hey guys what's up John here from fly of mic help calm here today with Cheryl at Lufthansa aviation training center in gutiere Arizona Lufthansa has been gracious enough to host us to make these videos provide us with Cheryl who's going to be the dpe and I will be the applicant going for my initial CFI and this video series is going to be a complete video series on they see if I oral exam one of the toughest oral exams you'll probably ever take in your aviation career Cheryl hopefully will not cut me any slack or give me a little bit of slack lyrics probably use it it's been about seven years or so maybe since I went from I see if I initial ride so we'll see how much I really remember and as we go through this you can always ask your questions leave in the comments below and if you guys are getting your CFI are you training for it right now seriously consider checking out Lufthansa USA move tons aviation training USA in goodI Arizona awesome place to work as a CFI they don't take in any local students from the United States but they take in local flight instructors or flight instructors from around the United States and they offer an awesome salary and awesome benefits package really take good care of their people you're a great place to be a CFI and Cheryl's been here now for 17 and a half years to 17 and a half years so awesome place to work as a CFI either way aside from all the normal rigmarole you'll go through with your d PE of him talking about a plan of action or her talking about a plan of action going through the three possible outcomes and the typical pilots Bill of Rights all that stuff we'll just assume well that's all out of the way we'll get right into quizzing me quizzing you know what's our first topic of the day first topic of the day is fundamental of instruction excellent and as we have to go through all of that so I will follow through the practical test standard checklist the scripts so to speak and we'll start with we'll jump right in Maslow's hierarchy of needs sure what do you remember about that so Maslow's hierarchy is basically what we have that tells us what's most important for a student or all the needs a student have it has to have a minute to be able to learn so we have to have this pyramid met before we can really learn anything okay now what's at the bottom is most important so as you can see their own interaction the physiological are the most important right so breathing food water shelter just the bare necessities of what you need for human life obviously that has been force making to learn if they're homeless probably not gonna be a great flight student if they have you know they're not getting good sleep then that's going to affect them being able to learn fly next up that's important but as we go up the pyramid safety and security so they need to have you know that sense that they feel safe that they have health employment that they have social stability that nothing is wrong with their family situation right now that everything at home was good basically they have to have that sense then next above that would be love and belonging mmm-hmm so if they need some sort of relationships and sense of connection and intimacy just that normal human feeling you know if you pick somebody who lives out in the bush in Alaska all by themselves they may not be used swell adjusted as someone who lives in the lower 48 or in the city in Alaska you need someone who has that normal human interaction if they are just total loners and they don't feel like they belong in society that it's hard for them to learn and relate to other people and relate to you as a CFI when you're trying to teach them next up would be self esteem if someone you know whether they believe they can fly or whether they believe they can't fly there right so if they don't believe that they can do it then they probably won't be able to do so they have to have that confidence that they can in fact fly an aircraft and do it safely and they also have to have respect of others and kind of that unique individual sense right it can't be the same for everybody everyone's a little bit unique and they have to have their own unique personality and you have to kind of nurture that as a CFI and how that fits into them becoming a pilot so biggest thing there is probably the confidence and in getting hitting goals and achievements feeling successful in life if they just feel like a total failure just their probable going to be a failure in flight training as well at the very top of the pyramid we have self-actualization and this is kind of how people see themselves near or see a goal and how they experience their life and how they kind of come to a combination of achieving what they want to so they have to be able to see them so I guess the simplest way to say this would be they need to see themselves as a pilot before they can become a pilot if they don't see themselves as that then it probably won't actually happen right so that's Maslow's hierarchy in the nutshell I guess very good that was excellent okay so people can tend to have some reactions when we call them defense mechanisms sure some of those sure so a defense mechanisms the FA is classified or identified eight common defense mechanisms and this is where you know someone is learning or they're any sort of situation really and if it's uncomfortable or bad or there may be some defense things since that pop-up just that normal human reaction or a human nature to you know be safe just that primal instinct some things would be fantasy you know where they just start daydreaming about other things because what's happening right now is kind of a bummer you know we just came back from a flight lesson and maybe your debriefing me or I'm debriefing you and I'm telling you all the things you did wrong and you might just do me right out and start daydreaming about how you're going to be an airline pilot one day and fly 747 even though you're pre solo and you've got ten hours a logbook right so the problem with that is fantasy you just start fantasizing and not really focusing on what has to get done and it becomes almost reality in themselves sometimes projections someone can displace blame and kind of put it onto someone else or you know when they displace their own unacceptable actions on to someone else and they just they basically assign blame right yeah so I bounced that landing because the tower controller was talking to another aircraft right when I was two blaring so I messed that up so it's not their fault even what is okay compensations could be trying to you know counterbalance some weaknesses there you know maybe come back and you're debriefing and you're saying hey look you know that that stall you lost 500 feet or that turn about a point was really more like you know a figure eight or something you're just it was really bad and they say but my departure