. The instructor will use a “rubric” to grade the
lessons based on what is an unacceptable outcome, versus a range of possible
acceptable outcomes. A “rubric” might be defined as a set of criteria that aids the
instructor in evaluating an outcome as objectively as possible when there are multiple
correct answers, which is often the true in aeronautical decision-making. This does not
mean that some answers are better than others, they just are not incorrect. Learning to
choose a good solution or the best solution to an in-flight problem is judgment training.
Judgment training is an integral part of FITS training.

The Format of Each Lesson

Each lesson in this syllabus will have the same format. The PT and instructor should
read through the format information before the flight and as preparation for the flight.
Each lesson will have:
1. Heading
2. Scenario
3. Lesson Objectives
4. Pre Briefing
5. Completion Standards
6. Desire Outcome Grade Sheet
7. Debriefing
8. Notes to the Instructor

Syllabus Shuffle

This FITS Flight instructor Certification Syllabus has one more unique feature. It
contains two “learning strands.” The strands are: Analyze Performance and Practice
Instruction. A PT does not have to complete one strand before beginning on another.
The syllabus is designed to be “shuffled” and to allow maximum flexibility to meet
training requirements. There are some prerequisite lessons that must follow in a
particular order, but most lessons can come in any order. If an instructor and PT had
previously completed ground lessons 5 and 7 are scheduled for flight lesson 6 or 8
today, but the weather at the destination prevents that lesson, the instructor could
switch and conduct lesson 9 or 11. Remember that the PT is acquiring teaching skills
rather than motor skills; thus, completing the Analyze Performance strand is not
necessary before practicing instruction in the Practice Instruction strand.

November 30, 2007 30 Version – D1.2

 Flight instructor Certification Syllabus

Ground Lesson 1 Ground Lesson 18

Flight Lesson 2 Ground Lesson 19
Ground Lesson 3 Flight Lesson 20
Flight Lesson 4 Ground Lesson 21
Ground Lesson 5 Flight Lesson 22
Flight Lesson 6 Ground Lesson 23
Ground Lesson 7 Flight Lesson 24
Flight Lesson 8 Ground Lesson 25
Ground Lesson 9 Flight Lesson 26
Flight Lesson 10 Ground Lesson 27
Ground Lesson 11 Flight Lesson 28
Flight Lesson 12 Ground Lesson 29
Ground Lesson 13 Flight Lesson 30
Flight Lesson 14 Ground Lesson 31
Ground Lesson 15 Flight Lesson 32
Flight Lesson 16 Ground Lesson 33
Flight Lesson 17 Flight Lesson 34
Flight Lesson 35 – Practice Practical Test
Flight Lesson 36
Flight Lesson 37 – FAA Practical Test
Analyze Performance Practice Instruction

Ground lessons are Knowledge Acquisition Lessons and must come before the Flight
Lesson/s in respective columns. Flight lessons within a column can be completed in any
order once the ground lessons for the column are completed. Columns of lessons may
be started and/or completed in any order. Lessons 36 is the final training lessons before
the FAA Practical Test, lesson 37. Typically, the assigned instructor will conduct ground
lesson 33 and flight lessons 34 and 36, a senior flight instructor will conduct flight lesson
35, and a FAA pilot examiner or designed examiner will complete flight lesson 37.

FITS Flight Instructor Certification Curriculum Outline

I. Analyze the Performance Elements and Flight Characteristics of the Airplane

Objectives of lessons 1 through 17: During this strand, the PT will learn to effectively
analyze the performance elements and flight characteristics of the maneuvers
outlined in the lessons. In addition, the PT will develop the ability to perform all of the
tasks and procedures that are outlined in both the Private Pilot and Flight Training
Handbook, Commercial Pilot, airplane single engine land Practical Test Standards.

Completion Standards for lessons 1 through 17: At the completion of this strand of
training, the PT will be able to effectively analyze the performance elements that
make up the flight characteristics of the tasks outlined in these lessons. In addition,
from the right seat, the PT will be able to perform all the tasks in accordance with the
FAA Private Pilot and Commercial Pilot, airplane engine land Practical Test
Standards or as noted.

Ground Lesson 1 Flight Lesson 10

November 30, 2007 31 Version – D1.2

 Flight Lesson 2 Ground Lesson 11
Ground Lesson 3 Flight Lesson 12
Flight Lesson 4 Ground Lesson 13
Ground Lesson 5 Flight Lesson 14
Flight Lesson 6 Ground Lesson 15
Ground Lesson 7 Flight Lesson 16
Flight Lesson 8 Ground Lesson 17
Ground Lesson 9

II. Practice Ground and Flight Instruction

Objectives of lessons 18 through 37: During this strand of training the PT will apply
the teaching process and fundamentals of instruction through a variety of practice
ground and flight instruction. The objective is to aid the PT’s development of
aeronautical knowledge and skill necessary to meet the requirements for a Flight
Instructor Certificate, Airplane Single Engine. Additionally, the PT will continue to
develop the aeronautical knowledge and skill necessary to meet the requirement to
instruct applicants for land class ratings.

Completion Standards for lessons 18 through 37: At the completion of this strand of
training the PT will exhibit the proficiency and skill necessary to give effective flight
instruction. The PT’s explanation performance will meet or exceed the performance
standards as outlined in the current Private and Commercial and Flight Instructor
Practical Test Standards or as noted.

Ground Lesson 18 Flight Lesson 28

Ground Lesson 19 Ground Lesson 29
Flight Lesson 20 Flight Lesson 30
Ground Lesson 21 Ground Lesson 31
Flight Lesson 22 Flight Lesson 32
Ground Lesson 23 Ground Lesson 33
Flight Lesson 24 Flight Lesson 34
Ground Lesson 25 Flight Lesson 35 – Stage Check
Flight Lesson 26 Flight Lesson 36
Ground Lesson 27 Flight Lesson 37 – FAA Practical Test

November 30, 2007 32 Version – D1.2

Strand 1 – Analyze the Performance Elements and Flight Characteristics of the Aircraft

Analyze the Performance – Lesson 1

Introduce the PTS and Review Certificates and Documents – Mission
GND Lesson 1 (Approximate lesson time 2.0 hours)

Scenario:

You are a CFI preparing a private pilot for the Commercial oral examination. This is the
last review prior to the Commercial Practical examination that is scheduled for tomorrow
morning with a FAA examiner. The oral is scheduled in first thing tomorrow morning and
the flight portion is scheduled just after lunch. Your student is the son of your boss and
has not shown good understanding of the regulation as they relate to flight and of the
resource management concept. The boss fired the last instructor for providing his son
with miss-information on his first attempt at the Instrument Practical Test. The boss is
grooming his son to become the chief flight instructor in his FAA approved flight school.
This means that you are responsible for teaching his son about scenario based training,
learner centered grading, and single pilot resource management.

Lesson Objective:

During this lesson the PT will be introduced to the information contained in the Practical
Test Standards. The PT will also review the requirements pertaining to certificates and
documents, visual scanning and collision avoidance, fundamentals of flight, airport and
traffic pattern operations, normal and crosswind takeoffs, climbs, approaches and
landings, go around procedures, cockpit management and postflight procedures. The
PT will be introduced to scenario based training, learner centered grading, and single
pilot resource management. This lesson will also include discussions on the use and
understanding of the safety policies and procedures appropriate to single engine
airplane operations.

Pre Briefing:

The instructor will take the lead in discussing the flight instructor certification and
practical test standards, while the PT will lead discussion of the remaining topics and
safety policies and procedures.

Completion Standards:

This lesson is complete when the PT is able to meet the desired outcomes and displays
a thorough knowledge of the areas listed on the grade sheet below. The PT will be
ability to explain how to incorporate aeronautical decision making scenarios when
discussing aircraft systems as well as safety policies and procedures that may be
appropriate to flight.

November 30, 2007 33 Version – D1.2

 Desired Outcome Grade Sheet:
Task Grades SRM Grades

Lesson 01

Manage/Decide
Not Observed
Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain
Desired
Scenario Activities Task
Performance
Effectively managed all resources
Explain
available related to the lesson
Discussed and demonstrated the
proper use of automation management Explain
in all phases of flight
Identified and discussed areas of risk
and made proper decisions in Explain
managing those situation
Discussed and demonstrated proper
Demonstration of SRM task management throughout the Explain
lesson
Exercised proper aeronautical decision
making and risk management while
Explain
maintaining positional and situational
awareness
Discussed and demonstrated the
Explain
avoidance of controlled flight into terrain
Effectively managed the flight as an
Explain
Flight Instructor
PTS (Recreational, Introductions Explain
Private, Commercial, & Required areas of operation chart Explain
Flight Instructor Practical Test checklist Explain
Understands the use of the Practical
Certification and
Test Standards through the application Explain
Documents
of certification scenarios
Understands the FITS scenario based
Introduction training concept and learner centered Explain
grading
Understands the concept of student
Explain
lead training
Understands the completion standards
Explain
for the course
Understands the role that the Practical
Explain
Test Standards have in their training
Visual scanning and collision avoidance
Explain
as outlined in Flight Instructor PTS
Fundamentals of Flight as outlined in
Explain
Flight Instructor PTS
Airport and Traffic Pattern Operations
Explain
as outlined in Flight Instructor PTS
Normal and crosswind takeoffs and
climbs as outlined in Flight Instructor Explain
PTS
Normal and crosswind approaches and
Explain

November 30, 2007 34 Version – D1.2

 landings as outlined in Flight Instructor
PTS
Forward and side slips to landings as
Explain
outlined in Flight Instructor PTS
Go-around procedures as outlined in
Explain
Flight Instructor PTS
Preflight procedures as outlined in
Explain
Flight Instructor PTS
Postflight procedures as outlined in
Explain
Flight Instructor PTS
Understands the role that the Safety
Policies and Procedures have in their Explain
training
Safety Policies and
Properly applies the policies and
Procedures
procedures through discussions that
Explain
include scenarios that may occur in
actual flight training
Discussed and is able to explain
aeronautical decision making at an
Explain
instructor level as outlined in the
Aviation Instructor’s Handbook
Discussed and is able to explain the
use of the 5 Ps and PAVE and DECIDE Explain
model into flight training
Discussed and is able to explain
Aeronautical Decision
assessing the risk of a student and Explain
Making
lesson
Discussed and is able to explain factors
Explain
that affect decision making
Discussed and is able to explain
incorporating aeronautical decision
making scenarios into each lesson to Explain
emphasize risk management and single
pilot resource management

Debriefing:

Initially the debriefing will be lead by the instructor until the PT learns how LCG and
student lead debriefings are conducted. The instructor will continue to take the lead in
the debriefings, but will slowly transfer the role to the PT. The PT will be learning how to
use LCG and the debriefing as a tool to enhance his/her own learning and as a tool to
enhance the learning of his/her students.

Assignment for lesson 2:

Develop scenario-based lesson plan on:

A. Preflight operations
B. Basic maneuvers
C. Aerodynamics demonstration

Notes to the Instructor:

November 30, 2007 35 Version – D1.2

The Notes to the Instructor should be on a separate page for easy removal for use
by the instructor during the lesson and omission from the PT’s package.

For lesson one the instructor sets up the circumstances for the PT. The PT will be
acting as a flight instructor and prepare a scenario-based plan of action for the
instruction that will be provided in training situation.

If the PT has not been trained under a FITS accepted course, it is very likely that the PT
will need assistance and/or examples of plans of action using scenarios. Remember
that the lesson will always contain two primary objectives. These objectives are the
desired flight training and aeronautical decision-making (ADM) training. The plan of
action should also include desired outcomes with a grading sheet. Remind the PT that
the grading sheet will serve as a briefing guide for the PT’s debriefing of the simulated
student in the training situation.

For the instructor, since the flight instructor certification course also includes ADM
training for the PT, the instructor should query the PT about other scenarios the PT
could have used in this situation, lead a discussion on the merits of the various
scenarios, and have the PT select which scenario is best. This teaching method will not
only provide ADM training but it will help the PT learn how to develop scenarios for
scenario-based training. Of course, this teaching method can be used on any of the
maneuvers in the lesson debriefing to interject ADM training with other desired
outcomes listed on the Desired Outcome Grade Sheet provide above.

In this lesson the PT is being introduced to the PTS as it would be used by an instructor
to prepare a pilot for new certificate or rating. Because the scenario in this lesson has
the PT preparing the student, a private pilot, for a Commercial certificate, the
Commercial PTS should be used as an example of how an instructor should use the
PTS in preparing. A current version of the PTS must be used and can be downloaded
from the FAA website. The importance of using a current version should be emphasized
particularly if the new instructor is using the technique of writing notes in the PTS for
future reference. Such a practice is very helpful in reminding the instructor which
certificates and documents should be reviewed as well as where the requirements can
be found.

November 30, 2007 36 Version – D1.2

 Analyze the Performance – Lesson 2
Learn to Perform and Analyze – Mission
FLT Lesson 2 (Approximate lesson time 1.3 hours)

Scenario:

You are a CFI conducting an initial flight with a private pilot who is training for a
Commercial Certificate. You have never flown with the student before. The student,
private pilot, has done the ground and flight training for the Commercial Certificate with
an instructor from a different flight school. The flight school does not have a strong
reputation for the quality of instruction it provides. The instructor at the other flight
school was a new hire and only recently became an instructor.

Lesson Objective:

The purpose of this lesson is to learn to effectively perform and analyze the listed
preflight operations, basic maneuvers and aerodynamic demonstration.

Pre Briefing:

The instructor will lead the discussions of the desired outcome shown as practice while
the PT will lead the discussions of the desired outcomes shown as perform. For this
lesson, the Flight Instructor will lead a discussion on the tasks listed and incorporating
task, risk, and automation management as they would pertain to flight.

Completion Standards:

This lesson is complete when the PT is able to meet the desired outcomes listed on the
grade sheet below. The PT will demonstrate that he/she can effectively perform and
analyze preflight operations, basic maneuvers and aerodynamic demonstration while
maintaining airspeeds within ±10 kts., altitudes within ±10º while in straight and level
flight. On landings, shall touchdown within 400 ft beyond a specified point with little drift,
and with the airplane’s longitudinal axis parallel to the runway centerline. The PT will
also demonstrate the ability of incorporating aeronautical decision making scenarios
that may occur in flight when discussing flight procedures.

November 30, 2007 37 Version – D1.2

 Desired Outcome Grade Sheet:
Task Grades SRM Grades

Lesson 02

Manage/Decide
Not Observed
Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain
Desired
Scenario Activities Task
Performance
Weight and balance Explain
Prior planning and performance Explain
Descent planning Explain
Review lesson plan on steep turns Explain
Review lesson plan on stalls and
Explain
maneuvering during slow flight
Review lesson plan on normal takeoffs
Explain
and landings with various flap settings
Effectively managed all resources
Explain
available related to the flight lesson
Discussed and demonstrated the
proper use of automation management Explain
Preflight Discussion in all phases of flight
Identified and discussed areas of risk
and made proper decisions in Explain
managing those situation
Discussed and demonstrated proper
task management throughout the flight Explain
lesson
Exercised proper aeronautical decision
making and risk management while
Explain
maintaining positional and situational
awareness
Discussed and demonstrated the
Explain
avoidance of controlled flight into terrain
Effectively managed the flight as an PT Explain
Aircraft preflight inspection Explain
Checklist usage and flow patterns Explain
Normal and crosswind taxi operations Explain
Normal and crosswind takeoffs Explain
Traffic patterns Explain
Collision avoidance procedures Explain
Wake turbulence avoidance Explain
Straight and level flight Explain
Level turns Explain
Introduction Climbs and descents Explain
Climbing and descending turns Explain
Effective use of trim Explain
Aerodynamics Demonstration Explain
Normal and crosswind landings with
Explain
various flap settings
No flap landings Explain
Go-around Explain
Cockpit management Explain
Postflight procedures Explain

November 30, 2007 38 Version – D1.2

 Discussed and is able to explain
aeronautical decision making at an
Explain
instructor level as outlined in the
Aviation Instructor’s Handbook
Discussed and is able to explain the
use of the PAVE and DECIDE model Explain
into flight training
Discussed and is able to explain
Aeronautical Decision
assessing the risk of a student and Explain
Making
flight lesson
Discussed and is able to explain factors
Explain
that affect decision making
Discussed and is able to explain
incorporating aeronautical decision
making scenarios into each lesson to Explain
emphasize risk management and single
pilot resource management
Critique student performance, preview
Postflight Discussion next lesson, and make study Explain
assignment

Debriefing:

The debriefing will be lead by the instructor until the PT learns how LCG and debriefing
are conducted. The instructor will continue to take the lead in the debriefing, but will
slowly transfer the role to the PT. The PT will be learning how to use LCG in the
debriefing as a tool to enhance his/her own learning and as a tool to enhance the
learning of his/her students.

Assignment for Lesson 3:

1. Airplane Flight Controls

2. Operation of Systems
3. Rectangular Course
4. S-Turns Across a Road
5. Turns Around a Point
6. Eights on Pylons
7. Eights Around Pylon
8. Eights Across a Road
9. Eights Along a Road

Notes to the Instructor:

The Notes to the Instructor should be on a separate page for easy removal for use
by the instructor during the lesson and omission from the PT’s package.

This syllabus does not assume that the PT has received scenario-based instruction and
ADM training, and that the PT been graded under a LCG system. In other words, the
syllabus does not assume that the PT has been trained under a FITS accepted
syllabus. Therefore, it is suggested that the PT be given ADM training; that is, the PT

November 30, 2007 39 Version – D1.2

should be shown how to do ADM training by receiving it. Once the PT is shown how to
provide ADM training the PT should then be given opportunities to practice developing
and using scenario-based training. That is the PT is trained using SBT and is trained
how to provide the training in the situations described in the lesson scenario. The
teaching method should be modeled in the first couple of lesson of this syllabus and
gradually the PT assumes a larger role in preparing a scenario-based plan of action.
This is best done before the PT begins practicing his or her teaching in the next strand.

In this scenario the PT is faced with the challenges of establishing a relationship with a
new student, introducing the student to SBT, ADM, and LCG in flight training,
determining what, if any, bad habits the student has learned from his previous
instruction, and what progress the student have made. You should refer to the
FAA/FITS website for more information on SBT, ADM, and LCG. You should also refer
to the Aviation Instructor’s Handbook for additional information on building a relationship
with a new flight student and other instructional techniques. Remember that sharing
your thought process, or some part of it, with the PT should be helpful to the PT in
learning and understanding the important of this part of the instructional process. Share
these references with the PT.

If the PT has never flown from the right seat, you will need to address this issue
including cross-cockpit, visual references parallax, and opposite hand-eye coordination.
Since the PT is also attempting to learn to instruct while flying, it may be helpful to have
the PT just attempt to talk about what he/she is doing or looking. This not only gets the
PT taking but it may give you insight into the mistake the PT is making so they can be
quickly corrected.

November 30, 2007 40 Version – D1.2

 Analyze the Performance – Lesson 3
Ground Reference Maneuvers – Mission
GND Lesson 3 (Approximate lesson time 2.0 hours)

Scenario:

You are a CFI conducting a Commercial training flight with a private pilot. You will be
introducing aircraft preflight, checklist usage, steep turns, maneuvering during slow
flight, stalls, and normal takeoffs and landings. The student is a low time private pilot
without an instrument rating.

Lesson Objective:

The purpose of this lesson is for the PT to learn to effectively perform and analyze the
performance elements involved in maneuvers and procedures appropriate for
Commercial operations. The PT will review the primary and secondary flight controls,
the aircraft systems , and the elements of ground reference maneuvers. Also, the
purpose is for the PT to understand how to determine proper descent planning needed
for higher performance aircraft.

Pre Briefing:

The instructor will lead the discussions of the lesson plans while the PT will lead the
discussions of the subject covered in the lesson plans. The instructor may still need to
guide the postflight discussion; however, the PT should be taking the lead more with
each lesson.

