Flight Instructor manual

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Flight Instructors Guide

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Available from 0800 GET RULES (0800 438 785)

Revised June 2003


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The Theory 1Introduction 1

Information Processing 1Definition of Learning 2Characteristics of Learning 2

Chapter 1Learning theory 5Learning components 5How adults learn 6Perception 6Insights 8Motivation 8Levels of learning 9Learning a skill 10Transfer of learning 13Forgetting and retention theories of forgetting 13

Chapter 2Human behaviour 15Human needs 15Defence mechanisms 17The instructors role in human relations 17

Chapter 3Effective communication 19Basic elements of the communication process 19The source 19Symbols 20Receiver 20Barriers to effective communication 20Lack of a common core of experience 21Confusion between the symbol and the thing symbolised 21Use of abstractions 21

Chapter 4The teaching process 23Preparation 23Presentation 25Application 25Review and evaluation 25

Chapter 5Teaching methods 27Organising material 27Lecture method 29Guided discussion method 32Demonstration-performance method 36Programmed instruction 37

Chapter 6Evaluation 39Observations 39Oral Questioning 40Written Tests 42Effective Question Writing 48Principles of Effective Question Writing 48Performance Tests 48

Chapter 7Instructional aids 51Reasons for using them 51Guidelines for their use 51Types 52Computer-based instruction 54Future developments 54

Chapter 8Role modelling 55Professionalism 55Sincerity 55Personal appearance and habits 55Safety and accident prevention 56Self improvement 56


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The Lessons 59Pre-Flight Briefings 61

Taxiing 69

Effects of Primary Controls 75

Effects of Ancillary Controls 83

Straight-and-Level 89

Climbing 97

Descending 109

Climbing and Descending 115

Medium Turns 123

Basic Stalling 131

Advanced Stalling 141

Circuit Introduction 149

Circuit Considerations 161

Engine Failure After Takeoff 169

Flapless Circuit 179

Crosswind Circuit 185

The Standard Overhead Join 193

Vacating and Joining the Circuit 199

Radio Failure 203

Forced Landing Without Power The Pattern 209

Forced Landing Without Power Considerations 221

Glide Approach 231


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Steep Turns 237

Maximum Rate Turns 245

Wing-Drop Stalling 253

Compass Turns 259

Short-Field Takeoff 269

Short-Field Landing 277

Low Flying Introduction 285

Low Flying Consolidation 293

Precautionary Landing 301

Instrument Flying Introduction 307

Instrument Flying Limited Panel 315

Instrument Flying Unusual Attitudes 321

Map-Reading 327

Acknowledgments 335

References 337


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Acknowledgements

This Flight Instructors Guide has been prepared for the Civil Aviation Authority of New

Zealand by John Parker (Flight Testing Officer), with the assistance of CAA staff members

Michael Tucker and Murray Fowler.

Input on behalf of the Royal New Zealand Aero Club Inc was provided by Robin Porter

(Auckland Aero Club), Wayne Harrison (New Plymouth Aero Club), John Penno (Otago Aero

Club), and Andrew Buttle (North Shore Aero Club).

On behalf of the Aviation Industry Association of New Zealand Inc Flight Training Division,

input was provided by Gordon Vette and Mark Carter (Flightline Aeronautical College), Russell

enkins (Associated Flying School), and Andy Smith (Nelson Aviation College).

Input from Aviation Services Limited was provided by Paul Collard-Scruby and Alan Daley

(Auckland Examiners), Graham Leach (Wellington Examiner), and Peter Dixon (Christchurch

Examiner).

Comments were received from Bruce Farquhar (author of a New Zealand student flight training

manual, Airborne the Complete Pilot, 1995), and Harold Bennett (friend and consultant to the

CAA of New Zealand).

Preparation of the draft copies was carried out by Ted Fletcher, and the pre-flight briefings were primarily drawn from the Ardmore Flying School, with the invaluable computer skills of Michael

Berghan.

The total presentation has been overseen by Dr Lynn Hunt (Massey University, School of

Aviation).

Where no other reference is cited, this document draws heavily on the information provided in

the Australian Civil Aviation and US Federal Aviation Administration Flight Instructor

Handbooks, and their permission to reproduce that information is gratefully acknowledged.

This guide is to be used, not in isolation, but in conjunction with the recommended texts and an

appropriate course of flight instructor training.

Footnote, June 2003 edition: The above acknowledgements were omitted from the 1999 edition.

They appear here substantially as drafted in 1999; persons places of employment will have since

changed in many instances.