call was amazing when I left the pattern you know I was so good on the radio and so they're trying to compensate for you know something that they did poorly and trying to brush that aside displacement as another one in displacement might be when they tried to take frustrations out with someone else you know they have a bad flight lesson so they go home and they kind of you know really get angry with their wife or with their husband or someone you know they kind of displace what you know is going on in their life and push onto someone else okay it's an interesting where the fa defines is taking frustrations out with someone else that will forgive them that's important way they explain it rationalizations are another defense mechanism and that could be an excuse for why they perform bad it's kind of similar to the compensation mmm-hmm so there's coming up with the reason for you know why they vacillating the controller was talking when I was flaring you know rationalizing why something didn't go according to plan okay just making excuses denial could be refusing to accept what has happened so maybe they journey across from landing got blown so far either run away the flight instructor you know I reach more I grab the controls and get the airplane back into the air go around and they just kind of refuse to accept that we were almost in the grass or it did we didn't nothing went wrong so nothing will ever go wrong could be the attitude so they're just denying reality and won't accept they can't really learn and grow as a student and build the necessary skill unless they accept that they're making mistake and something's wrong with the first place repression is another defense mechanism this could be something like you know something is just too stressed out and they can't cope with what's going on right now you take a student now and I'm less than one you're like hey we're gonna do power on stall and they shove that power in and they pull back to secure tell them and they have their feet on the floor that everything just corkscrews off into a nice left-hand spin and they they are freaked out and you're freaked you know you grab the controls and it's a very stressful time in the airplane and so when you get on the ground you try to debrief about it they don't remember a thing about it they remember they had a scary time in the airplane but they don't remember that the year that they were staring at the ground I was spinning around they don't remember or any of the control inputs and what the airspeed was what was happening because their minds just like that's too scary for me to deal with it causes me too much stress and so I'm just gonna push that thought away reaction formation is the last one that's number eight and that could be when you basically believe the opposite is true to something so you literally form in your mind your own version of reality and that happens with students from time to time for certainly where they just you know believe that you say hey man you bounced three times so like it's just a little skip you know they really believe that where you just you'll never basically get through to them because they you know they have their own version of reality and they're heading to them it is the truth so those were our defense mechanism yeah good excellent okay so students would have a way of reacting to some stuff an emotional way what would be the emotional ways they could react so the to emotional reactions you're gonna see are gonna be anxiety or stress now with anxiety some people are just afraid of flying some people maybe lack the confidence and they're not afraid of flying commercial but they're kind of freaked out about flying solo so you can Tiny's kind of normal that's probably one of the most significant parts of flight instruction one of the biggest barriers for people because they have to get past that anxiety and build the confidence in themselves to be able to accurately control the aircraft and you know control with some sort of skill so how can they cope with that and try to get through it there's lots of different ways you as a flight instructor as a flight instructor can do that you want to try to you're reinforced confidence in them you want to try to you know show them that they can in fact do things really building up the confidence is probably the greatest thing and providing a clear path as they go through flight instruction you know clear lesson plans clear goals for the day seeing them achieve their goals it will help decrease um that anxiety okay with stress people get stressed in the airplanes it's a stressful environment loud noisy vibrating turbulence some level of stress is good for performance so a lot of studies will show us that you know a hundred to 145 beats per minute of a heart rate is really good performance characteristics for a basketball player a sharpshooter you know on a competition a police officer involved in an officer-involved shooting when you get past that 145 beats per minute or so people's vision gets narrow they start to tune things out but if you stay in that 100 140 beats per minute range where you're stressed but not too stressed then time can slow down but you can still see the whole picture your body realizes this is a stressful time it's really important for me to focus you know your senses get heightened so you can take in more like I said time will kind of slow down for you if you get too stressed then vision narrows things start shutting down your body starts freezing it's not useful anymore if you're not stressed at all then you can still learn being very relaxed is a great learning environment but your brain may not assign the same meaning to things to really be able to recall them later on say like you go through spin training and you're just totally chill about it it's important you know it is the instructor can tell you all that compared to you actually go in the airplane you're spinning to the ground and you see that you're just naturally going to be a little stressed out or maybe too much so so you have to do it a lot to get more calm but if you can do that training in an optimal range of 140 beats per minute where you're stressed but not to stress not to relax then when you get into a spin at 300 feet training base to final one day accidentally you'll immediately recognize it put in the correct control motions your mind will be able to call on that because it'll be stored properly in your brain if that makes sense compared to if you learn it too Chester to relax it may not be as vivid and relevant very good hopefully that wasn't too long no that's good because that's an area that that exists every time we fly with the students mm-hmm so how would stress or more specifically an abnormal reaction to stress maybe be noticeable when the student is jewelry so abnormal reactions to stress or something to kind of watch out