Aircraft performance, and weight and balance have been covered in previous ground
briefing; however, they have not been done in preparation for an actual flight. This is the
simulated student’s first commercial training flight but you have flown with the student
during her private training. She is a good student who finally mastered steep turns and
has not had any problems with them since. Typically, the student acquires mastery of a
maneuver quickly when the maneuver is demonstrated correctly and the demonstration
correlates with the ground discussion about the maneuver.

Completion Standards:

This lesson is complete when the PT is able to exhibit the knowledge and skills
necessary to analyze the listed maneuvers and procedures appropriate for Private Pilot
and Commercial operations. The PT will be able to explain the principles and
techniques of execution, while demonstrating the listed maneuvers and procedures in
accordance with the current and appropriate Private, Commercial, and Flight Instructor
Practical Test Standards. Also, the PT will demonstrate an acceptable use of
aeronautical decision making, risk management, and single pilot resource management.

Desired Outcome Grade Sheet:

November 30, 2007 41 Version – D1.2

 Task Grades SRM Grades

Lesson 03

Manage/Decide
Not Observed
Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain
Desired
Scenario Activities Task
Performance
Effectively managed all resources
Practice
available related to the ground lesson
Discussed and demonstrated the
proper use of automation management Practice
in all phases of ground
Identified and discussed areas of risk
and made proper decisions in Practice
managing those situation
Discussed and demonstrated proper
Demonstration of SRM
task management throughout the Practice
ground lesson
Exercised proper aeronautical decision
making and risk management while
Practice
maintaining positional and situational
awareness
Discussed and demonstrated the
Practice
avoidance of controlled flight into terrain
Effectively managed the flight as an PT Practice
Airplane flight controls as outlined in the
Explain
Flight Instructor PTS
Operation of systems as outlined in the
Explain
Flight Instructor PTS
Rectangular Course
As outlined in Flight Instructor PTS Explain
As outlined in Private Pilot PTS Explain
S-turns Across a road
As outlined in Flight Instructor PTS Explain
As outlined in Private Pilot PTS Explain
Turns Around a point
Review
As outlined in Flight Instructor PTS Explain
As outlined in Private Pilot PTS Explain
Eights on pylons
As outlined in Flight Instructor PTS Explain
As outlined in Private Pilot PTS Explain
Eights around a pylon as outlined in the
Explain
Airplane Flying Handbook
Eights along a road as outlined in the
Explain
Airplane Flying Handbook
Eights across a road as outlined in the
Explain
Airplane Flying Handbook
Discussed and is able to explain
Aeronautical Decision aeronautical decision making at an
Practice
Making instructor level as outlined in the
Aviation Instructor’s Handbook
Discussed and is able to explain the
Practice

November 30, 2007 42 Version – D1.2

 use of the PAVE and DECIDE model
into flight training
Discussed and is able to explain
assessing the risk of a student and Practice
flight lesson
Discussed and is able to explain factors
Practice
that affect decision making
Discussed and is able to explain
incorporating aeronautical decision
making scenarios into each lesson to Practice
emphasize risk management and single
pilot resource management

Debriefing:

The PT will lead the debriefing with the instructor acting as the simulated student using
a LCG approach and jointly the instructor and PT will debrief the PT’s performance. The
instructor should not hesitate to demonstrate good debriefing practices and techniques.

Assignment for Lesson 4:

Develop lesson plans on:

1. Rectangular Course
2. S-Turns Across a Road
3. Turns Around a Point
4. Eights on Pylons
5. Eights Around Pylon
6. Eights Across a Road
7. Eights Along a Road

Notes to the Instructor:

The PT is learning how to prepare and to present effective scenario-based instruction.

The PT may not have received scenario-based instruction and may need to review the
information provided on the FAA/FITS website to gain a full understanding of the
instructional process and its value. Lesson plans for Commercial maneuvers should be
emphasized in this lesson.

You may need to remind the PT that the scenario for this lesson suggested that the
simulated student will need to correctly executed maneuvers to progress. This
suggestion should influence the student’s as well as the PT’s debriefing. This reminder
should help the PT understand that scenarios have a purpose with consequences and
that scenarios developed by the PT in subsequently lessons should as well.

November 30, 2007 43 Version – D1.2

Remind the PT that the debriefing is an opportunity to consider additional situations not
originally included in the scenario. For example, the instructor may need to demonstrate
how to use a guided discussion. Guided discussions should emphasize student
participation where the student is taught to offer his or her thoughts on possible
solutions to tasks or problems. The student should be given opportunities to reflect on
his or her solutions. The instructor and the PT working with the simulated student
should not offer a “school solution” but rather lead the student toward the best solution
in a given circumstance. This allows the student an opportunity to practice thinking
skills.

November 30, 2007 44 Version – D1.2

 Analyze the Performance – Lesson 4
Perform and Analyze Flight by Reference to Ground Objects – Mission
FLT Lesson 4 (Approximate lesson time 1.5 hours)

AIRPLANE – DUAL

Scenario:

You are a CFI conducting an introduction to commercial operations. You have flown
with the student before. The student is a good student that participates actively in
guided discussions about normal, abnormal, and emergency situation. The pilot is a
new private pilot who has not flown outside of the training environment; thus, has very
limited experience and has never experienced an actual emergency.

Lesson Objective:

The PT will learn to effectively perform and analyze flight by reference to ground
objects. The PT shall demonstrate proficiency in the maneuvers listed on the grade
sheet. In addition, the PT will correlate decision making into the tasks by discussing
task, risk, and automation management as it applies to flight.

Pre Briefing:

The instruction in this case is one of a series of lessons that will lead the private pilot to
obtaining a Commercial Certificate. Due to the student’s limited experience outside of
the training environment, you should emphasize aeronautical decision-making and
judgment development during the discussions of the system and equipment
malfunctions.

Completion Standards:

This practice flight instruction lesson is complete when the PT is able to meet the
desired outcomes listed on the grade sheet below. Furthermore, the PT will
demonstrate that he/she can effectively perform and analyze the listed maneuvers. The
PT will be able to explain the principles and procedures of execution, while
demonstrating the listed maneuvers and procedures in accordance with the current and
appropriate Private, Commercial, and Flight Instructor PTS. The PT will also
demonstrate the ability of presenting aeronautical decision making scenarios that may
occur in flight when presenting aircraft flight and the cockpit check.

The Flight Instructor may lead a discussion on aeronautical decision making and the
application of scenarios in ground and flight training to emphasize thinking skills
development.

Desired Outcome Grade Sheet:

November 30, 2007 45 Version – D1.2

 Task Grades SRM Grades

Lesson 04

Manage/Decide
Not Observed
Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain
Desired
Scenario Activities Task
Performance
Prior planning and weight and balance Practice
Present lesson plan on system and
Practice
equipment malfunctions
Present lesson plan on short-filed
takeoffs and landings with various flap Practice
settings
Present lesson plan on recovery
Practice
procedures for unintentional spins
Effectively managed all resources
Practice
available related to the flight lesson
Discussed and demonstrated the
proper use of automation management Practice
in all phases of flight
Preflight briefing
Identified and discussed areas of risk
and made proper decisions in Practice
managing those situation
Discussed and demonstrated proper
task management throughout the flight Practice
lesson
Exercised proper aeronautical decision
making and risk management while
Practice
maintaining positional and situational
awareness
Discussed and demonstrated the
Practice
avoidance of controlled flight into terrain
Effectively managed the flight as an PT Practice
Aircraft preflight inspection Practice
Checklist usage – flow patterns Practice
Normal and crosswind taxi operations Practice
Normal and crosswind takeoffs Practice
Traffic patterns Practice
Collision avoidance procedures Practice
Wake turbulence avoidance Practice
Straight and level flight Practice
Review
Level turns Practice
Climbs and descents Practice
Climbing and descending turns Practice
Effective use of trim Practice
Normal and crosswind landings with
Practice
various flap settings
No flap landings Practice
Go-around Practice
Introduction Rectangular course Explain
S-turns across a road Explain
Turns around a point Explain

November 30, 2007 46 Version – D1.2

 Eights on pylons Explain
Eights around a pylon Explain
Eights across a road Explain
Eights along a road Explain
Discussed and is able to explain
aeronautical decision making at an
Practice
instructor level as outlined in the
Aviation Instructor’s Handbook
Discussed and is able to explain the
use of the PAVE and DECIDE model Practice
into flight training
Discussed and is able to explain
Aeronautical Decision
assessing the risk of a student and Practice
Making
flight lesson
Discussed and is able to explain factors
Practice
that affect decision making
Discussed and is able to explain
incorporating aeronautical decision
making scenarios into each lesson to Practice
emphasize risk management and single
pilot resource management
Critique student performance, preview
Post-flight Discussion next lesson, and make study Practice
assignment

Debriefing:

Use LCG techniques to emphasize critical thinking skills development and capture
learning opportunities. Learning opportunities occur when the student is given a chance
to gain insight about a point, topic, concept, or theory.

Assignment for Lesson 5

Lesson Plan Preparation

1. Principles of Flight – items outlined in Flight Instructor PTS
2. Maneuvering During Slow Flight – items outlined in Flight Instructor PTS
3. Demonstration and Proficiency Stalls – items outlined in Flight Instructor PTS
4. Accelerated Stalls – items outlined in Airplane Flying Handbook

Notes to the Instructor:

By this lesson the PT should be able to conduct guided discussions on the material
covered in the lesson and present several “what if” scenarios to be considered and
discussed. As the PT practices his/her judgment training teaching methods the quality
of the discussions should improve. Once the PT begins to improve, the PT should be
told that this is the process that he/she will use to teach judgment and to develop critical
thinking skills with his/her subsequent students.

November 30, 2007 47 Version – D1.2

Learning opportunities are created by offering problems or tasks to be solved by the
student, then allowing the student to solve the problem, reflect on the process of solving
the problem, posing additional considerations, re-solve the problem with the additional
considerations, and then discussing what is best. The discussions on what is best can
be used to guide the student toward better solutions without offering a “school solution.”
The teaching process described above is the way to teach judgment and critical thinking
skills.

The PT will need to continue to develop his/her right seat skills and the ability to talk
while flying. As the PT gets better at talking while flying you may want to have the PT
talk about what he or she is going to do on the next activity and what mistakes he/she is
likely to make during the maneuver. This is simply a method to make the PT’s taking
more meaningful.

November 30, 2007 48 Version – D1.2

 Analyze the Performance – Lesson 5
Practice Ground Instruction – Mission
GND Lesson 5 (Approximate lesson time 1.5 hours)

Scenario:

You are a CFI instructing with a private pilot working on a commercial certificate. The
student has had difficulty controlling the airplane and airspeed during slow flight and
stall situations.

Lesson Objective:

The PT will review the principles of flight, maneuvering during slow flight, demonstration
and proficiency stalls, and accelerated stalls.

Pre Briefing:

The material presented in presentations must be effectively presented. An effective

presentation would be one that presents the material in a realistic context and it is
tailored to the simulated student’s needs and interest. Using problems as the bases for
learning will enhance the learning as well as foster the development of critical thinking
skills in the student.

Completion Standards:

This practice ground instruction lesson is complete when the PT is able to meet the
desired outcomes listed on the grade sheet and when the PT displays a thorough
knowledge of the areas covered in this briefing. Also, the PT will demonstrate the ability
of presenting aeronautical decision making scenarios that may occur in flight when
presenting one engine inoperative procedures.

November 30, 2007 49 Version – D1.2

 Desired Outcome Grade Sheet:
Task Grades SRM Grades

Lesson 05

Manage/Decide
Not Observed
Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain
Desired
Scenario Activities Task
Performance
Effectively managed all resources
Practice
available related to the ground lesson
Discussed and demonstrated the
proper use of automation management Practice
in all phases of flight
Identified and discussed areas of risk
and made proper decisions in Practice
managing those situation
Discussed and demonstrated proper
Demonstration of SRM
task management throughout the Practice
ground lesson
Exercised proper aeronautical decision
making and risk management while
Practice
maintaining positional and situational
awareness
Discussed and demonstrated the
Practice
avoidance of controlled flight into terrain
Effectively managed the flight as an PT Practice
Principles of flight as outlined in Flight
Practice
Instructor PTS
Maneuvering during slow flight as
Practice
outlined in Flight Instructor PTS
Review
Demonstration and proficiency stalls as
Practice
outlined in Flight Instructor PTS
Accelerated stalls as outlined in the
Practice
Airplane Flying Handbook
Discussed and is able to explain
aeronautical decision making at an
Practice
instructor level as outlined in the
Aviation Instructor’s Handbook
Discussed and is able to explain the
use of the PAVE and DECIDE model Practice
into flight training
Discussed and is able to explain
Aeronautical Decision
assessing the risk of a student and Practice
Making
flight lesson
Discussed and is able to explain factors
Practice
that affect decision making
Discussed and is able to explain
incorporating aeronautical decision
making scenarios into each lesson to Practice
emphasize risk management and single
pilot resource management

November 30, 2007 50 Version – D1.2

Debriefing:

LCG techniques should be used during the debriefing to practice their use and to
enhance learning. The PT should be able to accurately assess his/her own
performance. The PT should be using guided discussions or some other teaching
method to engage the student in insightful learning and in practicing critical thinking
skills.

Assignment for Lesson 6

Lesson Plan Preparation:

1. Maneuvering during slow flight
2. Stalls
3. Slips

Notes to the Instructor:

The PT will be learning through example and through teaching. Participate actively in
guided discussion with the PT to allow the PT to develop and practice using this
teaching method.

The PT is learning to develop and present effective scenario-based lesson plans. The
maneuvers taught in this lesson will be the topics in the next flight lesson.

The instructor, acting as a simulated student, may need to withhold active participation
during guided discussions attempts by the PT to cause the PT to have to work at
engaging the simulated student. The PT should understand that he/she would need to
teach the student to actively engage in guided discussions. It is unlikely that the student
will offer a through list of options during the problem solving process. The more the
student practices offering possible options for consideration in solving the problems and
tasks the better they should become at doing this. It may be useful to stray off subject
from time to time to allow the student to develop confidence in his/her own thinking
skills. Remember that the PT is learning to do this as well as learning how to get his/her
students to do this.

November 30, 2007 51 Version – D1.2

 Analyze the Performance – Lesson 6
Perform and Analyze Maneuvers – Mission
FLT Lesson 6 (Approximate lesson time 1.3 hours)

AIRPLANE – DUAL

Scenario:

You are a CFI instructing with a student pilot working on a Private Pilot certification. The
simulated student has previously completed several private pilot lessons and will be
introduced to slow flight and stalls during the lesson.

Lesson Objective:

The PT will practice flight instruction to a simulated pilot by developing lesson plans and
presenting on slow flight, stalls, and slips. The PT will learn to effectively perform and
analyze maneuvering during slow flight, stalls, and slips. The flight instruction will
correlate decision making into the tasks by discussing task, risk, and automation
management as it applies to flight.

Completion Standards:

This practice flight instruction lesson is complete when the PT is able to meet the
desired outcomes listed on the grade sheet and when the PT can demonstrate that
he/she can effectively perform and analyze the maneuvers. In addition, the PT will be
able to explain the principles and techniques of execution while demonstrating the listed
review items and procedures in accordance with the current appropriate FAA Practical
Test Standards and Airplane Flying Handbook. The PT shall maintain headings within
±10º in straight flight, and bank angles of ±10º while in turning flight. While performing
maneuvers during slow flight, the PT shall maintain altitudes within ±100 ft., headings
within +10º during straight flight, ±10º of bank angel during turning flight. The PT will
demonstrate the ability of presenting aeronautical decision making scenarios that may
occur in flight with emphases on airplane performance and control. Additionally, the PT
must effectively present the material outlined on the desired outcome grade sheet to
successfully complete this lesson.

November 30, 2007 52 Version – D1.2

 Desired Outcome Grade Sheet:
Task Grades SRM Grades

Lesson 06

Manage/Decide
Not Observed
Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain
Desired
Scenario Activities Task
Performance
Effectively managed all resources
Practice
available related to the flight lesson
Discussed and demonstrated the
proper use of automation management Practice
in all phases of flight
Identified and discussed areas of risk
and made proper decisions in Practice
managing those situation
Discussed and demonstrated proper
Preflight Decision
task management throughout the flight Practice
lesson
Exercised proper aeronautical decision
making and risk management while
Practice
maintaining positional and situational
awareness
Discussed and demonstrated the
Practice
avoidance of controlled flight into terrain
Effectively managed the flight as an PT Practice
Checklist Usage Checklist Usage and flow patterns Practice
Maneuvering during slow flight
Climbs and descents Explain
Various drag configurations Explain
Turns at various bank angles Explain
Demonstration and proficiency stalls
Power – on Explain
Introduction
Power – off Explain
Crossed-control Explain
Elevator trim Explain
Secondary Explain
Accelerated stall Explain
Slips (forward and side) Explain
Discussed and is able to explain
aeronautical decision making at an
Perform
instructor level as outlined in the
Aviation Instructor’s Handbook
Discussed and is able to explain the
use of the PAVE and DECIDE model Perform
Aeronautical Decision into flight training
Making Discussed and is able to explain
assessing the risk of a student and Perform
flight lesson
Discussed and is able to explain factors
Perform
that affect decision making
Discussed and is able to explain
Perform
incorporating aeronautical decision

November 30, 2007 53 Version – D1.2

 making scenarios into each lesson to
emphasize risk management and single
pilot resource management
Critique student performance, preview
Postflight Discussion next lesson, and make study Practice
assignment

Debriefing:

The PT should be leading guided discussion or problem-based discussion on the areas

the PT and simulated pilot disagreed on during the review of the pilot’s performance on
this lesson and on the areas where the simulated pilot did not perform at the desired
performance level (called for in the Desired Outcome Grading Sheet). Additionally, the
instructor may need to lead a discussion about the PT’s performance and progress.

Assignment for Lesson 7

Lesson Plan development on:

1. Spins

Notes to the Instructor:

While the PT is gaining teaching experience, he/she should also be gaining experience
using LCG techniques. Additionally, the PT should be gaining experience teaching
aeronautical decision-making skills and developing the scenario-based lesson plans to
support the development of the ADM skills. It should not be forgotten that the PT is also
learning to fly the airplane from the right seat and learning to talk (instructor) while
flying.

The training scenario in this lesson is designed to introduce a student pilot to slow flight,
stall, and slips. The lesson is one of a series of lessons that will allow the PT an
opportunity to practice every maneuver in the Private and Commercial practical tests.
While the scenarios are design to meet the PT’s training needs, they do not provide an
example for the PT to use in preparing his/her scenario for the simulated student. You
may direct the PT to the appropriate Private or Commercial syllabus on the FAA/FITS
website.

The PT is learning by doing; however, you may want to intervene from time to time and
demonstrate the debriefing and teaching techniques. This is particularly important for
the PT who has not had experience learning in a scenario-based environment.

November 30, 2007 54 Version – D1.2

 Analyze the Performance – Lesson 7
Increase Knowledge of Spins – Mission
GND Lesson 7 (Approximate lesson time 1.0 hours)

Scenario:

You are a CFI instructing a private pilot working on a commercial certificate. This is the
private pilot’s first lesson on spins. Previously the private pilot showed a good
understanding of maintaining the proper airspeed during slow flight and showed good
control of the airplane during stalls.

Lesson Objective:

The purpose of this lesson is for the PT will gain an increased knowledge of spins,
causes of spins, and recovery techniques.

Pre Briefing:

The PT will lead the lesson presentation. The PT is responsible for the creation and
presentation of the lesson’s scenario and plan of action that meets the objectives of the
lesson.

Completion Standards:

This lesson is complete when the PT is able to meet the desired outcomes listed on the
grade sheet below and when the PT displays a thorough knowledge of spins, causes of
spins, and recovery techniques. The PT will demonstrate the ability to safely manage
the ground lesson through an acceptable use of aeronautical decision making, risk
management, and single pilot resource management.