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The Theory


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Chapter 1Learning theory

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Learning a skill

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Patterns to follow7KHEHVWZD\WRSUHSDUHWKHVWXGHQWWRSHUIRUPDWDVNLVWRSURYLGHDFOHDUVWHSE\VWHSH[DPSOH 7KHUHIRUHDOOH[HUFLVHVVWDUWZLWKDGHPRQVWUDWLRQ7KHGHPRQVWUDWLRQLVDQRWKHUZD\RIVWDWLQJWKHOHVVRQREMHFWLYHKHUHLVZKDW\RXWKHVWXGHQWZL OOEHDEOHWRGRDWWKHHQGRIWKLVOHVVRQ7KHGHPRQVWUDWLRQLVIROORZHGZLWKDVWHSE\VWHSIROORZPHWKURXJKH[DPSOH

Perform the skill6LQFH\RXKDYHQRZH[SHULHQFHGZULWLQJDZRUGZLWKWKHZURQJKDQGFRQVLGHUKRZGLIILFXOWLWZRXOGEHWRWHOOVRPHRQHHOVHKRZWRGRLW'HPRQVWUDWLQJKRZWRGRLWZLOOQRWUHVXOWLQDSHUVRQOHDUQLQJWKHVNLOO2EYLRXVO\SUDFWLFHLVQHFHVVDU\ $VWKHVWXGHQWJDLQVSURILFLHQF\LQDVNLOOYHUEDOLQVWUXFWLRQVPHDQPRUH:KHUHDVDORQJGHWDLOHGH[SODQDWLRQLVFRQIXVLQJWRWKHVWXGHQWGXULQJHDUO\SUDFWLFHFRPPHQWVDUHPRUHPHDQLQJIXODQGXVHIXODIWHUWKHVNLOOKDVEHHQSDUWLDOO\PDVWHUHG

Knowledge of results

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P e r i o d s o f P r a c t ic e

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Transfer of learning

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Chapter 2Human behaviour

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P H Y S I C A L

S A F E T YS O C I A L

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Defence mechanisms

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Criticise constructively

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Chapter 3Effective communication

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Basic elements of the communication process

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Symbols

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Receiver

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Lack of a common core of experience

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Chapter 4The teaching process

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Chapter 5Teaching methods

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From know n to unknow n%\XVLQJVRPHWKLQJWKHVWXGHQWDOUHDG\NQRZV\RXFDQGHYHORSFRQFHSWV)RUH[DPSOHLQGLVFXVVLQJWKHSURSHUWLHVRIWKHPDJQHWLFFRPSDVV\RXFRXOGUHYLVHWKHSUHYLRXVO\OHDUQHGSURSHUWLHVRIDVLPSOHEDUPDJQHW

From mo st to least frequently used

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No ne w ideas should be introduced in the con clusion.

Lecture method


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Advantages of the lecture,QDOHFWXUH\RXFDQSUHVHQWPDQ\LGHDVLQDUHODWLYHO\VKRUWWLPH)DFWVDQGLGHDVWKDWKDYHEHHQORJLFDOO\RUJDQLVHGFDQEHFRQFLVHO\SUHVHQWHGLQUDSLGVHTXHQFH/HFWXULQJLVWKHPRVWHFRQRPLFDOWHDFKLQJPHWKRGLQWHUPVRIWKHWLPHUHTXLUHGWRSUHVHQWDJLYHQDPRXQWRIPDWHULDO,WLVDOVRDFRQYHQLHQWPHWKRGIRUODUJHJURXSV

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Guiding a discussion

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Programmed instruction

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Types of programmed instruction3URJUDPPHGLQVWUXFWLRQPD\EHEUDQFKHGRUOLQHDU

Branched7\SLFDOO\EUDQFKHGLQVWUXFWLRQJLYHVPRUHLQIRUPDWLRQWKDQOLQHDUDQGWKHQUHTXLUHVDQDQVZHUWREHFKRVHQIURPWKHPXOWLSOHFKRLFHW\SH(DFKDQVZHUKDVDUHIHUHQFHSDJHWRWXUQWR,IWKHFRUUHFWDQVZHULVFKRVHQQHZPDWHULDOZLOOEHSUHVHQWHG,IDQLQFRUUHFWDQVZHULVFKRVHQUHPHGLDOPDWHULDOZLOOH[SODLQZKHUHWKHVWXGHQWZHQWZURQJ

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Linear

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Chapter 6Evaluation

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Aircraft Performance and Operating Requirements

Rating Scale

0 5 10

FAIL PASS

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Oral Questioning

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Characteristics of Effective Questions

