CFI Checkride

What are we legally obligated to carry for safety?

1) ELT

2) Flotation Gear/Flare (if operated for-hire beyond power-off gliding distance)

3) Seatbelts

What do we have onboard?

Fire Extinguisher (inspected monthly)

Survival Kit (water bottle, clif bars, tent, etc)

What should we carry onboard for safety?

Food/water

Proper clothing

Flashlight

Multi-tool (Gerber or Swiss Army Knife)

Human Behavior

1) The product of innate human nature, individual experience and environment

2) Result of attempts to satisfy certain needs

Mazlow's Hierarchy of Needs

1) Physiological

2) Security

3) Belonging

4) Self- Esteem

5) Cognitive/Aesthetic

6) Self-Actualization

Name defense mechanisms

denial, reaction formation, projection, repression, rationalization, displacement, compensation, fantasy

Denial

refusing to believe or even perceive painful realities

Repression

keeping distressing thoughts and feelings buried in the unconscious

compensation

emphasizing personal strengths in one area to shift focus from failure in another area

projection

placement of blame upon someone else

Rationalization

defense mechanism that offers self-justifying explanations in place of the real, more threatening, unconscious reasons for one's actions

reaction formation

Defense mechanism by which people behave in a way opposite to what their true but anxiety-provoking feelings would dictate.

Fantasy

daydream to escape from reality

Displacement

Unconscious transfer of unacceptable emotions, thought or feelings from someone to a more acceptable external source

Dealing with Student Anxiety

1) Acknowledge it

2) Introduce maneuvers with care

3) Emphasize pleasurable aspects of flying

4) Introduce safety practices as ways of maintaining efficiency

Teaching Older Students

1) Be more efficient

2) Give more at home responsibilities

3) Give more control over own training

Basic Elements of Communication

Source, Symbol, Receiver

Barriers to effective communication

Lack of common experience, Confusion between symbol and symbolized object, Overuse of abstractions, Interference

Developing Communication Skills

Role playing

Instructional communication

Listening

Questioning

Instructional enhancement

What is learning?

a relatively permanent change in behavior due to experience

Behaviorism

Behavior can be predicted based on previous rewards and punishments (reinforcements)

Cognitive Theory

Focuses on the process of thinking and learning. Learning is seen as a change in behavior, thinking understanding, and feeling

Higher Order Thinking Skills (HOTS)

Being able to think & process info beyond basic concept memory & recall as well as evaluate and utilize info learned.

Perceptions

Come from the five senses, the basis for learning

Learning occurs more rapidly when information is received through more than one sense

Insight

Grouping of perceptions into a meaningful whole

Factors affecting Perceptions/Insights

1) Physical

2) Goals and Values

3) Self-Concept

4) Time and Opportunity

5) Element of Threat

Phases of Knowledge Aquirement

1) Memorization

2) Understanding

3) Concept Learning

Thorndike's Laws of Learning

Readiness

Effect

Exercise

Primacy

Intensity

Recency

Domains of Learning

cognitive, affective, psychomotor

Characteristics of learning

Purposeful

Result of Experience

Multifaceted

Active process

Stages of skill acquisition

1. Cognitive

2. Associative

3. Automatic Response

Learning Plateau

A period in which progress in learning appears to be at a standstill. Normal and to be expected. Can move student to other part or curriculum

Types of Practice

Deliberate

Blocked

Random

Good scenarios...

1) have a clear objective

2) is tailored to the needs of the student

3) capitalizes on the nuances of the local environment

two types of error

Slip

Mistake

Reducing Error

1) learning and practice

2) taking time

3) checking for errors

4) reminders

5) routines

6) awareness

Can be beneficial to use errors as teaching tool

Three Components of memory

sensory memory, short-term memory, long-term memory

sensory memory

the immediate, very brief recording of sensory information in the memory system

short-term memory

activated memory that holds a few items briefly before the information is stored or forgotten

long-term memory

the relatively permanent and limitless storage of information and memory

Types of forgetting

Fading

Retrieval Failure

Repression/suppression

Interference

Transfer of learning

The application of knowledge acquired in one situation to new situations

Positive and Negative transfer

Aiding retention of learning

1) praise

2) association

3) favorable attitude

4) learning with all senses

5) meaningful repetition

6) mnemonics

Responsibilities of all aviation instructors

1) helping students learn

2) providing adequate instruction

3) demanding adequate standards of performance

4) emphasizing the positive

5) ensuring aviation safety

Minimizing Student Frustrations

Motivate students

Approach students as individuals

Criticize constructively

Keep students informed

Be consistent

Admit errors

Give credit when due

Flight Instructor Responsibilities

Ensure student skill set

Evaluation of piloting ability

Endorsments/Recommendations

See/Avoid and Supervision

Professionalism

Be sincere

Accept the student

Maintain proper appearance and habits

Admit errors

Be consistent

Maintain calm, professional demeanor

Stages of HOTS

1) knowledge

2) comprehension

3) application

4) analysis

5) synthesis

6) evaluation

Organization of Teaching Material

1) Introduction

2) Development

3) Conclusion

Methods of Lesson Development

1) Past to Present

2) Simple to Complex

3) Known to Unknown

4) Most used to least know

Training Delivery Methods

Lecture

Guided Discussion

Computer Assisted

Demonstration-Performance

Drill and Practice

Phases of Demonstration/Performance

(EDSIE) Explanation; Demonstration; Student performance; Instructor Supervision; Evaluation