November 30, 2007 55 Version – D1.2

 Desired Outcome Grade Sheet:
Task Grades SRM Grades

Lesson 07

Manage/Decide
Not Observed
Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain
Desired
Scenario Activities Task
Performance
Effectively managed all resources
Practice
available related to the ground lesson
Discussed and demonstrated the
proper use of automation management Practice
in all phases of ground
Identified and discussed areas of risk
and made proper decisions in Practice
managing those situation
Discussed and demonstrated proper
Demonstration of SRM
task management throughout the Practice
ground lesson
Exercised proper aeronautical decision
making and risk management while
Practice
maintaining positional and situational
awareness
Discussed and demonstrated the
Practice
avoidance of controlled flight into terrain
Effectively managed the flight as an PT Practice
Spins as outlined in Flight Instructor
Introduction Perform
PTS
Discussed and is able to explain
aeronautical decision making at an
Perform
instructor level as outlined in the
Aviation Instructor’s Handbook
Discussed and is able to explain the
use of the PAVE and DECIDE model Perform
into flight training
Discussed and is able to explain
Aeronautical Decision
assessing the risk of a student and Perform
Making
flight lesson
Discussed and is able to explain factors
Perform
that affect decision making
Discussed and is able to explain
incorporating aeronautical decision
making scenarios into each lesson to Perform
emphasize risk management and single
pilot resource management

Debriefing:

The debriefing should continue to emphasize effective instruction which includes the
material required in the desired outcome grade sheet. Again, the PT should be leading
the debriefing and covering both the differences in grading and deviation from desired
performance levels.

November 30, 2007 56 Version – D1.2

Assignment for Lesson 8

1. Review spins

Notes to the Instructor:

Encourage the PT to use the guided discussion teaching method during his/her
presentations, if the PT is not already doing so. When the PT does use the guided
discussion, does the PT offer meaningful alternatives to the student? Can the PT
provide plausible explanations for the various alternatives? Is the PT reflecting on the
decision process? Does the PT offer the student an opportunity to re-think the problem
considering additional information? Does the PT ask the student to consider best
practices?

The spin lesson should allow number of topics to explore the PT’s understanding of
aerodynamics, stalls and spins as it would with an instructor working with any other
flight student. Additionally, it provides an excellent opportunity to developing the
student’s thinking skills (ADM) using the technique outlined above. Developing the
student’s understanding of various topics and thinking skills should not be handled as
two separate things but rather together.

November 30, 2007 57 Version – D1.2

 Analyze the Performance – Lesson 8
Perform and Analyze Spins – Mission
FLT Lesson 8 (Approximate lesson time 1.0 hours)

AIRPLANE – DUAL

Scenario:

You are a CFI instructing with a private pilot attempting to regain competence after
being inactive for several years. The simulated pilot is planning to buy a new TAA
airplane and wants to be sure she is ready and able to handle her new airplane.

Lesson Objective:

During this lesson, the PT will learn to effectively perform and analyze spins. In addition
the PT should begin to develop the aeronautical knowledge, skills, and decision-making
necessary to meet the requirements to instruct applicants for land class ratings.

Pre Briefing:

The PT will lead the briefings for this lesson. The PT is responsible for the creation and
presentation of the lesson’s scenario and plan of action that meets the objectives of the
lesson with emphasis spins.

Completion Standards:

This lesson is complete when the PT is able to meet the desired outcomes listed on the
grade sheet. The completion of this lesson, the PT will exhibit adequate knowledge and
skills necessary to analyze the listed maneuvers and procedures appropriate for spins.
Also, the student will be able to explain the principles and techniques of execution, while
demonstrating the listed maneuvers and procedures. The PT will demonstrate the ability
to safely manage the flight lesson through an acceptable use of aeronautical decision
making, risk management, and single pilot resource management.

Desired Outcome Grade Sheet:

Task Grades SRM Grades

Lesson 08
Manage/Decide
Not Observed

Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain

Desired
Scenario Activities Task
Performance
Prior planning Perform
Review single engine emergency
Perform
Preflight briefing procedures
Effectively managed all resources
Perform
available related to the flight lesson

November 30, 2007 58 Version – D1.2

 Discussed and demonstrated the
proper use of automation management Practice
in all phases of flight
Identified and discussed areas of risk
and made proper decisions in Practice
managing those situation
Discussed and demonstrated proper
task management throughout the flight Practice
Demonstration of SRM
lesson
Exercised proper aeronautical decision
making and risk management while
Practice
maintaining positional and situational
awareness
Discussed and demonstrated the
Practice
avoidance of controlled flight into terrain
Effectively managed the flight as an PT Practice
Spin entries and recoveries
Power on, power off Practice
Introduction Left and right entries Practice
Incipient and fully developed –
Practice
minimum of 2 turns
Discussed and is able to explain
aeronautical decision making at an
Perform
instructor level as outlined in the
Aviation Instructor’s Handbook
Discussed and is able to explain the
use of the PAVE and DECIDE model Perform
into flight training
Discussed and is able to explain
Aeronautical Decision
assessing the risk of a student and Perform
Making
flight lesson
Discussed and is able to explain factors
Perform
that affect decision making
Discussed and is able to explain
incorporating aeronautical decision
making scenarios into each lesson to Perform
emphasize risk management and single
pilot resource management
Critique student performance, preview
Postflight Discussion next lesson, and make study Perform
assignment

Debriefing:

PT leads the debriefing. The debriefing should include thought provoking discussions of
situations that may lead to a spin and well as a discussion about spins under various
circumstances.

November 30, 2007 59 Version – D1.2

Assignment for Lesson 9:

Prepare Presentation for:

1. Short-field and Soft-field Takeoffs and Landings
2. Accuracy Approach and Landing
3. Emergency Approach and Landing
4. Systems and Equipment Malfunctions
5. Emergency Equipment and Survival Gear

Notes to the Instructor:

At this point, the PT should be practicing good aeronautical decision-making and be

incorporating aeronautical decision-making concepts in his/her discussions.

Does the recovery procedure differ if the spin is entered shortly after takeoff or at
altitude in mountainous terrain? Judgment training can be practiced with discussion
about best practices under various circumstances. Is the PT incorporating judgment
training in his/her debriefings and simulated instruction?

This scenario provides an opportunity to introduce the PT to actual spins while most
flight training is designed to recognize and avoid. Take full advantage of the pre- and
post- flight briefing to develop ADM skills.

November 30, 2007 60 Version – D1.2

 Analyze the Performance – Lesson 9
Practice Ground Instruction – Mission
GND Lesson 9 (Approximate lesson time 1.8 hours)

Scenario:

You are a CFI instructing with a student pilot working on a Private Pilot Certificate.
Again, the simulated pilot is a student in the early portions of the private pilot training
who is being introduced the tasks listed.

Lesson Objective:

The PT will practice ground instruction to a simulated pilot by developing lesson plans
with emphasis in takeoffs and climbs, emergency approach and landing, systems and
equipment malfunctions, and emergency equipment and survival gear. The ground
instruction will correlate decision making into the tasks by discussing task, risk, and
automation management as it applies to flight.

Pre Briefing:

During this lesson, the PT will review, in preparation for a check of the PT progress as
well as gain the knowledge and skills necessary to analyze, the listed maneuvers and
procedures appropriate for engine inoperative operations.

Completion Standards:

This practice ground instruction lesson is complete when the PT is able to meet the
desired outcomes listed in the desired outcome grade sheet and must displays a
thorough knowledge of the areas covered in this briefing. The PT will demonstrate the
ability of presenting aeronautical decision making scenarios that may occur in flight.

November 30, 2007 61 Version – D1.2

 Desired Outcome Grade Sheet:
Task Grades SRM Grades

Lesson 09

Manage/Decide
Not Observed
Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain
Desired
Scenario Activities Task
Performance
Effectively managed all resources
Perform
available related to the ground lesson
Discussed and demonstrated the
proper use of automation management Perform
in all phases of ground
Identified and discussed areas of risk
and made proper decisions in Perform
managing those situation
Discussed and demonstrated proper
task management throughout the Perform
ground lesson
Exercised proper aeronautical decision
making and risk management while
Perform
maintaining positional and situational
awareness
Discussed and demonstrated the
avoidance of controlled ground into Perform
terrain
Effectively managed the flight as an PT Perform
Short-field takeoff and maximum
performance climb as outlined in Flight Explain
Instructor PTS
Soft-field takeoff and climb as outlined
Explain
in Flight Instructor PTS
Short-field approach and landing as
Explain
outlined in Flight Instructor PTS
Soft-field approach and landing as
Explain
outlined in Flight Instructor PTS
Review
Power-off 180º accuracy approach and
landing as outlined in Flight Instructor Explain
PTS
Emergency approach and landing as
Explain
outlined in Flight Instructor PTS
Systems and Equipment malfunctions
Explain
as outlined in Flight Instructor PTS
Emergency equipment and survival
Explain
gear as outlined in Flight Instructor PTS
Discussed and is able to explain
aeronautical decision making at an
Perform
instructor level as outlined in the
Aeronautical Decision
Aviation Instructor’s Handbook
Making
Discussed and is able to explain the
use of the PAVE and DECIDE model Perform
into flight training

November 30, 2007 62 Version – D1.2

 Discussed and is able to explain
assessing the risk of a student and Perform
flight lesson
Discussed and is able to explain factors
Perform
that affect decision making
Discussed and is able to explain
incorporating aeronautical decision
making scenarios into each lesson to Perform
emphasize risk management and single
pilot resource management

Debriefing:

The debriefing should be lead by the PT and the instructor should actively participate in
the discussions. The PT should be using the debriefing to create learning moments and
asking “what if” questions to expand the discussions beyond the original scope of the
scenario.

Assignment for Lesson 10

Prepare Presentations for:

1. Short-field and Soft-field Takeoffs and Landings
2. Accuracy Approach and Landing

Notes to the Instructor:

The instructor should not hesitate to ask engaging questions during the PT lead pre and
postflight discussions to explore appropriate topics in-depth. In some cases, you may
simply want to ensure that the PT has an adequate understanding of a topic, in other
cases you may be modeling the instructional method to demonstrate how effective
teaching technique is used, and finally, you can reinforce the importance of the
postflight debriefing.

System malfunctions and emergencies provide excellent opportunities to discuss

alternative courses of action; thereby, practicing ADM skills. A single system
malfunction considered in numerous situations could provide a wide experience base
for the student to draw from in other situations. Students and many PTs will have
difficulty coming up with many alternatives and possible solutions to the system
malfunction. They will need to be given time to think and the instructor should avoid
jumping in. The more the student practices coming up with possible solutions and
determining a best solutions, the better problem-solver the student will be come. Again,
the student should not be given a list of possible solution to memorize because this
method does not teach them to solve problems; in other words, they will not learn ADM
skills.

November 30, 2007 63 Version – D1.2

 Analyze the Performance – Lesson 10
Perform Takeoffs and Landings – Mission
FLT Lesson 10 (Approximate lesson time 1.2 hours)

AIRPLANE – DUAL

Scenario:

You are a CFI working with a student pilot working on takeoffs and landing during pre-
solo.

Lesson Objective:

During this lesson, the PT will learn to effectively perform and analyze short-field
takeoffs and landings, soft-field takeoffs and landings, and power-off 180º accuracy
approach and landings. In addition, the PT will demonstrate proficiency in the
maneuvers listed for review.

The PT is responsible for the creation and presentation of the lesson’s scenario and
plan of action that meets the objectives of this lesson.

Completion Standards:

At the completion of this flight lesson, the PT will demonstrate that he/she can
effectively perform and analyze the introductory maneuvers. In addition, he/she will be
able to explain the principles and techniques of execution while demonstrating the listed
review items and procedures in accordance with the current appropriate FAA Instructor
Practical Test Standards and Airplane Flying Handbook. The PT shall rotate at the
recommended airspeed and accelerate to VX, climb at VX or the recommended airspeed
of +5, -0 until obstacle is cleared or to at least 50 ft. above the surface. The student will
then accelerate to VY and maintain VY within ±5 kts. For a soft-field takeoff, the PT shall
lift off at the lowest possible airspeed and remain in ground effect while accelerating to
VX, +5, -0 kts., if obstacle must be cleared, otherwise, the PT will maintain VY within ±5
kts. Additionally, the PT will also demonstrate the ability to safely manage the flight
lesson through an acceptable use of aeronautical decision making, risk management,
and single pilot resource management.

November 30, 2007 64 Version – D1.2

 Desired Outcome Grade Sheet:
Task Grades SRM Grades

Lesson 10

Manage/Decide
Not Observed
Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain
Desired
Scenario Activities Task
Performance
PT will brief the simulated student Perform
Effectively managed all resources
Perform
available related to the flight lesson
Discussed and demonstrated the
proper use of automation management Perform
in all phases of flight
Identified and discussed areas of risk
and made proper decisions in Perform
managing those situation
Preflight Discussion Discussed and demonstrated proper
task management throughout the flight Perform
lesson
Exercised proper aeronautical decision
making and risk management while
Perform
maintaining positional and situational
awareness
Discussed and demonstrated the
Perform
avoidance of controlled flight into terrain
Effectively managed the flight as an PT Perform
Checklist usage and flow patterns Practice
Review Eights on pylons Practice
Demonstration and proficiency stalls Practice
Short-field takeoffs and maximum
Practice
performance climb
Short-field approaches and landings –
Practice
with and without obstacle
Introduction
Short-field takeoff and climb Practice
Short-field approach and landing Practice
Power-off 180 degree accuracy
Practice
approach and landing
Discussed and is able to explain
aeronautical decision making at an
Perform
instructor level as outlined in the
Aviation Instructor’s Handbook
Discussed and is able to explain the
Aeronautical Decision use of the PAVE and DECIDE model Perform
Making into flight training
Discussed and is able to explain
assessing the risk of a student and Perform
flight lesson
Discussed and is able to explain factors
Perform
that affect decision making

November 30, 2007 65 Version – D1.2

 Discussed and is able to explain
incorporating aeronautical decision
making scenarios into each lesson to Perform
emphasize risk management and single
pilot resource management
PT will debrief the simulated student –
critique student performance, preview
Postflight Discussion Perform
next lesson, and make study
assignment

Debriefing:

The PT will debrief the simulated student using a LCG process. Subsequently, the
instructor will provide a formative assessment of the PT’s performance.

Assignment for Lesson 11:

1. Federal Aviation Regulations including Parts 1, 23, 43, 61, 67, 71, 73, 91, & 141
2. Publications, Advisory Circulars, Bi-weekly Notice to Airman Booklet

Notes to the Instructor:

The PT must be developing scenarios for the flight lessons. The scenarios should be
realistic, flight a student would likely being doing once they have completed their
training and the appropriate certificate. The scenarios should require the maneuvers
listed in the desired grading work sheet.

The scenario in this lesson simply suggests a typical training situation the PT will likely
encounter. It is the PT’s responsibility to take training situation and develop a scenario
to teach takeoffs and landings. Again, you may want to refer the PT to the FAA/FITS
website for example of scenarios provided in the Private and Commercial syllabi.

The debriefing should included guided discussions of different situations where the
maneuvers listed in the desired grading work sheet may be used. The different
situations should have different problems that may affect the maneuver including hot
and cold weather or terrain. Use situations that allow the PT to practice his/her thinking
skills as well as call on the PT to use situations that allows his/her student to practice
thinking skills.

November 30, 2007 66 Version – D1.2

 Analyze the Performance – Lesson 11
Increase Understanding of FARs and Publications – Mission
GND Lesson 11 (Approximate lesson time 1.8 hours)

Scenario:

You are a CFI instructing with a commercial pilot working on a flight review. The
simulated pilot will be making a series of cross-country flight to parts of the country he
has never flown before in the next three months.

Lesson Objective:

During this lesson, the PT will develop an increased understanding of Federal Aviation
Regulations and Publications.

Pre Briefing:

The PT will lead all briefing for this lesson.

Completion Standards:

This lesson is complete when the PT displays a thorough knowledge of the areas
covered in this briefing.

Desire Outcome Grade Sheet:

Task Grades SRM Grades

Lesson 11

Manage/Decide
Not Observed

Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain
Desired
Scenario Activities Task
Performance
Effectively managed all resources
Perform
available related to the ground lesson
Discussed and demonstrated the
proper use of automation management Perform
in all phases of ground
Identified and discussed areas of risk
and made proper decisions in Perform
Demonstration of SRM managing those situation
Discussed and demonstrated proper
task management throughout the Perform
ground lesson
Exercised proper aeronautical decision
making and risk management while
Perform
maintaining positional and situational
awareness

November 30, 2007 67 Version – D1.2

 Discussed and demonstrated the
Perform
avoidance of controlled flight into terrain
Effectively managed the flight as an PT Perform
Federal Aviation Regulations &
Publications as outlined in Flight Practice
Instructor PTS
Additional Federal Aviation Regulations
Part 1 Practice
Part 23 Practice
Part 43 Practice
Part 61 Practice
Part 67 Practice
Part 71 Practice
Part 73 Practice
Review
Part 91 Practice
Part 141 Practice
Additional Publications
Pilot’s Handbook of Aeronautical
Practice
Knowledge – FAA-H-8080-2
Guide to Federal Aviation
Practice
Administration Publications
Advisory Circular Checklist 00-2 Practice
Bi-Weekly Notice to Airman Booklet Practice
Aeronautical Information Manual Practice
Pilot’s Operating Handbook Practice
Discussed and is able to explain
aeronautical decision making at an
Perform
instructor level as outlined in the
Aviation Instructor’s Handbook
Discussed and is able to explain the
use of the PAVE and DECIDE model Perform
into flight training
Discussed and is able to explain
Aeronautical Decision
assessing the risk of a student and Perform
Making
flight lesson
Discussed and is able to explain factors
Perform
that affect decision making
Discussed and is able to explain
incorporating aeronautical decision
making scenarios into each lesson to Perform
emphasize risk management and single
pilot resource management

Debriefing:

The debriefing should be PT lead and cover performance and decision-making

discussions. The PT should use realistic situation to lead the review of the regulations.

Assignment for Lesson 12

1. Prepare lesson plan for emergency approach and landing, and system and
equipment malfunctions.

November 30, 2007 68 Version – D1.2

Notes to the Instructor:

Again, scenario-based instruction is emphasized in this lesson. Regulations learned out

of context are difficult to recall even when the student has no trouble quoting them
during the pre-flight briefing and the student will not be able to apply the regulations to
in-flight situations when attempting to solve a problem. Teaching regulations in realistic
scenarios improves learning.

Did the PT provide realistic situations to lead the simulated student through the review
of the regulations? Did the PT use the available learning moments to expand the
discussions and allow the simulated student to practice thinking skills and problem
solving?

Asking the student a vague or open-ended question may result in a long and interesting
discussion of everything the student knows. To cover the regulation more efficiently, the
PT may want to include “what regulation/s covers these situations?” In this case, you
are not asking for the number of the regulation but rather what the regulation says, in
the student’s own words. Alternatively, the instructor or PT working with the simulated
student could ask “how does the … regulation affect you in this situation?” In this case,
you are quoting part of some regulation that is related to the situation and in some
cases does not relate to the situation. For example, you quote an equipment
requirement for a night flight while planning a day VFR flight.

November 30, 2007 69 Version – D1.2

 Analyze the Performance – Lesson 12
Practice Flight Instruction – Mission
FLT Lesson 12 (Approximate lesson time 1.2 hours)

AIRPLANE – DUAL

Scenario:

You are a CFI instructing with a student pilot working on a Private Pilot Certificate. You
will be introducing emergency approach and landing, and system and equipment
malfunctions.

Lesson Objective:

During this lesson, the PT will learn to perform and analyze emergency operations. In
addition, the PT will demonstrate proficiency in the maneuvers listed for review. The PT
will make proper decisions in managing the flight lesson and safety of flight.

Pre Briefing:

The PT will lead the briefings and will develop scenario-based lesson plans to meet the
lesson objectives.

Completion Standards:

At the completion of this flight lesson, the PT will demonstrate that he/she can
effectively perform and analyze the introductory maneuvers. In addition, he/she will be
able to explain the principles and techniques of execution while demonstrating the listed
review items and procedures in accordance with the current appropriate FAA Practical
Test Standards and Airplane Flying Handbook. The PT shall establish and maintain the
recommended best glide airspeed within ±5 kts. as well as maintaining the specified
configuration during simulated emergencies. On power off approaches, the PT shall
touch down within 200 ft. of the designated point.