Preparation(IIHFWLYHRUDOTXHVWLRQLQJUHTXLUHVSUHSDUDWLRQ


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Bewilderment,QUHDGLQJWKHDOWLPHWHU\RXNQRZ\RXVHWDVHQVLWLYHDOWLPHWHUIRUWKHQHDUHVWVWDWLRQSUHVVXUHLI\RXWDNHWHPSHUDWXUHLQWRDFFRXQWDVZKHQIO\LQJIURPDFROGDLUPDVVWKURXJKDZDUPIURQWZKDWSUHFDXWLRQVKRXOG\RXWDNHZKHQLQDPRXQWDLQRXVDUHD"

Irrelevant

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Validity9DO LGLW\LV WKHPRVWLPSRUWDQWIHDWXUHRIDQ\ZULWWHQWHVW L WLVWKHDELO LW\RIDWHVWWRPHDVXUHZKDWLWLVVXSSRVHGWRPHDVXUH7KHUHVXOWVRIDZULWWHQWHVWDUHVDLGWREHYDOLGRQO\ZKHQWKH\DUHLQWHUSUHWHGLQUHODWLRQWRZKDWWKHWHVWZDVVXSSRVHGWRPHDVXUH)RUH[DPSOHLILQVWUXFWLRQKDVFHQWUHGRQWKHWHUPVWDOOLQJDQJOHDQGWKHWHVWTXHVWLRQUHIHUVWRWKHFULWLFDODQJOHWKHWHVWUHVXOWZRXOGEHLQYDOLGLQUHODWLRQWRWKHVWDOOLQJDQJOHEXWLWPD\KDYHYDOLGLW\

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Reliability5HOLDELOLW\UHIHUVWRWKHFRQVLVWHQF\RIUHVXOWVREWDLQHGIURPDWHVWRUDQ\RWKHUPHDVXULQJGHYLFH$PHWDOUXOHWKDWH[SDQGVDQGFRQWUDFWVZLWKWHPSHUDWXUHFKDQJHVZLOOQRWJLYHUHOLDEOHUHVXOWV%\WKHVDPHWRNHQXVLQJDGHYLFHWKDWLVKLJKO\UHOLDEOHGRHVQRWQHFHVVDULO\PHDQWKHUHVXOWVZLOOEHYDOLG)RUH[DPSOHDQDOWLPHWHULQFRUUHFWO\FDOLEUDWHGZLOOFRQVLVWHQWO\PHDVXUHDOWLWXGHDERYHWKHZURQJGDWXPWKHUHVXOWLVUHOLDEOHEXWZURQJQRWYDO LG

Useability

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Target 1

Target 2

Target 3

Kit (Bullseye ) Carson(reliable and valid shooting)

Bill (Scattershot) Henry(unreliable and invalid shooting)

Jack (Rightpull Armstrong(reliable but invalid shooting)

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Written Test Questions,QIOLJKWLQVWUXFWLRQWKHHVVD\W\SHTXHVWLRQLVUDUHO\XVHGDQGZLOOQRWEHGLVFXVVHGKHUH7KRVHPRVWFRPPRQO\XVHGDUH

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Short-Answer Type7KHVKRUWDQVZHUTXHVWLRQUHTXLUHVWKHVWXGHQWWRVXSSO\WKHLURZQDQVZHU7KHVKRUWHVWSRVVLEOHDQVZHUZLOOEHLQUHVSRQVHWRWKHWUXHIDOVHTXHVWLRQDQGWKHORQJHVWDQVZHUH[WHQGLQJWRSHUKDSVKDOIDSDJH2WKHUWKDQWKHWUXHIDOVHW\SHWKHVHTXHVWLRQVFDQEHGLIILFXOWWRPDUNIRUH[DPSOHLQWKHVLPSOHVWRQHZRUGDQVZHUW\SH7KHDLUFUDIWVWDOOVDWWKHBBBBBBBBDQJOHWKHDQVZHUFRXOGEHVWDOOLQJFULWLFDORUVDPHDQG\RXDUHVXUHWRJHW

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Multiple-Choice Type:KHQSURSHUO\GHYLVHGDQGFRQVWUXFWHGWKHPXOWLSOHFKRLFHW\SHRIIHUVVHYHUDO XQLTXHDGYDQWDJHVWKDWPDNHLWPRUHZLGHO\XVHGDQGYHUVDWLOHWKDQHLWKHUWKHPDWFKLQJRUWUXHIDOVH

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The s tem7KHVWHPPD\WDNHVHYHUDOIRUPV

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Examp les:

Stem p rese nted as a direct question

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Stem as an inco mp lete statemen t

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Non e of the above o r all of the above as alternatives

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The ne gative variety

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Asso ciation type

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Chapter 7Instructional aids

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Chapter 8Role modelling

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Flight Instructor manual

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