Problem-Based Learning (PBL)

Type of learning environment in which students are confronted with problems encountered in real life

Types of Problem-Based Learning

1) Scenario Based Training

2) Collaborative Problem Solving

3) Case Study Method

Purpose of Assessment

Understand how the student is progressing

Characteristics of effective assessments

Objective

Flexible

Acceptable

Comprehensive

Constructive

Organized

Thoughtful

Specific

Types of Assessments

Traditional - Written

Authentic - Checkride

Oral - Stage Check Ground

Characteristics of effective questions

Be applicable

Brief/concise, yet clear and definitive

Be adapted to the student

Center on one idea

Present a challenge

Types of questions to avoid

Puzzle

Oversize

Toss-up

Bewilderment

Trick questions

Irrelevant questions

Answering student questions

1) Clearly understand the question before attempting to answer

2) Display interest in the student's question and frame an answer that is as direct and accurate as possible

3) Determine whether or not the student is satisfied with the answer

Types of Critiques

Instructor/Student

Student-led

Small Group

Individual Student by Another Student

Self

Written

Principles of Risk Management

Accept no unnecessary risk

Make risk decisions at the appropriate level

Accept risk when benefits outweigh the costs

Integrate risk management into planning at all levels

Risk Management Process

1. Risk Identification

2. Risk Assessment

3. Analyze risk control measures

4. Make control decisions

5. Implement Risk Controls

6. Supervise and Review

Components of Risk

Probability and Severity

IMSAFE checklist

Illness

Medication

Stress

Alcohol

Fatigue

Eating/Emotions

PAVE Checklist

Pilot

Aircraft

enVironment

External Pressures

Three P Model/Cycle

Perceive, Process, Perform

5P Checklist

Plan

Plane

Pilot

Passengers

Programming

Normal Reactions to Stress

A rapid and exact response, within the limits of experience and training

Abnormal reactions to stress

Extreme cooperation, inappropriate laughter or singing, rapid changes in emotions, severe anger, mood swings

Learning Styles

Left/Right Brain

Holistic/Serialist Theory

Visual/Auditory/Kinesthetic

Left Brain/Serialist Theory

Gain understanding in linear steps

Right Brain/Holistic

Prefer the big picture...tend to learn in large jumps, absorbing material until things "click" into place

Maintaining student motivation

Rewarding Success

Presenting New Challenges

Remind students of own goals

distractions and interruptions

Distraction momentarily diverts attention

Interruptions cause the student to suspend one task to complete another

Both are important so the student can develop judgment on what is important or not

Fixation

Student becomes absorbed in one task and neglects others

Inattention

Student neglects a task that requires attention

Obstacles to learning during flight instruction

-unfair treatment

-impatience

-worry or lack of interest

-physical discomfort, illness, fatigue, dehydration

-apathy due to inadequate instruction

-anxiety

Hazardous Attitudes

Anti-authority

Impulsivity

Invulnerability

Macho

Resignation

Aeronautical Decision Making (ADM)

Systematic mental approach to consistently determine the best course of action in a given situation

Steps of ADM

Define the problem

Choose course of action

Implement decision and evaluate outcome

Methods of Obtaining Medical Certificate

Aviation Medical Examiner

BasicMed (Part 68)

Types of Hypoxia

Hypoxic

Hypemic

Stagnant

Histotoxic

Hyperventilation

increased rate and depth of breathing leading to excess loss of CO2

Symptons of Hyperventilation

Visual Impairment

Unconsciousness

Lightheadedness/dizziness

Tingling sensations

Hot/Cold sensations

Muscle Spasms

Middle ear and sinus problems

During climbs and descents, middle ear pressure expands and contracts which can cause discomfort if unable to equalize due to sinus congestion or upper respiratory infection

Spatial Disorientation

The loss of the ability to maintain and be aware of the body's orientation relative to the environment

Disconnect between the three systems responsible for orientation

Systems responsible for orientation

Vestibular - inner ear

Somatosensory - skin, nerves

Visual - eyes

Vestibular Illusions

Leans

Coriolis

Graveyard Spiral

Somatogravic

Inversion

Elevator

Motion Sickness

Effect when visual and/or motor feedback is inconsistent with vestibular info

Symptom of spatial disorientation

carbon monoxide poisoning

Form of hypoxia (hypemic)

CO is 200x more likely to bind to hemoglobin than O2

Likely from heating/defrost but can be caused by smoking

Types of fatigue/stress

Acute

Chronic

Fatigue

Lack of sleep/energy

Can be solved with sleep/nap if acute

Stress

The body's response to physical and psychological demands

Effects of fatigue/stress

Decreased Performance

Discomfort

Timing Disruption

Disruption of perceptual field (ignore peripheries)

Dehydration

Critical loss of water to the body

Effects of Alcohol/Drugs

Impair efficiency of the body (judgement, response time, coordination, memory, attention span, reflexes)

Regulation of Alcohol

1) BAC must be less than 0.04

2) "8 hours bottle to throttle"

3) Cannot fly under influence, including hangover

Regulation on Drugs

1) 91.17 prohibits flight when using drugs that affect the person's faculties in any way contrary to safety (think "do not operate heavy machinery")

2) Rule of thumb: wait 48 hours after new meds and 5 times the dosing interval

Effects of Nitrogen excesses (scuba diving)

Increased pressure allows nitrogen to dissolve into body tissues/fluids

Low pressures can cause the nitrogen to come out of solution and form bubbles