The PT will also demonstrate the ability to safely manage the flight lesson through an
acceptable use of aeronautical decision making, risk management, and single pilot
resource management.

November 30, 2007 70 Version – D1.2

 Desire Outcome Grade Sheet:
Task Grades SRM Grades

Lesson 12

Manage/Decide
Not Observed
Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain
Desired
Scenario Activities Task
Performance
Preflight Discussion Practice
Effectively managed all resources
Perform
available related to the flight lesson
Discussed and demonstrated the
proper use of automation management Perform
in all phases of flight
Identified and discussed areas of risk
and made proper decisions in Perform
managing those situation
Preflight briefing Discussed and demonstrated proper
task management throughout the flight Perform
lesson
Exercised proper aeronautical decision
making and risk management while
Perform
maintaining positional and situational
awareness
Discussed and demonstrated the
Perform
avoidance of controlled flight into terrain
Effectively managed the flight as an PT Perform
Checklist usage – flow patterns Perform
Short-field takeoffs and maximum
performance climb
Short-field approaches and landings
Review
Soft-field takeoff and climb
Soft-field approach and landing
Power-off 180º accuracy approach and
landing
Emergency approach and landing Practice
Introduction
System and equipment malfunctions Practice
Discussed and is able to explain
aeronautical decision making at an
Perform
instructor level as outlined in the
Aviation Instructor’s Handbook
Discussed and is able to explain the
Aeronautical Decision use of the PAVE and DECIDE model Perform
Making into flight training
Discussed and is able to explain
assessing the risk of a student and Perform
flight lesson
Discussed and is able to explain factors
Perform
that affect decision making

November 30, 2007 71 Version – D1.2

 Discussed and is able to explain
incorporating aeronautical decision
making scenarios into each lesson to Perform
emphasize risk management and single
pilot resource management
Critique student performance, preview
Postflight Discussion next lesson, and make study Perform
assignment

Debriefing:

Again, the PT will lead the debriefing using LCG techniques. Discuss both the pilot’s
performance and differences in actual and desired outcomes.

Assignment for Lesson 13:

Prepare lesson plan for:

1. Night Operations
2. Weather Information
3. Performance Limitations
4. Navigation and Flight Planning
5. Airplane Weight and Balance

Notes to the Instructor:

The PT should be given the opportunity to try different techniques during the course of
this lesson. At the completion of the lesson, alternative techniques should be discussed.
Finally, the PT should determine which technique is best practice and explain why. The
instructor could follow the PT’s discussion with a guided discussion to introduce
additional techniques and further consider best practices. Please remember that you
should not give the PT the “correct answer,” you may however offer several “what if”
questions or similar questions to guide the PT to a better practice. The PT may not be
aware of the safety concerns involved in a particular technique, a discussion of these
concerns may help the PT understand why one technique is better than another or why
it is better in particular situation. Likewise the PT many not be aware of or may not have
considered the standard operating procedures at your training facility.

Malfunction should be appropriate to private pilot types of flight and light general
aviation airplanes. They should include excessive mag drops, engine failure, engine
icing, high oil temperature, high cylinder temperature, loss of oil pressure, electrical
problems including an alternator failure, landing light failure, and various system failures
such as vacuum failure, radio, navigation receiver, etc. for example.

November 30, 2007 72 Version – D1.2

 Analyze the Performance – Lesson 13
Practice Flight Instruction – Mission
GND Lesson 13 (Approximate lesson time 1.5 hours)

Scenario:

You are a CFI instructing with a student pilot working on a Private Pilot Certificate. This
is the student pilot’s first night flight.

Lesson Objective:

During this lesson, the PT will review night operations, weather information,
performance and limitations, navigation and flight planning, and weight and balance
information. The PT will also make proper decisions in managing the flight lesson and
safety of flight.

Pre Briefing:

The PT will lead all briefing and prepare scenario-based lesson plans that meet the
learning objectives of this lesson.

Completion Standards:

This practice flight instruction lesson is complete when the PT is able to meet the
desired outcomes listed on the grade sheet as well as display a thorough knowledge of
the areas covered in this briefing. In addition, the PT will demonstrate the ability to
safely manage the flight lesson through an acceptable use of aeronautical decision
making, risk management, and single pilot resource management.

Desired Outcome Grade Sheet:

Task Grades SRM Grades

Lesson 13

Manage/Decide
Not Observed

Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain

Desired
Scenario Activities Task
Performance
Effectively managed all resources
Demonstration of SRM Perform
available related to the ground lesson
Discussed and demonstrated the
proper use of automation management Perform
in all phases of ground
Identified and discussed areas of risk
and made proper decisions in Perform
managing those situation
Discussed and demonstrated proper
task management throughout the Perform
ground lesson

November 30, 2007 73 Version – D1.2

 Exercised proper aeronautical decision
making and risk management while
Perform
maintaining positional and situational
awareness
Discussed and demonstrated the
Perform
avoidance of controlled flight into terrain
Effectively managed the flight as an PT Perform
Night Operations as outlined in Flight
Practice
Instructor PTS
Weather information as outlined in
Practice
Flight Instructor PTS
Performance and limitations as outlined
Introduction Practice
in Flight Instructor PTS
Navigation and flight planning as
Practice
outlined in Flight Instructor PTS
Airplane weight and balance as outlined
Practice
in Flight Instructor PTS
Discussed and is able to explain
aeronautical decision making at an
Perform
instructor level as outlined in the
Aviation Instructor’s Handbook
Discussed and is able to explain the
use of the PAVE and DECIDE model Perform
into flight training
Discussed and is able to explain
Aeronautical Decision
assessing the risk of a student and Perform
Making
flight lesson
Discussed and is able to explain factors
Perform
that affect decision making
Discussed and is able to explain
incorporating aeronautical decision
making scenarios into each lesson to Perform
emphasize risk management and single
pilot resource management

Debriefing:

The PT will lead the post-flight debriefing. The debriefing should include grading and
performance differences. The discussion should provide meaningful feedback to the
simulated student and an opportunity to practice judgment and critical thinking skills.

Assignment for Lesson 14

1. Prepare lesson plan night operations

Notes to the Instructor:

The debriefing should use a LCG process. The PT should be practicing the guided
discussion method and offering meaningful alternatives with complete explanations. The
PT may include open-ended questions to lead the simulated student through
considering alternatives and to practice thinking skills.

November 30, 2007 74 Version – D1.2

 Analyze the Performance – Lesson 14
Practice Flight Instruction on Night Operations – Mission
FLT Lesson 14 (Approximate lesson time 1.3 hours)

AIRPLANE – DUAL

Scenario:

You are a CFI instructing with a student pilot working on a Private Pilot Certificate. The
student has recently experienced a taxi incident and is questioning his desire to learn to
fly.

Lesson Objective:

During this lesson, the PT will learn to effectively perform and analyze normal and
emergency night operations. In addition, the PT will demonstrate the ability to safely
manage the flight lesson through an acceptable use of aeronautical decision making,
risk management, and single pilot resource management.

Pre Briefing:

The PT is responsible for the creation and presentation of the lesson’s scenario and
plan of action that meets the objectives of the lesson. The PT will make proper
decisions in managing the flight lesson and safety of flight.

Completion Standards:

At the completion of this lesson, the PT will demonstrate that he/she can effectively
perform and analyze the above introductory maneuvers. In addition, the PT will
demonstrate the ability to safely manage the flight lesson through an acceptable use of
aeronautical decision making, risk management, and single pilot resource management.

Desired Outcome Grade Sheet:

Task Grades SRM Grades

Lesson 14
Manage/Decide
Not Observed

Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain

Desired
Scenario Activities Task
Performance
Preflight briefing will be performed by
Preflight briefing Practice
the PT
Effectively managed all resources
Perform
available related to the flight lesson
Discussed and demonstrated the
proper use of automation management Perform
in all phases of flight

November 30, 2007 75 Version – D1.2

 Identified and discussed areas of risk
and made proper decisions in Perform
managing those situation
Discussed and demonstrated proper
task management throughout the flight Perform
lesson
Exercised proper aeronautical decision
making and risk management while
Perform
maintaining positional and situational
awareness
Discussed and demonstrated the
Perform
avoidance of controlled flight into terrain
Effectively managed the flight as an PT Perform
Review Checklist usage – flow patterns Perform
Night preflight operations Practice
Night taxi operations Practice
Night Takeoffs Practice
Maneuvering during slow flight Practice
Stalls Practice
Steep turns Practice
Night navigation Practice
Introduction
Night emergency operations
Engine failure, approach and landing
Practice
with various flap settings
System and equipment malfunctions Practice
Night landings with various flap settings
With landing light Practice
Without landing light Practice
Discussed and is able to explain
aeronautical decision making at an
Perform
instructor level as outlined in the
Aviation Instructor’s Handbook
Discussed and is able to explain the
use of the PAVE and DECIDE model Perform
into flight training
Discussed and is able to explain
Aeronautical Decision
assessing the risk of a student and Perform
Making
flight lesson
Discussed and is able to explain factors
Perform
that affect decision making
Discussed and is able to explain
incorporating aeronautical decision
making scenarios into each lesson to Perform
emphasize risk management and single
pilot resource management
Critique student performance, preview
Postflight Discussion next lesson, and make study Perform
assignment

November 30, 2007 76 Version – D1.2

Debriefing:

The PT will conduct a through debriefing of the flight using LCG techniques. Remember
that the simulated student has experienced a loss of confidence; therefore, the
debriefing should be structured to help rebuild the student’s confidence. This briefing
may be followed by an instructor debriefing of the PT’s performance as an instructor.

Assignment for Lesson 15:

1. Steep Turns
2. Chandelles
3. Lazy Eights
4. Steep Spirals

Notes to the Instructor:

The PT should be developing effective scenarios to cover the listed material.

What questions can you ask your student to help the student build confidence? During
most debriefing, you are challenging the student to think beyond their comfort zone and
to consider all alternatives maybe even less obvious alternatives. During the confidence
builder, you should attempt to appraise the student more and appraise the student for
the alternatives the student does consider without prompting.

During your review of their performance, did the student recognize performance
deviation and attempt to correct? Recognizing your own mistakes is an important
learning step, the student needs to be told that and reassured that this is showing good
progress even if they have done better before. Explain the effects of stress and value of
self corrections.

November 30, 2007 77 Version – D1.2

 Analyze the Performance – Lesson 15
Ground Review – Mission
GND Lesson 15 (Approximate lesson time 1.5 hours)

Scenario:

You are a CFI instructing with a private pilot working on a commercial certificate. The
student can describe the maneuvers but is having trouble doing the maneuvers.

Lesson Objective:

During this lesson, the PT will review steep turns, chandelles, lazy eights and steep
spirals.

Pre Briefing:

The PT will conduct the briefing for this lesson.

Completion Standards:

During this lesson, the PT displays a thorough knowledge of the areas covered in this
briefing. In addition, the PT will demonstrate the ability to safely manage the flight
lesson through an acceptable use of aeronautical decision making, risk management,
and single pilot resource management.

Desired Outcome Grade Sheet:

Task Grades SRM Grades

Lesson 15

Manage/Decide
Not Observed

Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Scenario Activities Task

Desired Explain
Performance
Effectively managed all resources
Perform
available related to the ground lesson
Discussed and demonstrated the
proper use of automation management Perform
in all phases of ground
Demonstration of SRM Identified and discussed areas of risk
and made proper decisions in Perform
managing those situation
Discussed and demonstrated proper
task management throughout the Perform
ground lesson

November 30, 2007 78 Version – D1.2

 Exercised proper aeronautical decision
making and risk management while
Perform
maintaining positional and situational
awareness
Discussed and demonstrated the
Perform
avoidance of controlled flight into terrain
Effectively managed the flight as an PT Perform
Steep Turns as outlined in Flight
Practice
Instructor PTS
Chandelles as outlined in Flight
Practice
Instructor PTS
Review
Lazy eights as outlined in Flight
Practice
Instructor PTS
Steep spirals as outlined in Flight
Practice
Instructor PTS
Discussed and is able to explain
aeronautical decision making at an
Perform
instructor level as outlined in the
Aviation Instructor’s Handbook
Discussed and is able to explain the
use of the PAVE and DECIDE model Perform
into flight training
Discussed and is able to explain
Aeronautical Decision
assessing the risk of a student and Perform
Making
flight lesson
Discussed and is able to explain factors
Perform
that affect decision making
Discussed and is able to explain
incorporating aeronautical decision
making scenarios into each lesson to Perform
emphasize risk management and single
pilot resource management

Debriefing:

The PT should lead the post-flight debriefing and engaging the simulated student in
meaningful discussions about the student’s performance and critical thinking skills.

Assignment for Lesson 16

1. Prepare lesson/instruction for steep turns, chandelles, lazy eights, and steep spirals

November 30, 2007 79 Version – D1.2

Notes to the Instructor:

The PT should actively participate in the selection of the lesson plans to be assigned for
the lesson 16. The PT should recognize where he/she needs additional work and
should be able to plan activities to get that additional work.

The scenario for this lesson says that the student is having trouble with the maneuvers;
this will challenge the PT to develop scenarios that address these problems. Typically,
the PT will need to analyze the problem and will need to determine where the skill set
practiced in the maneuver would normally be used in flight. Knowing where the skill set
is normally used will help to PT develop an appropriate scenario. Understanding the
problem should allow appropriate practice to master the maneuver.

During the debriefing the PT should be including discussions about situations that were
encountered during the preflight, in-flight, and post-flight as well as how these situations
were resolved. Again, this is one way to practice thinking skills.

November 30, 2007 80 Version – D1.2

 Analyze the Performance – Lesson 16
Practice Flight Instruction – Mission
FLT Lesson 16 (Approximate lesson time 1.2 hours)

AIRPLANE – DUAL

Scenario:

You are a CFI instructing with a private pilot working on a commercial certificate. This is
the private pilot’s second commercial maneuvers lesson. The private pilot has trouble
maintaining control of the airplane during ground reference maneuvers. The private pilot
doesn’t appear to be considering the effects of the airspeed changes on control inputs.

Lesson Objective:

During this lesson, the PT will learn to effectively perform and analyze steep turns,
chandelles, lazy eights, and steep spirals. In addition, the PT will demonstrate
proficiency in the maneuvers listed for review and the ability to safely manage the flight
lesson through an acceptable use of aeronautical decision making, risk management,
and single pilot resource management.

Pre Briefing:

The PT will lead all briefings for this lesson.

Completion Standards:

At the completion of this lesson, the PT will demonstrate that he/she can effectively
perform and analyze the listed introductory maneuvers. He/she will also be able to
explain the principles and techniques of execution while demonstrating the listed review
items and procedures in accordance with the current appropriate FAA Practical Test
Standards and Airplane Flying Handbook. In addition, the PT will demonstrate the ability
to safely manage the flight lesson through an acceptable use of aeronautical decision
making, risk management, and single pilot resource management.

November 30, 2007 81 Version – D1.2

 Desired Outcome Grade Sheet:
Task Grades SRM Grades

Lesson 16

Manage/Decide
Not Observed
Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain
Desired
Scenario Activities Task
Performance
Preflight briefing will be performed by
Perform
the PT
Effectively managed all resources
Perform
available related to the flight lesson
Discussed and demonstrated the
proper use of automation management Perform
in all phases of flight
Identified and discussed areas of risk
and made proper decisions in Perform
managing those situation
Preflight briefing
Discussed and demonstrated proper
task management throughout the flight Perform
lesson
Exercised proper aeronautical decision
making and risk management while
Perform
maintaining positional and situational
awareness
Discussed and demonstrated the
Perform
avoidance of controlled flight into terrain
Effectively managed the flight as an PT Perform
Checklist usage – flow patterns Perform
Emergency approach and landing with
Review Practice
various flap settings
System and equipment malfunctions Practice
Steep Turns Practice
Chandelles Practice
Introduction
Lazy eights Practice
Steep spirals Practice
Discussed and is able to explain
aeronautical decision making at an
Perform
instructor level as outlined in the
Aviation Instructor’s Handbook
Discussed and is able to explain the
use of the PAVE and DECIDE model Perform
into flight training
Discussed and is able to explain
Aeronautical Decision
assessing the risk of a student and Perform
Making
flight lesson
Discussed and is able to explain factors
Perform
that affect decision making
Discussed and is able to explain
incorporating aeronautical decision
making scenarios into each lesson to Perform
emphasize risk management and single
pilot resource management

November 30, 2007 82 Version – D1.2

 Critique student performance, preview
Postflight Discussion next lesson, and make study Perform
assignment

Debriefing:

The PT will lead the debriefing. The debriefing should be tailored to enhancing the
simulated student’s understanding of steep turns, chandelles, lazy eights, and steep
spirals and to helping the student his/her own performance.

Assignment for Lesson 17

1. Review of Aerodynamic and Performance Elements of Flight Maneuvers Assigned

by Instructor

Notes to the Instructor:

Continue to work on areas that need improvement before the FAA Practical Test.

Teaching the student to recognize their own strengths and weaknesses is an important
step toward being able to determine what needs to be done on the next less or knowing
when they need to seek additional training. In other words, teaching the simulated
student to be a self-learner.

The scenario for the lesson suggested that the simulated student was having trouble
with ground reference maneuvers. This should cause the briefing and debriefing to
focus on situations and circumstances related to ground reference maneuvers rather
than on more generic discussions. That is, guide the discussions to topics related to
ground reference maneuvers. Remind the PT that much of his/her instruction will need
to be tailored to solving one or more of the student performance problems and that PT
will need to build scenarios that emphasis the needed training.

November 30, 2007 83 Version – D1.2

 Analyze the Performance – Lesson 17
Practice Flight – Mission
FLT Lesson 17 (Approximate lesson time 1.2 hours)

AIRPLANE – DUAL

Scenario:

You are a CFI instructing with a private pilot working on a commercial certificate. The
student is able to do the maneuvers, but only with help from you.

Lesson Objective:

During the lesson, the PT will review performance maneuvers. In addition, the PT will
demonstrate proficiency in the maneuvers assigned by the Flight Instructor as well as
practice in-flight instruction.

Pre Briefing:

All briefings will be lead by the PT. The instructor should also cover others area he/she
feels are appropriate from earlier lessons.

Completion Standards:

At the completion of this flight lesson, the PT will demonstrate that he/she can
effectively perform, analyze and explain the principles and techniques of execution. In
addition, the PT will demonstrate a thorough understanding of the performance
elements for each maneuver performed. The PT will demonstrate the maneuvers and
procedures in accordance with the current appropriate FAA Practical Test Standards.
The PT will also demonstrate the ability to safely manage the flight lesson through an
acceptable use of aeronautical decision making, risk management, and single pilot
resource management.

November 30, 2007 84 Version – D1.2

 Desire Outcome Grade Sheet:
Task Grades SRM Grades

Lesson 17

Manage/Decide
Not Observed
Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain
Desired
Scenario Activities Task
Performance
Preflight briefing Perform
Effectively managed all resources Manage/
available related to the flight lesson Decide
Discussed and demonstrated the
Manage/
proper use of automation management
Decide
in all phases of flight
Identified and discussed areas of risk
Manage/
and made proper decisions in
Decide
managing those situation
Discussed and demonstrated proper
Demonstration of SRM Manage/
task management throughout the flight
Decide
lesson
Exercised proper aeronautical decision
making and risk management while Manage/
maintaining positional and situational Decide
awareness
Discussed and demonstrated the Manage/
avoidance of controlled flight into terrain Decide
Effectively managed the flight as an PT Manage/
Decide
Checklist usage – flow patterns Perform
Steep turns Perform
Chandelles Perform
Review Lazy Eights Perform
Steep Spirals Perform
Maneuvers assigned by the flight
Perform
instructor
Discussed and is able to explain
aeronautical decision making at an Manage/
instructor level as outlined in the Decide
Aviation Instructor’s Handbook
Discussed and is able to explain the
Manage/
use of the PAVE and DECIDE model
Decide
into flight training
Discussed and is able to explain
Aeronautical Decision Manage/
assessing the risk of a student and
Making Decide
flight lesson
Discussed and is able to explain factors Manage/
that affect decision making Decide
Discussed and is able to explain
incorporating aeronautical decision
Manage/
making scenarios into each lesson to
Decide
emphasize risk management and single
pilot resource management

November 30, 2007 85 Version – D1.2

 Critique student performance, preview
Postflight Discussion next lesson, and make study Perform
assignment

Debriefing:

The debriefing should be lead by the PT and cover both the simulated student’s and
his/her own performance.

Assignment for Lesson 18

1. Fundamentals of Instruction

Notes to the Instructor:

The PT should be incorporating effective aeronautical decision-making training in each

presentation. The debriefing should engage the simulated student in meaningful
discussions of their performance and solutions to the situational encountered during the
flight. Additionally, the PT’s performance and handling of in-flight situations should be
discussed. The PT should lead the debriefing for this lesson as well.

This lesson completes the first strand. The PT should be able to perform the Private and
Commercial Pilot maneuvers in accordance with the appropriate FAA Practical Test
Standards while instructing from the right seat. Since, the PT should be able to perform
all maneuvers in both the Private and Commercial Pilot practical test to the PTS
standards from the right seat, you should use this opportunity to review any maneuvers
you or the PT feels should have additional practice. If there are no areas that need
additional practice, then place emphasis on quality instruction.

During the second strand, the PT will practice effective instructional methods and
techniques. The PT will continue to develop his/her right-seat flying skills but the
emphasis will shift from simply talking while flying to providing effective flight instruction.
Additionally, the PT will move from learning about scenario-based instruction to using
scenario-based instruction to teach.

November 30, 2007 86 Version – D1.2

 Strand 2 – Applying the Teaching Process and Fundamentals of Instruction through a
Variety of Ground and Flight Instruction

Practice Instruction – Lesson 18

Review Teaching and Learning – Mission
GND Lesson 18 (Approximate lesson time 1.8 hours)

Scenario:

You are a CFI instructing your first flight instructor. Your student does not hold any FAA
instructor certificates (neither Ground nor Flight).

Lesson Objective:

During this flight lesson, the PT will review the learning process, the teaching process,
teaching methods, critique and evaluation, human behavior and effective
communication, and planning instructional activity will be introduced to flight instructor
characteristics and responsibilities.

Pre Briefing:

The PT will lead all briefings.

Completion Standards:

The PT will displays a thorough knowledge of the areas covered in this briefing.

Desire Outcome Grade Sheet:

Task Grades SRM Grades

Lesson 18

Manage/Decide
Not Observed

Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain

Desired
Scenario Activities Task
Performance
Effectively managed all resources Manage/
available related to the ground lesson Decide
Discussed and demonstrated the
Manage/
proper use of automation management
Decide
in all phases of ground
Demonstration of SRM Identified and discussed areas of risk
Manage/
and made proper decisions in
Decide
managing those situation
Discussed and demonstrated proper
Manage/
task management throughout the
Decide
ground lesson

November 30, 2007 87 Version – D1.2

 Exercised proper aeronautical decision
making and risk management while Manage/
maintaining positional and situational Decide
awareness
Discussed and demonstrated the Manage/
avoidance of controlled flight into terrain Decide
Effectively managed the flight as an PT Manage/
Decide
The learning process as outlined in
Practice
Flight Instructor PTS
The teaching process as outlined in
Practice
Flight Instructor PTS
Teaching methods as outlined in Flight
Practice
Instructor PTS
Critique and evaluation as outlined in
Practice
Flight Instructor PTS
Flight instructor characteristics and
responsibilities as outlined in Flight Practice
Introduction
Instructor PTS
Human behavior and effective
communication as outlined in Flight Practice
Instructor PTS
Planning instructional activity as
outlined in Flight Instructor PTS
Developing lesson plans for:
Ground instruction lessons Practice
Preflight briefing for a maneuver
Practice
to be performed in flight
Discussed and is able to explain
aeronautical decision making at an Manage/
instructor level as outlined in the Decide
Aviation Instructor’s Handbook
Discussed and is able to explain the
Manage/
use of the PAVE and DECIDE model
Decide
into flight training
Discussed and is able to explain
Aeronautical Decision Manage/
assessing the risk of a student and
Making Decide
flight lesson
Discussed and is able to explain factors Manage/
that affect decision making Decide
Discussed and is able to explain
incorporating aeronautical decision
Manage/
making scenarios into each lesson to
Decide
emphasize risk management and single
pilot resource management

Debriefing:

The PT should lead this debriefing. The debriefing will have two focuses (a) the
simulated student’s performance and thinking skills and (b) the PT’s teaching
performance.

November 30, 2007 88 Version – D1.2

Assignment for Lesson 19

1. Lesson Plan on Fundamentals of Flight

2. Lesson Plan on Normal and Crosswind Takeoff and Landing
3. Lesson Plan on Aerodynamics Demonstration

Notes to the Instructor:

The scenario-based teaching and other problem-based learning methods should be

emphasized because these methods serve the dual role of improving learning and help
the development thinking skills. Good thinking skills are essential to aeronautical
decision-making and judgment.

You may find that you will again need to demonstrate effective problem-based learning
teaching methods since it is unlikely that the PT has exposed to these learning
methods. From your example, the PT should be able to begin using them. You should
actively participate in the teaching sessions to allow the PT to develop an effective
teaching style of his/her own.

The PT is now working of effective instruction rather than on just talking while flying and
flying proficiency while talking. The PT should continue to work on building effective
scenarios to address the simulated student’s needs.

The PT should be encouraged to use personal copies of source documents during this
lesson. All source documents used by the PT must be current. You may want to discuss
the importance of have a professional library and of making frequent reference to the
various source documents. Source documents with notes can make excellent study
material. Teaching students to use source documents not only help avoid
misinformation it also facilitates self-learning. You can help the PT develop a habit of
using source documents by doing so yourself. Likewise, the PT can help his/her
students by his/her example.

November 30, 2007 89 Version – D1.2

 Practice Instruction – Lesson 19
Learn to Conduct a Ground Training Lesson – Mission
GND Lesson 19 (Approximate lesson time 1.5 hours)

Scenario:

You are a CFI instructing a new commercial pilot working on a flight instructor
certificate. You are introduction fundamentals of flight and effective teaching methods to
your student.

Lesson Objective:

During this flight lesson, the PT will learn to conduct a ground training lesson by
presenting lesson plans on fundamentals of flight, normal and crosswind takeoff and
landing, and aerodynamics demonstration to his/her instructor. In addition, the PT will
be able to identify common student errors and suggest effective corrective action.

Pre Briefing:

The PT will lead all briefings.

Completion Standards:

This lesson is complete when the PT demonstrates that he/she can adhere to a
preplanned lesson plan and effectively communicate this lesson to his/her instructor. At
the completion of the lesson, the instructor will critique the PT’s presentation and make
suggestions for improvement.

Desire Outcome Grade Sheet:

Task Grades SRM Grades

Lesson 19

Manage/Decide
Not Observed

Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain

Desired
Scenario Activities Task
Performance
Effectively managed all resources Manage/
available related to the ground lesson Decide
Discussed and demonstrated the
Manage/
proper use of automation management
Decide
in all phases of ground
Demonstration of SRM Identified and discussed areas of risk
Manage/
and made proper decisions in
Decide
managing those situation
Discussed and demonstrated proper
Manage/
task management throughout the
Decide
ground lesson

November 30, 2007 90 Version – D1.2

 Exercised proper aeronautical decision
making and risk management while Manage/
maintaining positional and situational Decide
awareness
Discussed and demonstrated the Manage/
avoidance of controlled flight into terrain Decide
Effectively managed the flight as an PT Manage/
Decide
Lesson Plan on fundamentals of flight Explain
Presentation on fundamentals of flight Explain
Lesson plan on normal & crosswind
takeoff & landing with various flap Explain
settings
Presentation on normal & crosswind
Introduction takeoff & landing with various flap Explain
settings
Lesson Plan on aerodynamics
Explain
demonstration
Presentation on aerodynamics
Explain
demonstration
Discuss common student errors Explain
Discussed and is able to explain
aeronautical decision making at an Manage/
instructor level as outlined in the Decide
Aviation Instructor’s Handbook
Discussed and is able to explain the
Manage/
use of the PAVE and DECIDE model
Decide
into flight training
Discussed and is able to explain
Aeronautical Decision Manage/
assessing the risk of a student and
Making Decide
flight lesson
Discussed and is able to explain factors Manage/
that affect decision making Decide
Discussed and is able to explain
incorporating aeronautical decision
Manage/
making scenarios into each lesson to
Decide
emphasize risk management and single
pilot resource management

Debriefing:

The PT should lead the debriefing and cover the simulated pilot’s performance and
practice of critical thinking skills.

The PT should also lead the debriefing of his/her own performance and handling of in-
flight situations.

November 30, 2007 91 Version – D1.2

Assignment for Lesson 20

1. Review preflight operations and basic maneuvers

2. Review identifying common student errors and suggesting effective corrective action

Notes to the Instructor:

Encourage the PT to use problems as the bases for learning to enhance learning and
facilitate the development of thinking skills. One way this can be done is to discuss the
common errors that might occur during the maneuvers listed in the desired outcome
grading sheet. A discussion of common errors will allow you an opportunity to check the
PT understands of the common errors with the maneuvers as well as practice thinking
skills. The PT practices thinking skills by considering alternatives in correcting common
errors and selecting a solution. Then reflect on how the instructional problem was
solved, search for additional alternatives, select the solution again, and discuss best
practices.

Is the PT frequently referring to appropriate and current source documents? Is the PT

using a problem or task as the bases for learning? Are the problems or tasks realistic
and something the PT’s student use or encounter in-flight? You may consider these
questions as the PT begins to develop and present instruction. For additional
information about problem-based instruction, refer the PT to the FAA/FITS website. The
PT could also find examples of scenarios that could be used or adopted for use in the
Private and Commercial Pilot syllabi on the FAA/FITS website.

November 30, 2007 92 Version – D1.2

 Analyze the Performance – Lesson 20
Practice Flight – Mission
FLT Lesson 20 (Approximate lesson time 1.3 hours)

AIRPLANE – DUAL

Scenario:

You are a CFI instructing with a student pilot working on a Private Pilot Certificate. This
is the review flight prior to the first solo.

Lesson Objective:

During the lesson, the PT will learn to effectively teach the listed preflight operations
and basic maneuvers. In addition, the PT will be able to identify common student errors
and suggest effective corrective action.

Pre Briefing:

All briefings will be lead by the PT. The instructor should also cover others area he/she
feels are appropriate from earlier lessons.

Completion Standards:

At the completion of this flight lesson, the PT will demonstrate the proper instructional
procedures for conducting a flight lesson for the listed maneuvers. In addition, each of
the maneuvers will be demonstrated in accordance with the current appropriate FAA
Practical Test Standards. The explanation will include the identification of common
errors and the proper corrective action. The PT will also demonstrate the ability to safely
manage the flight lesson through an acceptable use of aeronautical decision making,
risk management, and single pilot resource management.

Desire Outcome Grade Sheet:

Task Grades SRM Grades

Lesson 20
Manage/Decide
Not Observed

Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain

Desired
Scenario Activities Task
Performance
Preflight Discussion Perform
Effectively managed all resources Manage/
available related to the flight lesson Decide
Demonstration of SRM
Discussed and demonstrated the
Manage/
proper use of automation management
Decide
in all phases of flight

November 30, 2007 93 Version – D1.2

 Identified and discussed areas of risk
Manage/
and made proper decisions in
Decide
managing those situation
Discussed and demonstrated proper
Manage/
task management throughout the flight
Decide
lesson
Exercised proper aeronautical decision
making and risk management while Manage/
maintaining positional and situational Decide
awareness
Discussed and demonstrated the Manage/
avoidance of controlled flight into terrain Decide
Effectively managed the flight as an PT Manage/
Decide
Aircraft preflight inspection Perform
Checklist usage – flow patterns Perform
Normal and crosswind taxi operations Practice
Normal and crosswind takeoffs Practice
Traffic patterns Perform
Collision avoidance procedures Perform
Wake turbulence avoidance Perform
Straight and level flight Practice
Introduction Straight, constant airspeed climbs Practice
Straight, constant airspeed descents Practice
Turns to headings Practice
Aerodynamics demonstration Practice
Normal and crosswind landings with
Practice
various flap settings
No flap landings Practice
Power-off 180º approach and landing Practice
Go-around Practice
Discussed and is able to explain
aeronautical decision making at an Manage/
instructor level as outlined in the Decide
Aviation Instructor’s Handbook
Discussed and is able to explain the
Manage/
use of the PAVE and DECIDE model
Decide
into flight training
Discussed and is able to explain
Aeronautical Decision Manage/
assessing the risk of a student and
Making Decide
flight lesson
Discussed and is able to explain factors Manage/
that affect decision making Decide
Discussed and is able to explain
incorporating aeronautical decision
Manage/
making scenarios into each lesson to
Decide
emphasize risk management and single
pilot resource management
Postflight Discussion Critique student performance, preview
next lesson, and make study Perform
assignment

November 30, 2007 94 Version – D1.2

Debriefing:

The debriefing is lead by the PT. Emphasis should be on effective teaching and
developing engaging post-flight discussions of the performance and handling of any
situation encountered during the flight.

Assignment for Lesson 21

1. Lesson Plan on Rectangular Course

2. Lesson Plan on S-turns Across a Road
3. Lesson Plan on Turns Around a Point
4. Lesson Plan on Eights on Pylons

Notes to the Instructor:

The PT should be incorporating effective aeronautical decision-making training in each

presentation.

The PT should be creating effective scenarios for the topics he/she are attempting to
teach. In this case, the simulated student is pre-solo; therefore, the scenario should be
designed to prepare the student for the first solo and it should include development of
thinking skills needed for the first solo. Encourage the PT to use the FAA/FITS website
for examples of scenarios.

November 30, 2007 95 Version – D1.2

 Practice Instruction – Lesson 21
Learn to Conduct a Ground Training Lesson – Mission
GND Lesson 21 (Approximate lesson time 1.5 hours)

Scenario:

You are a CFI instructing with a student pilot working on a Private Pilot Certificate. The
student is having trouble maintaining proper runway displacement in the traffic pattern
on downwind and runway alignment on the final approach.

Lesson Objective:

During this flight lesson, the PT will learn to conduct preflight briefing for a maneuver to
be performed in flight and ground training lessons by presenting lesson plans on the
maneuvers listed on the grade sheet below. In addition, the PT will be able to identify
common student errors and suggest effective corrective action.

Pre Briefing:

The PT will lead all briefings.

Completion Standards:

This lesson is complete when the PT demonstrates that he/she can adhere to a
preplanned lesson plan and effectively communicate this lesson to his/her instructor. At
the completion of this lesson, the instructor will critique the PT’s presentation and make
suggestions for improvement.

Desire Outcome Grade Sheet:

Task Grades SRM Grades

Lesson 21

Manage/Decide
Not Observed

Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain

Desired
Scenario Activities Task
Performance
Effectively managed all resources Manage/
available related to the ground lesson Decide
Discussed and demonstrated the
Manage/
proper use of automation management
Decide
in all phases of ground
Demonstration of SRM Identified and discussed areas of risk
Manage/
and made proper decisions in
Decide
managing those situation
Discussed and demonstrated proper
Manage/
task management throughout the
Decide
ground lesson

November 30, 2007 96 Version – D1.2

 Exercised proper aeronautical decision
making and risk management while Manage/
maintaining positional and situational Decide
awareness
Discussed and demonstrated the Manage/
avoidance of controlled flight into terrain Decide
Effectively managed the flight as an PT Manage/
Decide
Lesson plan on rectangular course Practice
Presentation on rectangular course Practice
Lesson plan on s-turns across a road Practice
Introduction
Presentation on s-turns across a road Practice
Lesson plan on turns around a point Practice
Presentation on turns around a point Practice
Discussed and is able to explain
aeronautical decision making at an Manage/
instructor level as outlined in the Decide
Aviation Instructor’s Handbook
Discussed and is able to explain the
Manage/
use of the PAVE and DECIDE model
Decide
into flight training
Discussed and is able to explain
Aeronautical Decision Manage/
assessing the risk of a student and
Making Decide
flight lesson
Discussed and is able to explain factors Manage/
that affect decision making Decide
Discussed and is able to explain
incorporating aeronautical decision
Manage/
making scenarios into each lesson to
Decide
emphasize risk management and single
pilot resource management

Debriefing:

The PT should lead the debriefing. The debriefing should be tailored to deal with the
simulated student difficulties with ground reference maneuvers.

Assignment for Lesson 22

Review as required.

November 30, 2007 97 Version – D1.2

Notes to the Instructor:

The instructor shall select at least one lesson plan and presentation to be performed as
a preflight briefing for a maneuver to be performed in flight. The other lesson plans will
be preformed as a ground training lesson.

The PT should be using common errors as points as learning opportunities and lead a
discussion of possible solutions to these common errors as a means to promote
practice thinking skills.

November 30, 2007 98 Version – D1.2

 Analyze the Performance – Lesson 22
Practice Flight – Mission
FLT Lesson 22 (Approximate lesson time 1.5 hours)

AIRPLANE – DUAL

Scenario:

You are a CFI instructing with a private pilot working on a Commercial Certificate. The
student is being introduced to ground reference maneuvers.

Lesson Objective:

During the lesson the PT will learn to effectively teach the listed Ground Reference
Maneuvers. In addition, the PT will demonstrate proficiency in the practice instruction of
the maneuvers listed for review. The PT will be able to identify common student errors
and suggest effective corrective action.

Pre Briefing:

All briefings will be lead by the PT.

Completion Standards:

At the completion of this lesson, the PT will demonstrate the proper instructional
procedures for conducting a flight lesson for the listed maneuvers. In addition, each of
the maneuvers will be demonstrated in accordance with the current appropriate FAA
PTS. Additional maneuvers outlined in the Airplane Flying Handbook will be performed
to the following standards: ±100 ft. on all altitudes and ±10 kts. on all airspeeds. The
explanation will include the identification of common student errors and the proper
corrective action. The PT will also demonstrate the ability to safely manage the flight
lesson through an acceptable use of aeronautical decision making, risk management,
and single pilot resource management.

November 30, 2007 99 Version – D1.2

 Desire Outcome Grade Sheet:
Task Grades SRM Grades

Lesson 22

Manage/Decide
Not Observed
Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain
Desired
Scenario Activities Task
Performance
Preflight discussion Perform
Effectively managed all resources Manage/
available related to the flight lesson Decide
Discussed and demonstrated the
Manage/
proper use of automation management
Decide
in all phases of flight
Identified and discussed areas of risk
Manage/
and made proper decisions in
Decide
managing those situation
Discussed and demonstrated proper
Demonstration of SRM Manage/
task management throughout the flight
Decide
lesson
Exercised proper aeronautical decision
making and risk management while Manage/
maintaining positional and situational Decide
awareness
Discussed and demonstrated the Manage/
avoidance of controlled flight into terrain Decide
Effectively managed the flight as an PT Manage/
Decide
Aircraft preflight inspection Perform
Checklist usage – flow patterns Perform
Normal and crosswind taxi operations Perform
Review
Normal and crosswind takeoffs Perform
Normal and crosswind landings with
Perform
various flap settings
Ground Reference Maneuvers
Tracking a straight line Practice
Rectangular patterns Practice
S-turns Practice
Introduction Turns around a point Practice
Eights on pylons Practice
Eights around pylons Practice
Eights across a road Practice
Eights along a road Practice
Discussed and is able to explain
Aeronautical Decision aeronautical decision making at an Manage/
Making instructor level as outlined in the Decide
Aviation Instructor’s Handbook
Discussed and is able to explain the
Manage/
use of the PAVE and DECIDE model
Decide
into flight training
Discussed and is able to explain
Manage/
assessing the risk of a student and
Decide
flight lesson

November 30, 2007 100 Version – D1.2

 Discussed and is able to explain factors Manage/
that affect decision making Decide
Discussed and is able to explain
incorporating aeronautical decision
Manage/
making scenarios into each lesson to
Decide
emphasize risk management and single
pilot resource management
Postflight Discussion Critique student performance, preview
next lesson and make study Perform
assignment

Debriefing:
The PT should lead the debriefing. The PT should emphasize the common errors
displayed by the simulated student. The PT should lead a guided discussion on
situations that may cause a pilot to experience difficulties with the ground references
maneuvers. In-flight situations should be posed to the simulated student so the student
can formulate solutions.

Assignment for Lesson 23:

1. Lesson Plan on Forward Slip to a Landing
2. Lesson Plan on Go-around
3. Lesson Plan on Navigation and Flight Planning
4. Lesson Plan on Basic Instrument Maneuvers
5. Lesson Plan on Emergency Approach and Landings
6. Lesson Plan on System and Equipment Malfunctions

Notes to the Instructor:

The PT should be incorporating effective aeronautical decision-making training in each

presentation. This can be done during the in-flight situation discussions. The PT should
be able to sit up a situation for each maneuver covered in the lesson and assign a task
or problem associated with the situation for the simulated student to solve. Invalid
solutions may be offered from time-to-time to ensure the PT is able to detect and
suggest valid alternatives as well as lead effective guided discussions.

November 30, 2007 101 Version – D1.2

 Practice Instruction – Lesson 23
Learn to Conduct a Ground Training Lesson – Mission
GND Lesson 23 (Approximate lesson time 1.5 hours)

Scenario:

You are a CFI instructing with a student pilot that is making good progress toward his
Private Pilot Certificate.

Lesson Objective:

During this flight lesson, the PT will learn to effectively teach forward slips to landings
and navigation and flight planning as it relates to cross-country flying. The PT will learn
to effectively teach go-arounds and basic instrument maneuvers. The PT will be able to
identify the common student errors and suggest corrective action.

Pre Briefing:

The PT will lead all briefings.

Completion Standards:

This lesson is complete when the PT demonstrates the ability to adhere to a preplanned
lesson plan and effectively communicate this lesson to the instructor. At the completion
of the lesson the instructor will critique the PT’s presentation and make suggestions for
improvement. The PT will also demonstrate the ability to safely manage the flight lesson
through an acceptable use of aeronautical decision making, risk management, and
single pilot resource management.

Desire Outcome Grade Sheet:

Task Grades SRM Grades

Lesson 23

Manage/Decide
Not Observed

Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain

Desired
Scenario Activities Task
Performance
Effectively managed all resources Manage/
Demonstration of SRM
available related to the ground lesson Decide
Discussed and demonstrated the
Manage/
proper use of automation management
Decide
in all phases of ground
Identified and discussed areas of risk
Manage/
and made proper decisions in
Decide
managing those situation
Discussed and demonstrated proper
Manage/
task management throughout the
Decide
ground lesson

November 30, 2007 102 Version – D1.2

 Exercised proper aeronautical decision
making and risk management while Manage/
maintaining positional and situational Decide
awareness
Discussed and demonstrated the Manage/
avoidance of controlled flight into terrain Decide
Effectively managed the flight as an PT Manage/
Decide
Lesson plan on forward slip to a landing Practice
Presentation on forward slip to a
Practice
landing
Lesson plan on go-around Practice
Presentation on go-around Practice
Lesson plan on navigation and flight
Practice
planning
Presentation on navigation and flight
Practice
planning
Lesson plan on basic instrument
Practice
Review maneuvers
Presentation on basic instrument
Practice
maneuvers
Lesson plan on emergency approach
Practice
and landing with various flap settings
Presentation on emergency approach
Practice
and landing with various flap settings
Lesson plan on system and equipment
Practice
malfunctions
Presentation on system and equipment
Practice
malfunctions
Discussed and is able to explain
aeronautical decision making at an Manage/
instructor level as outlined in the Decide
Aviation Instructor’s Handbook
Discussed and is able to explain the
Manage/
use of the PAVE and DECIDE model
Decide
into flight training
Discussed and is able to explain
Aeronautical Decision Manage/
assessing the risk of a student and
Making Decide
flight lesson
Discussed and is able to explain factors Manage/
that affect decision making Decide
Discussed and is able to explain
incorporating aeronautical decision
Manage/
making scenarios into each lesson to
Decide
emphasize risk management and single
pilot resource management

November 30, 2007 103 Version – D1.2

Debriefing:

The instructor will use a LCG technique for the PT’s debriefing. The PT will actively
participate in the debriefing suggesting areas where self-improvement is needed. The
PT should take advantage of the basic instrument maneuver discussion to offer
scenarios where the basic instrument maneuvers may be applicable. The discussions
should include considering ways the situation could and should have be avoided.
Practice critical thinking and judgment skills.

Assignment for Lesson 24

1. Plan a VFR Cross-country flight in accordance with the guidelines of the Commercial
Practical Test Standards. This planning will be used to complete lesson 24.

Notes to the Instructor:

The instructor and PT should be doing separate assessments of the PT performance.

Following the individual assessments, the PT should be conducting the debriefing to
identify and correct problem areas as well as to learn how to do effective LCG
debriefings. You should remind the PT that the debriefings should include discussions
of alternative ways to solve the problems encountered in the lesson and considerations
of which solution is best. In other words, the PT should be engaged in developing
thinking skills as well as his/her teaching skills.

Did the PT adequately cover inadvertent IMC avoidance? Did the PT use this
opportunity to have the simulated student practice critical thinking skills? Did the PT use
all of the steps recommended earlier to develop and enhance thinking skills effectively?

November 30, 2007 104 Version – D1.2

 Analyze the Performance – Lesson 24
Practice Flight – Mission
FLT Lesson 24 (Approximate lesson time 2.0 hours)

Scenario:

You are a CFI instructing with a private pilot working on a Commercial Certificate. The
student is preparing for his Practical Test.

Lesson Objective:

During the lesson, the PT will learn to effectively teach proper cross-country flying
procedures, using the cross-country planning that was done as part of Briefing 23.

Pre Briefing:

All briefings will be lead by the PT. To the maximum extent possible, the PT should use
a problem as the bases for learning.

Completion Standards:

At the completion of this lesson, the PT will demonstrate he/she can effectively perform
and teach the cross-country maneuvers and procedures. In addition, he/she will be able
to explain the principles and techniques of execution while demonstrating the listed
items and procedures in accordance with the current appropriate FAA PTS. The PT will
also demonstrate the ability to safely manage the flight lesson through an acceptable
use of aeronautical decision making, risk management, and single pilot resource
management.

Desire Outcome Grade Sheet:

Task Grades SRM Grades

Lesson 24

Manage/Decide
Not Observed

Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain

Desired
Scenario Activities Task
Performance
Preflight discussion Perform
Effectively managed all resources Manage/
available related to the flight lesson Decide
Discussed and demonstrated the
Manage/
Demonstration of SRM proper use of automation management
Decide
in all phases of flight
Identified and discussed areas of risk
Manage/
and made proper decisions in
Decide
managing those situation

November 30, 2007 105 Version – D1.2

 Discussed and demonstrated proper
Manage/
task management throughout the flight
Decide
lesson
Exercised proper aeronautical decision
making and risk management while Manage/
maintaining positional and situational Decide
awareness
Discussed and demonstrated the Manage/
avoidance of controlled flight into terrain Decide
Effectively managed the flight as an PT Manage/
Decide
Checklist usage – flow patterns Perform
Emergency operations Perform
Review Emergency approach and landing
Perform
(simulated)
System and equipment malfunctions Perform
Cross-country flight with landings at
three different airports with one airport
Practice
more than 50 nautical miles from the
original departure point
Cross-country procedures
Power plant operations/management Practice
Departure procedures Practice
Flight plan activation Practice
Dead reckoning Practice
Pilotage Practice
Ground speed calculations Practice
Calculation of ETAs to checkpoints
Practice
and destination
Introduction
Maintenance of current nav log data Practice
Radio navigation Practice
Lost procedures Practice
Diversion to alternate Practice
Flight by reference to instruments
Straight and level flight Practice
Straight constant airspeed climbs Practice
Straight constant airspeed descents Practice
Turns to headings Practice
Critical flight attitudes Practice
Radio aids and radar services Practice
After landing and shutdown procedures
Closure of VFR flight plan Practice
Discussed and is able to explain
aeronautical decision making at an Manage/
instructor level as outlined in the Decide
Aviation Instructor’s Handbook
Aeronautical Decision Discussed and is able to explain the
Manage/
Making use of the PAVE and DECIDE model
Decide
into flight training
Discussed and is able to explain
Manage/
assessing the risk of a student and
Decide
flight lesson

November 30, 2007 106 Version – D1.2

 Discussed and is able to explain factors Manage/
that affect decision making Decide
Discussed and is able to explain
incorporating aeronautical decision
Manage/
making scenarios into each lesson to
Decide
emphasize risk management and single
pilot resource management
Postflight discussion Critique student performance, preview
next lesson, and make study Perform
assignment

Debriefing:

The PT will lead the simulated student debriefing using LCG. Cross-country flight
planning and flights provide many opportunities to practice critical thinking. Set up
situations to lead the simulated student into engaged discussions. Challenge the
simulated student to think through several contingency plans so that typical in-flight
situations do not catch the student off guard.

Assignment for Lesson 25

1. Lesson Plan on Maneuvering During Slow Flight

2. Lesson Plan on Proficiency Stalls
3. Lesson Plan on Demonstration Stalls

Notes to the Instructor:

The PT should be incorporating effective aeronautical decision-making training in each

presentation. The more “what ifs” the student considers the better prepared the student
should be to deal with changes. Simple scenarios can be easily expanded to create
great learning experiences with “what ifs.” There are several document available on the
FAA/FITS website on cross-country scenarios, the PT should refer to these document
for additional help.

November 30, 2007 107 Version – D1.2

 Practice Instruction – Lesson 25
Learn to Conduct a Ground Training Lesson – Mission
GND Lesson 25 (Approximate lesson time 1.5 hours)

Scenario:

You are a CFI instructing with a student pilot on the third lesson on slow flight and stalls.
The student has accomplished acceptable performance on slow flight and each of the
stalls; however, he has not been able to do the all in the same flight. You are concerned
that the student does not understand the aerodynamics to an application level; thus, he
cannot or is not able to make the necessary adjustment to complete them all in a single
flight.

Lesson Objective:

During this flight lesson, the PT will learn to conduct preflight briefings for a maneuver to
be performed in flight and ground training lessons by presenting lesson plans on
Maneuvering During Slow Flight, Demonstration Stalls and Proficiency Stalls to his/her
instructor. In addition, the PT will be able to identify common student errors and suggest
effective corrective action.

Pre Briefing:

The PT will lead all briefings.

Completion Standards:

This lesson is complete when the PT demonstrates that he/she can adhere to a
preplanned lesson plan and effectively communicate this lesson to his/her instructor.

November 30, 2007 108 Version – D1.2

 Desire Outcome Grade Sheet:
Task Grades SRM Grades

Lesson 25

Manage/Decide
Not Observed
Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain
Desired
Scenario Activities Task
Performance
Effectively managed all resources Manage/
available related to the ground lesson Decide
Discussed and demonstrated the
Manage/
proper use of automation management
Demonstration of SRM Decide
in all phases of ground
Identified and discussed areas of risk
Manage/
and made proper decisions in
Decide
managing those situation
Discussed and demonstrated proper
Manage/
task management throughout the
Decide
ground lesson
Exercised proper aeronautical decision
making and risk management while Manage/
maintaining positional and situational Decide
awareness
Discussed and demonstrated the Manage/
avoidance of controlled flight into terrain Decide
Effectively managed the flight as an PT Manage/
Decide
Lesson plan on Maneuvering During
Practice
Slow Flight
Presentation on Maneuvering During
Practice
Slow Flight
Review
Lesson plan on Proficiency Stalls Practice
Presentation on Proficiency Stalls Practice
Lesson plan on Demonstration Stalls Practice
Presentation on Demonstration Stalls Practice
Discussed and is able to explain
aeronautical decision making at an Manage/
instructor level as outlined in the Decide
Aviation Instructor’s Handbook
Discussed and is able to explain the
Manage/
use of the PAVE and DECIDE model
Decide
into flight training
Discussed and is able to explain
Aeronautical Decision Manage/
assessing the risk of a student and
Making Decide
flight lesson
Discussed and is able to explain factors Manage/
that affect decision making Decide
Discussed and is able to explain
incorporating aeronautical decision
Manage/
making scenarios into each lesson to
Decide
emphasize risk management and single
pilot resource management

November 30, 2007 109 Version – D1.2

Debriefing:

The PT should lead the debriefing. Emphasis should be placed on common errors and
the application of aeronautical knowledge. Employ guided discussions to lead the
simulated student through the aeronautical knowledge to help the student find and
correct misunderstanding and knowledge gaps.

Assignment for Lesson 26

Review as required.

Notes to the Instructor:

At the completion of the lesson, the instructor will critique the PT’s presentation and
make suggestions for improvement.

Note: the instructor shall select at least one lesson plan and presentation to be
performed as a preflight briefing for a maneuver to be performed in flight. The other
lesson plans will be presented as ground training lessons. When several lessons cover
the same maneuvers, one of the other maneuvers should be performed in flight while
the remaining maneuvers are presented as the ground training lessons. The ground
training lessons should cover various in-flight situations that challenge the student to
think critically. Again, work on developing and enhancing thinking skills.

November 30, 2007 110 Version – D1.2

 Analyze the Performance – Lesson 26
Practice Flight – Mission
FLT Lesson 26 (Approximate lesson time 1.3 hours)

AIRPLANE/COMPLEX – DUAL

Scenario:

You are a CFI instructing with a private pilot seeking a complex airplane endorsement.
The student has just bought a new “glass” complex airplane and plans to take his family
to Vail, CO on a ski trip next week. The student previously completed a ground training
program covering legacy complex systems and procedures.

Lesson Objective:

During the lesson, the PT will learn to effectively teach Maneuvering During Slow Flight,
Demonstration and Proficiency Stalls, Emergency operations, and Normal and
Crosswind Takeoffs and Landings in a complex airplane. The PT will be able to identify
common student errors and suggest effective corrective action.

Pre Briefing:

All briefings will be lead by the PT.

Completion Standards:

At the completion of this lesson, the PT will demonstrate the proper instructional
procedures for conducting a flight lesson for the listed maneuvers. In addition, each
maneuver will be demonstrated in accordance with the current appropriate FAA PTS.
Additional maneuvers outlined in the Airplane Flying Handbook will be performed to the
following standards: recovers at the first indication of a stall and recovers within ±100 ft.
of the recovery altitude with no secondary stall. The explanation of the maneuvers and
demonstrations will include the identification of common student errors and the proper
corrective actions. The PT will also demonstrate the ability to safely manage the flight
lesson through an acceptable use of aeronautical decision making, risk management,
and single pilot resource management.

November 30, 2007 111 Version – D1.2

 Desire Outcome Grade Sheet:
Task Grades SRM Grades

Lesson 26

Manage/Decide
Not Observed
Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain
Desired
Scenario Activities Task
Performance
Preflight discussion Perform
Effectively managed all resources Manage/
available related to the flight lesson Decide
Discussed and demonstrated the
Manage/
proper use of automation management
Decide
in all phases of flight
Identified and discussed areas of risk
Manage/
and made proper decisions in
Decide
managing those situation
Discussed and demonstrated proper
Demonstration of SRM Manage/
task management throughout the flight
Decide
lesson
Exercised proper aeronautical decision
making and risk management while Manage/
maintaining positional and situational Decide
awareness
Discussed and demonstrated the Manage/
avoidance of controlled flight into terrain Decide
Effectively managed the flight as an PT Manage/
Decide
Preflight procedures Perform
Checklist usage – flow patterns Perform
Maneuvering during slow flight
Climbs and descents Perform
Various drag configurations Perform
Turns at various bank angles Perform
Demonstration and proficiency stalls
Power-on stalls Practice
Power-off stalls Practice
Crossed-control stalls Practice
Elevator-trim stalls Practice
Introduction
Secondary stalls Practice
Accelerated stalls Practice
Emergency procedures Practice
Normal and crosswind takeoffs Perform
Normal and crosswind landings with
Perform
various flap settings
Complex airplane operations Practice
Complex airplane systems Practice
Retractable landing gear Practice
Variable-pitch propellers Practice
Turbo-changing Practice

November 30, 2007 112 Version – D1.2

 Discussed and is able to explain
aeronautical decision making at an Manage/
instructor level as outlined in the Decide
Aviation Instructor’s Handbook
Discussed and is able to explain the
Manage/
use of the PAVE and DECIDE model
Decide
into flight training
Discussed and is able to explain
Aeronautical Decision Manage/
assessing the risk of a student and
Making Decide
flight lesson
Discussed and is able to explain factors Manage/
that affect decision making Decide
Discussed and is able to explain
incorporating aeronautical decision
Manage/
making scenarios into each lesson to
Decide
emphasize risk management and single
pilot resource management
Postflight Discussion Critique student performance, preview
next lesson, and make study Perform
assignment

Debriefing:

The PT will lead the debriefing. Since the simulated student previously completed a
complex aircraft ground training program the PT should assess that the student has
adequate complex knowledge. The PT should use present situations to the student that
required the student to apply his/her complex knowledge.

Assignment for Lesson 27

1. Lesson Plan on spins

2. Lesson Plan on Weight & Balance and the Effects of Loading
3. Lesson Plan on Determining Performance and Limitations

Notes to the Instructor:

The PT should be incorporating effective aeronautical decision-making training in each

presentation. During the assessment of the student’s complex knowledge, did the PT
use the opportunity to practice problem-solving skills (practice critical thinking skills) and
challenge the student to consider additional options including less obvious options?

November 30, 2007 113 Version – D1.2

 Practice Instruction – Lesson 27
Learn to Conduct a Ground Training Lesson – Mission
GND Lesson 27 (Approximate lesson time 1.5 hours)

Scenario:

You are a CFI instructing with a private pilot two lesson away from solo.

Lesson Objective:

During this flight lesson, the PT will learn to conduct a ground training lesson by
presenting lesson plans on spins, weight and balance, and determining performance
and limitations to his/her instructor. In addition, the student will be able to identify
common student errors and suggest effective corrective action.

Pre Briefing:

The PT will lead all briefings.

Completion Standards:

This lesson is complete when the PT demonstrates that he/she can adhere to a
preplanned lesson plan and effectively communicate this less to his/her instructor.

November 30, 2007 114 Version – D1.2

 Desire Outcome Grade Sheet:
Task Grades SRM Grades

Lesson 27

Manage/Decide
Not Observed
Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain
Desired
Scenario Activities Task
Performance
Effectively managed all resources Manage/
available related to the ground lesson Decide
Discussed and demonstrated the
Manage/
proper use of automation management
Decide
in all phases of ground
Identified and discussed areas of risk
Manage/
and made proper decisions in
Decide
Demonstration of SRM managing those situation
Discussed and demonstrated proper
Manage/
task management throughout the flight
Decide
lesson
Exercised proper aeronautical decision
making and risk management while Manage/
maintaining positional and situational Decide
awareness
Discussed and demonstrated the Manage/
avoidance of controlled flight into terrain Decide
Effectively managed the flight as an PT Manage/
Decide
Lesson plan on spins Practice
Presentation on spins Practice
Lesson plan on weight and balance,
Practice
and effects of loading
Presentation on weight and balance,
Review Practice
and effects of loading
Lesson plan on determining
Practice
performance and limitations
Presentation on determining
Practice
performance and limitations
Discussed and is able to explain
aeronautical decision making at an Manage/
instructor level as outlined in the Decide
Aviation Instructor’s Handbook
Aeronautical Decision Discussed and is able to explain the
Manage/
Making use of the PAVE and DECIDE model
Decide
into flight training
Discussed and is able to explain
Manage/
assessing the risk of a student and
Decide
flight lesson

November 30, 2007 115 Version – D1.2

 Discussed and is able to explain factors Manage/
that affect decision making Decide
Discussed and is able to explain
incorporating aeronautical decision
Manage/
making scenarios into each lesson to
Decide
emphasize risk management and single
pilot resource management

Debriefing:

The PT should lead the debriefing and engage the simulated student in meaningful
discussions about the items listed on the desired outcomes grading sheet.

Assignment for Lesson 28

Review as required.

Notes to the Instructor:

At the completion of the lesson, the instructor will critique the student’s presentation and
make suggestions for improvement.

The review should cover any area that the PT or the instructor previously covered in this
strand that needs additional work including topics that were not presented well and
topics that were incomplete or contained misstatements. Otherwise, the PT may be
asked to present a topic that was done very well to more closely examine the things the
PT does well and why the instructor thinks they were done well (why it worked).

November 30, 2007 116 Version – D1.2

 Analyze the Performance – Lesson 28
Practice Flight – Mission
FLT Lesson 28 (Approximate lesson time 1.0 hours)

AIRPLANE – DAUL

Scenario:

You are a CFI instructing with a student pilot working on a Private Pilot Certificate who
is doing the last review prior to taking his Private practical flight test.

Lesson Objective:

During the lesson, the PT will learn to effectively teach spins. The PT will be able to
identify common student errors and suggest corrective action.

Pre Briefing:

All briefings will be lead by the PT.

Completion Standards:

At the completion of this flight lesson, the PT will demonstrate the proper instructional
procedures for conducting a flight lesson on spins. In addition, the maneuver will be
demonstrated in accordance with the current appropriate FAA PTS. The explanation will
include the identification of common student errors and the proper corrective action. The
PT will also demonstrate the ability to safely manage the flight lesson through an
acceptable use of aeronautical decision making, risk management, and single pilot
resource management.

November 30, 2007 117 Version – D1.2

 Desire Outcome Grade Sheet:
Task Grades SRM Grades

Lesson 28

Manage/Decide
Not Observed
Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain
Desired
Scenario Activities Task
Performance
Preflight discussion Perform
Effectively managed all resources Manage/
available related to the flight lesson Decide
Discussed and demonstrated the
Manage/
proper use of automation management
Decide
in all phases of flight
Identified and discussed areas of risk
Manage/
and made proper decisions in
Decide
managing those situation
Discussed and demonstrated proper
Demonstration of SRM Manage/
task management throughout the flight
Decide
lesson
Exercised proper aeronautical decision
making and risk management while Manage/
maintaining positional and situational Decide
awareness
Discussed and demonstrated the Manage/
avoidance of controlled flight into terrain Decide
Effectively managed the flight as an PT Manage/
Decide
Spin entries and recoveries
Power on, power off Perform
Review Left and right entries Perform
Incipient and fully developed –
Perform
minimum of 2 turns
Discussed and is able to explain
aeronautical decision making at an Manage/
instructor level as outlined in the Decide
Aviation Instructor’s Handbook
Discussed and is able to explain the
Manage/
use of the PAVE and DECIDE model
Decide
into flight training
Discussed and is able to explain
Aeronautical Decision Manage/
assessing the risk of a student and
Making Decide
flight lesson
Discussed and is able to explain factors Manage/
that affect decision making Decide
Discussed and is able to explain
incorporating aeronautical decision
Manage/
making scenarios into each lesson to
Decide
emphasize risk management and single
pilot resource management

Debriefing:

November 30, 2007 118 Version – D1.2

The PT will conduct a simulated student LCG debriefing that will be followed by a LCG
debriefing of the PT’s performance. Use spin avoidance to discuss “what ifs” to enhance
critical thinking skills.

Assignment for Lesson 29

1. Lesson Plan on Steep Turns

2. Lesson Plan on Chandelles
3. Lesson Plan on Lazy Eights
4. Lesson Plan on Steep Spirals
5. Lesson Plan on Short-field Takeoff and Maximum Performance Climb & Short Field
Landings
6. Lesson Plan on Soft-field Takeoffs and Landings
7. Lesson Plan on Power-off 180º Accuracy Approach and Landings

Notes to the Instructor:

The PT should be incorporating effective aeronautical decision-making training in each

presentation and simulated student debriefing.

Is the PT taking advantage of the opportunities normally occurring during the pre-, in-
flight, and post-flight to practice critical thinking skills? Are all of the judgment training
steps being consistently used?

November 30, 2007 119 Version – D1.2

 Practice Instruction – Lesson 29
Learn to Conduct a Ground Training Lesson – Mission
GND Lesson 29 (Approximate lesson time 2.0 hours)

Scenario:

You are a CFI instructing with a private pilot working on a commercial certificate. This is
the student’s first commercial maneuvers lesson. The student is an average student that
is making steady progress.

Lesson Objective:

During this flight lesson, the PT will learn to conduct a preflight briefing for a maneuver
to be performed in flight and a ground training lesson by presenting lesson plans on
Steep Turns, Chandelles, Lazy Eights, Steep Spiral, short and soft-field takeoffs and
landings, and power-off 180º accuracy approach and landing to his/her instructor. In
addition, the PT will be able to identify the common student errors and suggest effective
corrective action.

Pre Briefing:

The PT will lead all briefings.

Completion Standards:

This lesson is complete when the PT demonstrates that he/she can adhere to a
preplanned lesson plan and effectively communicate this lesson to his/her instructor.

Desire Outcome Grade Sheet:

Task Grades SRM Grades

Lesson 29

Manage/Decide
Not Observed

Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain

Desired
Scenario Activities Task
Performance
Effectively managed all resources Manage/
available related to the ground lesson Decide
Discussed and demonstrated the
Manage/
proper use of automation management
Decide
in all phases of ground
Demonstration of SRM Identified and discussed areas of risk
Manage/
and made proper decisions in
Decide
managing those situation
Discussed and demonstrated proper
Manage/
task management throughout the
Decide
ground lesson

November 30, 2007 120 Version – D1.2

 Exercised proper aeronautical decision
making and risk management while Manage/
maintaining positional and situational Decide
awareness
Discussed and demonstrated the Manage/
avoidance of controlled flight into terrain Decide
Effectively managed the flight as an PT Manage/
Decide
Lesson plan on steep turns Perform
Presentation on steep turns Perform
Lesson plan on chandelles Perform
Presentation on chandelles Perform
Lesson plan on lazy eights Perform
Presentation on lazy eights Perform
Lesson plan on steep spirals Perform
Presentation on steep spirals Perform
Lesson plan on short-field takeoff and
maximum performance climb & short Perform
Review field landings with various flap settings
Presentation on short-field takeoff and
maximum performance climb & short Perform
field landings with various flap settings
Lesson plan on soft-field takeoff and
Perform
landing
Presentation on soft-field takeoff and
Perform
landing
Lesson plan on power-off 180º
Perform
accuracy approach and landing
Presentation on power-off 180º
Perform
accuracy approach and landing
Discussed and is able to explain
aeronautical decision making at an Manage/
instructor level as outlined in the Decide
Aviation Instructor’s Handbook
Discussed and is able to explain the
Manage/
use of the PAVE and DECIDE model
Decide
into flight training
Discussed and is able to explain
Aeronautical Decision Manage/
assessing the risk of a student and
Making Decide
flight lesson
Discussed and is able to explain factors Manage/
that affect decision making Decide
Discussed and is able to explain
incorporating aeronautical decision
Manage/
making scenarios into each lesson to
Decide
emphasize risk management and single
pilot resource management

November 30, 2007 121 Version – D1.2

Debriefing:

The PT should lead the debriefing and include judgment training.

Assignment for Lesson 30

Review as required.

Notes to the Instructor:

At the completion of the lesson, the instructor will critique the PT’s presentation and
make suggestions for improvement.

Note: the instructor shall select at least one lesson plan and presentation to be
performed as a preflight briefing for a maneuver to be performed in flight. The other
lesson plans will be presented as ground training lessons.

Judgment training includes a task or problem, solving the task or problem, reflecting on
the problem-solving process, brainstorming additional alternatives, re-solving the
problem, and then considering what is best. The PT should be following this process
with his student during the presentations and debriefings as well as using the process to
develop his/her own thinking skills. When the process has been practiced long enough
that the steps can be done automatically (without having to think about them), the
student and PT are ready to concentrate on thinking about better options and
alternatives rather than on the process.

November 30, 2007 122 Version – D1.2

 Analyze the Performance – Lesson 30
Practice Flight – Mission
FLT Lesson 30 (Approximate lesson time 1.3 hours)

AIRPLANE/COMPLEX – DUAL

Scenario:

You are a CFI instructing with a private pilot working on a Commercial Certificate. The
student is having trouble with aircraft mastery and frequently deviates well beyond
Commercial PTS.

Lesson Objective:

During the lesson, the PT will learn to effectively teach steep spirals, steep turns,
chandelles, lazy eights, short and soft-field takeoffs and landings, power-off 180º
accuracy approach and landing, and go-arounds in a complex airplane. The student will
be able to identify common student errors and suggest effective corrective action.

Pre Briefing:

All briefings will be lead by the PT.

Completion Standards:

At the completion of this lesson, the PT will demonstrate the proper instructional
procedures for conducting a flight lesson for the listed maneuvers. In addition, each
maneuver will be demonstrated in accordance with the current appropriate FAA PTS.
The PT will also demonstrate the ability to safely manage the flight lesson through an
acceptable use of aeronautical decision making, risk management, and single pilot
resource management.

Desire Outcome Grade Sheet:

Task Grades SRM Grades

Lesson 30
Manage/Decide
Not Observed

Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain

Desired
Scenario Activities Task
Performance
Effectively managed all resources Manage/
available related to the flight lesson Decide
Demonstration of SRM Discussed and demonstrated the
Manage/
proper use of automation management
Decide
in all phases of flight

November 30, 2007 123 Version – D1.2

 Identified and discussed areas of risk
Manage/
and made proper decisions in
Decide
managing those situation
Discussed and demonstrated proper
Manage/
task management throughout the flight
Decide
lesson
Exercised proper aeronautical decision
making and risk management while Manage/
maintaining positional and situational Decide
awareness
Discussed and demonstrated the Manage/
avoidance of controlled flight into terrain Decide
Effectively managed the flight as an PT Manage/
Decide
Checklist usage – flow patterns Perform
Steep spirals Perform
Steep turns Perform
Chandelles Perform
Lazy eights Perform
Short-field takeoffs and maximum
Perform
performance climb
Short-field approaches and landings –
Perform
with and without obstacle
Review Soft-field takeoffs and climbs Perform
Soft-field approaches and landings Perform
Full flap rejected landing (go-around) Perform
Power-off 180º accuracy approach and
Perform
landing
Complex airplane operations Perform
Complex airplane systems Perform
Retractable landing gear Perform
Variable-pitch propellers Perform
Turbo-changing Perform
Discussed and is able to explain
aeronautical decision making at an Manage/
instructor level as outlined in the Decide
Aviation Instructor’s Handbook
Discussed and is able to explain the
Manage/
use of the PAVE and DECIDE model
Decide
into flight training
Discussed and is able to explain
Aeronautical Decision Manage/
assessing the risk of a student and
Making Decide
flight lesson
Discussed and is able to explain factors Manage/
that affect decision making Decide
Discussed and is able to explain
incorporating aeronautical decision
Manage/
making scenarios into each lesson to
Decide
emphasize risk management and single
pilot resource management
Postflight Discussion Critique student performance, preview
next lesson, and make study Perform
assignment

November 30, 2007 124 Version – D1.2

Debriefing:

The PT will lead the debriefing engaging the simulated student and including judgment
training.

Assignment for Lesson 31

1. Aeromedical Factors
2. High Altitude Operations
3. Airworthiness Requirements
4. Advisory Circulars and Assorted Publications

Notes to the Instructor:

The PT should be incorporating effective aeronautical decision-making training in each

presentation.

The PT should be using guided discussions and authentic situations to present

challenges to the simulated student. The PT should be presenting scenarios that are of
interest to the student, things the student may actually be considering or dreaming to do
as a pilot or do with his/her airplane.

November 30, 2007 125 Version – D1.2

 Practice Instruction – Lesson 31
Learn to Conduct a Ground Training Lesson – Mission
GND Lesson 31 (Approximate lesson time 1.5 hours)

Scenario:

You are a CFI instructing with a private pilot getting ready of the commercial Practical
Test.

Lesson Objective:

During this flight lesson, the student will review aeromedical factors, high altitude
operations, and airworthiness requirements.

Pre Briefing:

The PT will lead all briefings.

Completion Standards:

The PT will have successfully completed the lesson when he/she displays thorough
knowledge of the areas covered in this briefing.

Desire Outcome Grade Sheet:

Task Grades SRM Grades

Lesson 31

Manage/Decide
Not Observed

Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain
Desired
Scenario Activities Task
Performance
Effectively managed all resources Manage/
available related to the ground lesson Decide
Discussed and demonstrated the
Manage/
proper use of automation management
Decide
in all phases of ground
Identified and discussed areas of risk
Manage/
and made proper decisions in
Decide
managing those situation
Demonstration of SRM Discussed and demonstrated proper
Manage/
task management throughout the
Decide
ground lesson
Exercised proper aeronautical decision
making and risk management while Manage/
maintaining positional and situational Decide
awareness
Discussed and demonstrated the Manage/
avoidance of controlled flight into terrain Decide

November 30, 2007 126 Version – D1.2

 Effectively managed the flight as an PT Manage/
Decide
Aeromedical Factors as outlined in
Perform
Flight Instructor PTS
High Altitude Operations as outlined in
Introduction Perform
Flight Instructor PTS
Airworthiness requirements as outlined
Perform
in Flight Instructor PTS
Discussed and is able to explain
aeronautical decision making at an Manage/
instructor level as outlined in the Decide
Aviation Instructor’s Handbook
Discussed and is able to explain the
Manage/
use of the PAVE and DECIDE model
Decide
into flight training
Discussed and is able to explain
Aeronautical Decision Manage/
assessing the risk of a student and
Making Decide
flight lesson
Discussed and is able to explain factors Manage/
that affect decision making Decide
Discussed and is able to explain
incorporating aeronautical decision
Manage/
making scenarios into each lesson to
Decide
emphasize risk management and single
pilot resource management

Debriefing:

The PT leads the debriefing. Engage the student with scenarios that the student might
enjoy or be planning to do with his/her airplane.

Assignment for Lesson 32

Review as required.

Notes to the Instructor:

Make assignment as necessary. Can the PT identify the topics or skills he/she has
weaknesses in? Are there any aeronautical knowledge topics the PT needs to review or
practice doing again?

The PT should be well aware of his/her weaknesses. If not, then self-awareness should
be a topic to be discussed. The PT and instructor may review the desired outcomes
grade sheet of topics to consider.

November 30, 2007 127 Version – D1.2

 Analyze the Performance – Lesson 32
Practice Flight – Mission
FLT Lesson 32 (Approximate lesson time 1.3 hours)

AIRPLANE/COMPLEX – DUAL

Scenario:

You are a CFI instructing with a private pilot working on a Commercial Pilot Certificate.
This is the student’s initial complex flight. The student has previously received good
ground instructions on complex airplanes and complex operations.

Lesson Objective:

During the lesson, the PT will learn to effectively teach Ground Reference Maneuvers in
a complex airplane. The PT will demonstrate proficiency in the practice instruction of the
maneuvers listed for review. In addition, the PT will demonstrate proficiency in the
practice instruction of the maneuvers the instructor feels necessary to review. The PT
will be able to identify common student errors and suggest effective corrective action.

Pre Briefing:

All briefings will be lead by the PT. The instructor should also cover others area he/she
feels are appropriate from earlier lessons.

Completion Standards:

At the completion of this lesson, the PT will demonstrate the proper instructional
procedures for conducting a flight lesson for the listed maneuvers in a complex airplane.
In addition, each maneuver will be demonstrated in accordance with the current
appropriate FAA PTS. The explanation will include the identification of common student
errors and the proper corrective action. The PT will also demonstrate the ability to safely
manage the flight lesson through an acceptable use of aeronautical decision making,
risk management, and single pilot resource management.

Desire Outcome Grade Sheet:

Task Grades SRM Grades

Lesson 32
Manage/Decide
Not Observed

Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain

Desired
Scenario Activities Task
Performance
Preflight Discussion Perform
Demonstration of SRM Effectively managed all resources Manage/
available related to the flight lesson Decide

November 30, 2007 128 Version – D1.2

 Discussed and demonstrated the
Manage/
proper use of automation management
Decide
in all phases of flight
Identified and discussed areas of risk
Manage/
and made proper decisions in
Decide
managing those situation
Discussed and demonstrated proper
Manage/
task management throughout the flight
Decide
lesson
Exercised proper aeronautical decision
making and risk management while Manage/
maintaining positional and situational Decide
awareness
Discussed and demonstrated the Manage/
avoidance of controlled flight into terrain Decide
Effectively managed the flight as an PT Manage/
Decide
Checklist usage – flow patterns Perform
Steep turns Perform
Chandelles Perform
Lazy eights Perform
Steep spirals Perform
Normal and crosswind takeoffs Perform
Normal and crosswind landings with
Review Perform
various flap settings
Ground reference maneuvers Perform
Complex airplane operations Perform
Complex airplane systems Perform
Retractable landing gear Perform
Variable-pitch propellers Perform
Turbo-changing Perform
Discussed and is able to explain
aeronautical decision making at an Manage/
instructor level as outlined in the Decide
Aviation Instructor’s Handbook
Discussed and is able to explain the
Manage/
use of the PAVE and DECIDE model
Decide
into flight training
Discussed and is able to explain
Aeronautical Decision Manage/
assessing the risk of a student and
Making Decide
flight lesson
Discussed and is able to explain factors Manage/
that affect decision making Decide
Discussed and is able to explain
incorporating aeronautical decision
Manage/
making scenarios into each lesson to
Decide
emphasize risk management and single
pilot resource management
Critique student performance, preview
Postflight Discussion next lesson, and make study Perform
assignment

November 30, 2007 129 Version – D1.2

Debriefing:

The PT will conduct the debriefing using LCG techniques and incorporating critical
thinking practice.

Assignment for Lesson 33

Lesson plans and review of areas outlined in the CFI-PTS that the instructor feels are
necessary to prepare the PT for the progress check and FAA Practical Test.

Notes to the Instructor:

The PT should be incorporating effective aeronautical decision-making training in each

presentation.

Review the PTS tasks and discuss each task to assess the PT’s knowledge of the topic.

November 30, 2007 130 Version – D1.2

 Practice Instruction – Lesson 33
Learn to Conduct a Ground Training Lesson – Mission
GND Lesson 33 (Approximate lesson time 1.5 hours)

Scenario:

You are a CFI instructing with a student pilot getting ready of the Private Pilot
Certificate. The student has only completed two lessons in the private pilot course you
are following.

Lesson Objective:

During this flight lesson, the student will review National Airspace System, logbook
entries and certificate endorsements, and areas outlined in the CFI-PTS and lesson
plans that the instructor feels necessary in preparation for the progress check.

Pre Briefing:

The PT will lead all briefings.

Completion Standards:

The PT will demonstrate a knowledge and skill level that meets or exceeds the criteria
for the Flight Instructor Single-engine rating or as set forth in the current Private and
Commercial Practical Test Standards. The PT will also demonstrate the ability to safely
manage the flight lesson through an acceptable use of aeronautical decision making,
risk management, and single pilot resource management.

Desire Outcome Grade Sheet:

Task Grades SRM Grades

Lesson 33

Manage/Decide
Not Observed

Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain

Desired
Scenario Activities Task
Performance
Effectively managed all resources Manage/
available related to the ground lesson Decide
Discussed and demonstrated the
Manage/
proper use of automation management
Decide
in all phases of ground
Demonstration of SRM Identified and discussed areas of risk
Manage/
and made proper decisions in
Decide
managing those situation
Discussed and demonstrated proper
Manage/
task management throughout the
Decide
ground lesson

November 30, 2007 131 Version – D1.2

 Exercised proper aeronautical decision
making and risk management while Manage/
maintaining positional and situational Decide
awareness
Discussed and demonstrated the Manage/
avoidance of controlled flight into terrain Decide
Effectively managed the flight as an PT Manage/
Decide
National Airspace System as outlined in
Practice
Flight Instructor PTS
Introduction Logbook entries and certificate
endorsements as outlined in Flight Practice
Instructor PTS
Lesson plans and Areas of Operation
outlined in the CFI-PTS that the
Review instructor feels are necessary to Practice
prepare the PT for the progress check
and FAA Practical Test
Discussed and is able to explain
aeronautical decision making at an Manage/
instructor level as outlined in the Decide
Aviation Instructor’s Handbook
Discussed and is able to explain the
Manage/
use of the PAVE and DECIDE model
Decide
into flight training
Discussed and is able to explain
Aeronautical Decision Manage/
assessing the risk of a student and
Making Decide
flight lesson
Discussed and is able to explain factors Manage/
that affect decision making Decide
Discussed and is able to explain
incorporating aeronautical decision
Manage/
making scenarios into each lesson to
Decide
emphasize risk management and single
pilot resource management

Debriefing:

The PT will lead the debriefing.

Assignment for Lesson 34

Review as required.

Notes to the Instructor:

Make assignment as necessary. This will be accomplished as a corporate effort

between the PT and instructor. Use the Private Pilot PTS as a guide.

November 30, 2007 132 Version – D1.2

 Analyze the Performance – Lesson 34
Practice Flight – Mission
FLT Lesson 34 (Approximate lesson time 1.3 hours)

Scenario:

You are a CFI instructing with a private pilot working on a Commercial Certificate. The
student is preparing for his Commercial Practical Test.

Lesson Objective:

During the lesson, the PT will effectively teach and demonstrate the previously learned
maneuvers and procedures and will be able to identify common student errors and
suggest effective corrective action. The PT should be ready to demonstrate and teach
all maneuvers listed in the Private, commercial and CFI PTS.

Pre Briefing:

All briefings will be lead by the PT. The instructor should also cover others area he/she
feels are appropriate from earlier lessons.

Completion Standards:

At the completion of this lesson, the PT will demonstrate that he/she is a competent
flight instructor. He/she will possess the knowledge and skills required to satisfactorily
complete the progress check. The performance level must meet or exceed the
appropriate PTS as outlined by the FAA.

Desire Outcome Grade Sheet:

Task Grades SRM Grades

Lesson 34

Manage/Decide
Not Observed

Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain

Desired
Scenario Activities Task
Performance
Demonstration of SRM Preflight Discussion Perform
Effectively managed all resources Manage/
available related to the flight lesson Decide
Discussed and demonstrated the
Manage/
proper use of automation management
Decide
in all phases of flight
Identified and discussed areas of risk
Manage/
and made proper decisions in
Decide
managing those situation
Discussed and demonstrated proper
Manage/
task management throughout the flight
Decide
lesson

November 30, 2007 133 Version – D1.2

 Exercised proper aeronautical decision
making and risk management while Manage/
maintaining positional and situational Decide
awareness
Discussed and demonstrated the Manage/
avoidance of controlled flight into terrain Decide
Effectively managed the flight as an PT Manage/
Decide
Checklist usage – flow patterns Perform
Short-field takeoffs and maximum
Perform
performance climb
Short-field approaches and landings Perform
Soft-field takeoffs and climbs Perform
Soft-field approaches and landings Perform
Power-off 180º accuracy approach and
Perform
landing
Review Review of Areas of Operation outlined
in the CFI-PTS that the instructor feels
Perform
are necessary to prepare the PT for the
progress check
Complex airplane operations Perform
Complex airplane systems Perform
Retractable landing gear Perform
Variable-pitch propellers Perform
Turbo-changing Perform
Discussed and is able to explain
aeronautical decision making at an Manage/
instructor level as outlined in the Decide
Aviation Instructor’s Handbook
Discussed and is able to explain the
Manage/
use of the PAVE and DECIDE model
Decide
into flight training
Discussed and is able to explain
Aeronautical Decision Manage/
assessing the risk of a student and
Making Decide
flight lesson
Discussed and is able to explain factors Manage/
that affect decision making Decide
Discussed and is able to explain
incorporating aeronautical decision
Manage/
making scenarios into each lesson to
Decide
emphasize risk management and single
pilot resource management
Critique student performance, preview
Postflight Discussion next lesson, and make study Perform
assignment

November 30, 2007 134 Version – D1.2

Debriefing:

The PT should lead the debriefing. The PT should be able to demonstrate effective
techniques in engaging the simulated pilot into meaningful discussions and be able to
offer good options for possible solutions to problems.

Assignment for Lesson 35

1. As necessary to prepare for the Progress Check

Notes to the Instructor:

The PT should be incorporating effective aeronautical decision-making training in each

presentation.

The PT should be able to create effective scenarios to address most Private and
Commercial tasks. Within these scenarios, the PT should be able to provide effective
instruction and incorporate critical thinking skills training.

November 30, 2007 135 Version – D1.2

 Practice Practical Test – Lesson 35
Local Evaluation Flight – Mission
FLT Lesson 35 (Approximate lesson time - Oral 2.0 hours – Flight 1.3 hours)

PROGRESS CHECK – AIRPLANE/COMPLEX

Scenario:

The scenario will be assigned by the check pilot.

Lesson Objective:

The Chief Flight Instructor or designee shall evaluate that the student has the ability to
perform the tasks in the Flight Instructor Single-engine Airplane Practical Test
Standards. The PT will perform as the instructor and the stage check pilot will serve as
the student in training.

The PT is responsible for creating the flight portion scenario and plan of action. This
scenario and plan of action should be reviewed and discussed prior to the flight. The
check pilot has final authority as to the actual scenario and plan of action that will be
used.

The PT will manage all phases of the flight lesson. During the flight portion, the stage
check pilot may deviate from the original scenario for the PT to teach, manage, and
perform. The PT will make proper decisions in managing the flight and safety of flight.

Pre Briefing:

The PT will lead all briefings for this lesson.

Completion Standards:

The PT will demonstrate an instructional knowledge and skill level that meets or
exceeds the criteria for the flight instructor airplane single-engine rating, as set forth in
the current Private, Commercial, and Flight Instructor Practical Test Standards. The PT
will also demonstrate the ability to safely manage the flight lesson through an
acceptable use of aeronautical decision making, risk management, and single pilot
resource management.

Evaluation – Oral Portion

The student must be able to manage, teach, and perform the tasks required by the
Flight Instructor Practical Test Standards. See a current version of the Flight Instructor
Practical Test Standards for specific oral tasks that must be covered on a practical test.

November 30, 2007 136 Version – D1.2

 Desire Outcome Grade Sheet:
Task Grades SRM Grades

Lesson 35

Manage/Decide
Not Observed
Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain
Desired
Scenario Activities Task
Performance
Discuss Areas of Operation outlined in
Oral Examination Perform
the Instructor PTS
Effectively managed all resources Manage/
available related to the ground lesson Decide
Discussed and demonstrated the
Manage/
proper use of automation management
Decide
in all phases of ground
Identified and discussed areas of risk
Manage/
and made proper decisions in
Decide
managing those situation
Discussed and demonstrated proper
Manage/
Demonstration of SRM task management throughout the
Decide
ground lesson
Exercised proper aeronautical decision
making and risk management while Manage/
maintaining positional and situational Decide
awareness
Discussed and demonstrated the Manage/
avoidance of controlled flight into terrain Decide
Effectively managed the flight as an PT Manage/
Decide
Maneuvers and procedures listed in the
pilot operations of the Private,
Commercial, and Flight Instructor
Practical Test Standards. The PT will
Review Perform
show competence in describing,
recognizing, analyzing and correcting
common errors simulated by the Check
Pilot
Discussed and is able to explain
aeronautical decision making at an Manage/
instructor level as outlined in the Decide
Aviation Instructor’s Handbook
Aeronautical Decision Discussed and is able to explain the
Manage/
Making use of the PAVE and DECIDE model
Decide
into flight training
Discussed and is able to explain
Manage/
assessing the risk of a student and
Decide
flight lesson

November 30, 2007 137 Version – D1.2

 Discussed and is able to explain factors Manage/
that affect decision making Decide
Discussed and is able to explain
incorporating aeronautical decision
Manage/
making scenarios into each lesson to
Decide
emphasize risk management and single
pilot resource management

Evaluation – Flight Portion

The student must be able to explain, manage, teach, and perform the tasks required by
the Private Pilot, Commercial, and Flight Instructor Practical Test Standards. See a
current version of the Private Pilot, Commercial, and Flight Instructor Practical Test
Standards for specific flight tasks that must be covered on a practical test.

It is not intended that the student be tested on every procedure or maneuver within each
pilot operation, but only those considered necessary by the Chief Instructor or their
designee to determine competency in each pilot operation.

Desire Outcome Grade Sheet:

Task Grades SRM Grades

Lesson 35

Manage/Decide
Desired Outcome Grade Sheet Not Observed

Describe

Practice

Practice
Perform
Explain

Explain
Desired
Scenario Activities Task
Performance
Preflight discussion Perform
Effectively managed all resources Manage/
available related to the flight lesson Decide
Discussed and demonstrated the
Manage/
proper use of automation management
Decide
in all phases of flight
Identified and discussed areas of risk
Manage/
and made proper decisions in
Decide
managing those situation
Discussed and demonstrated proper
Demonstration of SRM Manage/
task management throughout the flight
Decide
lesson
Exercised proper aeronautical decision
making and risk management while Manage/
maintaining positional and situational Decide
awareness
Discussed and demonstrated the Manage/
avoidance of controlled flight into terrain Decide
Effectively managed the flight as an PT Manage/
Decide
Perform Areas of Operations listed in
Evaluation flight Perform
the Flight Instructor single-engine PTS

November 30, 2007 138 Version – D1.2

 The PT explanation during the
demonstrations must be clear, concise, Perform
technically accurate, and complete
Discussed and is able to explain
aeronautical decision making at an Manage/
instructor level as outlined in the Decide
Aviation Instructor’s Handbook
Discussed and is able to explain the
Manage/
use of the PAVE and DECIDE model
Decide
into flight training
Discussed and is able to explain
Aeronautical Decision Manage/
assessing the risk of a student and
Making Decide
flight lesson
Discussed and is able to explain factors Manage/
that affect decision making Decide
Discussed and is able to explain
incorporating aeronautical decision
Manage/
making scenarios into each lesson to
Decide
emphasize risk management and single
pilot resource management
Critique student performance, preview
Postflight Discussion next lesson, and make study Perform
assignment

Debriefing:

Discuss and correct any areas of weakness and direct specific areas of review as
required.

Notes to the Instructor:

Review the Applicant’s Practical Test Checklist outlined in the Flight Instructor Practical
Test Standards and review all paperwork for the FAA Practical Test.

November 30, 2007 139 Version – D1.2

 Analyze the Performance – Lesson 36
Practice Flight – Mission
FLT Lesson 36 (Approximate lesson time 1.5 hours)

Scenario:

You are a CFI instructing with a private pilot working on a Commercial Certificate. The
student is preparing for the Practical Test.

Lesson Objective:

During the lesson the PT will effectively teach and demonstrate the previously learned
maneuvers and procedures, and will be able to identify common student errors and
suggest effective corrective actions.

Pre Briefing:

All briefings will be lead by the PT. The instructor should also cover others area he/she
feels are appropriate from earlier lessons.

Completion Standards:

At the completion of this lesson, the PT will demonstrate that he/she is a competent
flight instructor. He/she will possess the knowledge and skills required to satisfactorily
complete the FAA practical test. The performance level must meet or exceed the
appropriate PTS as outlined by the FAA. The PT will also demonstrate the ability to
safely manage the flight lesson through an acceptable use of aeronautical decision
making, risk management, and single pilot resource management.

November 30, 2007 140 Version – D1.2

 Desire Outcome Grade Sheet:
Task Grades SRM Grades

Lesson 36

Manage/Decide
Not Observed
Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain
Desired
Scenario Activities Task
Performance
Preflight Discussion Perform
Effectively managed all resources Manage/
available related to the flight lesson Decide
Discussed and demonstrated the
Manage/
proper use of automation management
Decide
in all phases of flight
Identified and discussed areas of risk
Manage/
and made proper decisions in
Decide
managing those situation
Discussed and demonstrated proper
Demonstration of SRM Manage/
task management throughout the flight
Decide
lesson
Exercised proper aeronautical decision
making and risk management while Manage/
maintaining positional and situational Decide
awareness
Discussed and demonstrated the Manage/
avoidance of controlled flight into terrain Decide
Effectively managed the flight as an PT Manage/
Decide
Review Areas of Operations outlined in
the CFI-PTS that the instructor feels are
Review Perform
necessary to prepare the PT for the
FAA Practical Test
Discussed and is able to explain
aeronautical decision making at an Manage/
instructor level as outlined in the Decide
Aviation Instructor’s Handbook
Discussed and is able to explain the
Manage/
use of the PAVE and DECIDE model
Decide
into flight training
Discussed and is able to explain
Aeronautical Decision Manage/
assessing the risk of a student and
Making Decide
flight lesson
Discussed and is able to explain factors Manage/
that affect decision making Decide
Discussed and is able to explain
incorporating aeronautical decision
Manage/
making scenarios into each lesson to
Decide
emphasize risk management and single
pilot resource management
Postflight Discussion Critique student performance, preview
next lesson, and make study Perform
assignment

November 30, 2007 141 Version – D1.2

Debriefing:

Assignment for Lesson 37

1. As necessary to prepare for the FAA Practical Test

Notes to the Instructor:

The PT should be incorporating effective aeronautical decision-making training in each

presentation.

This lesson is a polish up flight. The instructor should work with the PT to determine
what Private, Commercial, and CFI practical test tasks should be reviewed or practices.
The instructor should consider including a task or two that the PT does well as a
confidence builder. Additionally, the instructor may want to include one demonstration
and teaching assignment that is a surprise to the PT so see how the PT will handle a
situation that he or she is not fully prepared to present. Use the surprise as a learning
experience and re-enforce the idea that the PT must adequately prepare for each
teaching encounter. It is recommended that the surprise tasking be given before the
confidence maneuver to leave the PT with a positive attitude.

November 30, 2007 142 Version – D1.2

 Practical Test Flight – Lesson 37
Flight Instructor Practical Test – Mission
FLT Lesson 37 (Approximate lesson time - Oral 2.0 hours – Flight 1.3 hours)

INSTRUCTOR PRACTICAL TEST – AIRPLANE/COMPLEX

Scenario:

Scenario assigned by check pilot.

Lesson Objective:

The PT will manage all phases of the flight lesson. During the flight portion, Designated
Pilot Examiner or FAA Inspector may deviate from the original scenario during the flight
portion for the PT to teach, manage, and perform. The PT will make proper decisions in
managing the flight and safety of flight.

Pre Briefing:

Note: this is a guide to help prepare the applicant with the proper paperwork and
necessary items for the FAA practical test: however, the applicant should always
consult current PTS and Advisory Circulars when preparing for the practical test.

1. Personal records
a. Pilot Certificate
b. Medical Certificate
c. Picture ID
d. Completed 8710 Form
e. Log book showing appropriate flight training and a minimum pilot in
command time.
f. Appropriate log book endorsement for the addition of an additional rating
to a certificate.
g. If applicable
i. A letter of discontinuance
ii. A notice of disapproval
iii. Approved school graduation certificate
iv. Examiners fee

November 30, 2007 143 Version – D1.2

 2. Equipment
a. Current Private and Commercial PTS
b. Current Instrument PTS
c. Current Flight Instructor PTS
d. Current FAR/AIM
e. Current Checklist
f. Advisor Circular 61-65
g. Other reference materials such as
i. Airplane Flying Handbook
h. Current Aeronautical Charts
i. Flight Computer and Plotter
j. Flight Plan Form and Flight Log
k. Current Airport Facility Directory
l. View Limiting Device
3. Review the Applicant’s Practical Test Checklist in the Flight Instructor PTS

Completion Standards:

This Practical Test is complete when the PT is able to complete the tasks required in
the Flight Instructor single-engine Practical Test Standards. The PT will demonstrate
the ability to safely manage the flight lesson through an acceptable use of aeronautical
decision making, risk management, and single pilot resource management.

Evaluation – Oral Portion

The student must be able to manage, teach, and perform the tasks required by the
Flight Instructor Practical Test Standards. See a current version of the Flight Instructor
Practical Test Standards for specific oral tasks that must be covered on a practical test.

November 30, 2007 144 Version – D1.2

 Desire Outcome Grade Sheet:
Task Grades SRM Grades

Lesson 37

Manage/Decide
Not Observed
Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain
Desired
Scenario Activities Task
Performance
Effectively managed all resources Manage/
available related to the ground lesson Decide
Discussed and demonstrated the
Manage/
proper use of automation management
Decide
in all phases of ground
Identified and discussed areas of risk
Manage/
and made proper decisions in
Decide
managing those situation
Discussed and demonstrated proper
Manage/
Demonstration of SRM task management throughout the
Decide
ground lesson
Exercised proper aeronautical decision
making and risk management while Manage/
maintaining positional and situational Decide
awareness
Discussed and demonstrated the Manage/
avoidance of controlled flight into terrain Decide
Effectively managed the flight as an PT Manage/
Decide
Maneuvers and procedures listed in the
pilot operations of the Private,
Commercial, and Flight Instructor
Practical Test Standards. The PT will
Review Perform
show competence in describing,
recognizing, analyzing and correcting
common errors simulated by the Check
Pilot
Discussed and is able to explain
aeronautical decision making at an Manage/
instructor level as outlined in the Decide
Aviation Instructor’s Handbook
Discussed and is able to explain the
Manage/
use of the PAVE and DECIDE model
Decide
into flight training
Discussed and is able to explain
Aeronautical Decision Manage/
assessing the risk of a student and
Making Decide
flight lesson
Discussed and is able to explain factors Manage/
that affect decision making Decide
Discussed and is able to explain
incorporating aeronautical decision
Manage/
making scenarios into each lesson to
Decide
emphasize risk management and single
pilot resource management

November 30, 2007 145 Version – D1.2

 Evaluation – Flight Portion

The student must be able to explain, manage, teach, and perform the tasks required by
the Flight Instructor single-engine Practical Test Standards. See a current version of the
Flight Instructor Practical Test Standards for specific flight tasks that must be covered
on a practical test.

Desire Outcome Grade Sheet:

Task Grades SRM Grades

Lesson 37

Manage/Decide
Not Observed
Desired Outcome Grade Sheet

Describe

Practice

Practice
Perform
Explain

Explain
Desired
Scenario Activities Task
Performance
Preflight briefing will be performed by
Preflight briefing Perform
the PT
Effectively managed all resources Manage/
available related to the flight Decide
Discussed and demonstrated the
Manage/
proper use of automation management
Decide
in all phases of flight
Identified and discussed areas of risk
Manage/
and made proper decisions in
Decide
managing those situation
Discussed and demonstrated proper Manage/
Demonstration of SRM
task management throughout the flight Decide
Exercised proper aeronautical decision
making and risk management while Manage/
maintaining positional and situational Decide
awareness
Discussed and demonstrated the Manage/
avoidance of controlled flight into terrain Decide
Effectively managed the flight as an PT Manage/
Decide
Perform the Areas of Operation outlined
Perform
in the Instructor PTS
Evaluation flight The PT’s explanation during the
demonstrations must be clear, concise, Perform
technically accurate, and complete
Discussed and is able to explain
aeronautical decision making at an Manage/
instructor level as outlined in the Decide
Aviation Instructor’s Handbook
Aeronautical Decision Discussed and is able to explain the
Manage/
Making use of the PAVE and DECIDE model
Decide
into flight training
Discussed and is able to explain
Manage/
assessing the risk of a student and
Decide
flight lesson

November 30, 2007 146 Version – D1.2

 Discussed and is able to explain factors Manage/
that affect decision making Decide
Discussed and is able to explain
incorporating aeronautical decision
Manage/
making scenarios into each lesson to
Decide
emphasize risk management and single
pilot resource management
Critique student performance, preview
Postflight Discussion next lesson, and make study Perform
assignment

Debriefing:

Check pilot should debrief the PT as required.

November 30, 2007 147 Version – D1.2