for it's a cue to you as a flight instructor that something is quite a Miss may have to change your approach little bit or maybe the person is not going to cut up for flight training they're really kind of abnormal but things like you know singing it in appropriate times you know if they're humming to themselves or whistling into the headset when they're on downwind might be a cue that something's not quite right nervous tics rushing and I constantly shake them the watch I think I did that one oh when I was pretty solo danwon for whatever reason he just keeps shaking that watch out you know readjusting it you know that that's an inappropriate reaction but it's kind of abnormal or there's there's some stress involved you know there it's a sign to pay attention for if you see anything that's really abnormal then it's worth looking further into talking with the chief a lot about talking with the FA about if you think something that's really quite wrong okay so what are the parts that make up accurate communication so accurate communication or efficient communication really comes in three parts right so we're gonna have the source the symbol and the receiver so in this case I'm the source I get to talk to you due to the proximity of sitting next to me and hearing my voice you are receiving what I'm saying and the symbols in between are my words in this case symbols could be things like an airplane this is a bad symbol because again it's not a real airplane but basically whatever you know or goal or visual cues that I'm using to communicate so you have to have those three parts and they have to be working together to have effective communication if the receivers - now it's not going to work if I'm not doing a good job as the source you know if I'm not a good source of information communication will be so great and if the symbols are bad you know if my words aren't descriptive enough if the visual cues I'm using art effective then communication is not going to work very well well that's good that brings up the next point what kind of barriers to communication do exist oh yeah so barriers to effective communication I've actually got an acronym for this one and luckily one of the most important parts of that you see if I check right is to preflight your markers or just I spend the money on the kit right and make sure all the markers are good so blue is a good color this acronym for barriers to effective communication would be Coyle and with Coyle we have confusion between the symbol and the symbolized object so something like that could be an airplane and we're making a steep turn versus I actually just pull out an airplane like I should have very good and I say okay we're gonna make a steep trip this is much more concrete and this is a lot more abstract so having you know some sort of you know clear understanding of what this symbol is having a avoiding confusion between the symbol and supply is option B the easiest way to say that overuse of abstractions is our next one so abstractions please don't judge my spelling overuse of abstractions would be things like you know like climbing like high like going like fast down like so okay like instead of setting your fast on down when saying you were a hundred knots and you should have been 90 knots that's concrete saying you're fast is abstract saying you're low is abstract saying you're high as abstract saying you're 50 feet low you're a hundred feet high those are clear concrete things that we can use with our students so any sort of before I'm we have interference so any sort parents between communication luckily we don't have much of that going on here today but say the lawn crews outside cutting the grass bond trying to you know talk to you say we're in the cockpit and I'm trying to explain something complicated while we're flying along through our you know beat-up 20 year old David Clarke headsets you just can't quite hear what I'm saying any sort of interference especially external interference would be a barrier to communication you just can't quite hear things and then of course the last one L is lacking in common experience so lacking common experience between the CFI and the students if we're lacking common experience between us say I try to explain you know an aircraft flying through the air like a boat planes you know from a plow to a plane getting up step but that means nothing to you because you've never gone boating before or if I'm trying to use you know port and starboard but you have no nautical experience or I'm trying to explain things like in terms of a motorcycle you've never ridden one you've got to find a common experience between yourself and the student to be able to relate use metaphors that are effective if we can't do that then and we don't have any common experience then it's going to be very difficult to communicate not saying you can't find it but that's why there's no such thing as the best CFI in the world although I'm hoping that you give me my license today and I become the best CFI in the world it's impossible to be the best to get by in the world because you're not going to have a common experience with every single student out there and there's going to be multiple types of best CF eyes in the world it's the best day buy for that student not best one in the world right so in developing these communication skills there are some points that we could make what would the door oh the best way to put that well uh ways I would develop communication skills I guess what I would try to do you can question the student would be one way to do it so when we're deep reefing I might you know ask you questions like hey we learned about P factor day tell me what is P factor you know ask for something a little kind of wrote in a sense you know what is the color of the beacon at this Airport you know is it green and white is a green green white is it the orange and white what is the color the beacon you could listen would be a great way to really develop the communication between the student and the instructor and I could you know free something where I say describe to me how the lighting beacon works here or describe to me how P factor affects us on takeoff climb out and in cruise flight and then listen to what they say so rather than kind of just questioning with a yes or no answer or you know a short answer let them describe something and then really listen to their words and see if you can pick up on any some of these where they may not be as strong on a certain point or they may have some sort of misunderstanding about a certain subject instructional communication basically what that says is an instructor is going to perform a lot better speaking when they know what they're talking about and they have a high level of confidence what they're talking about if someone really watches this video really closely they'll find out what things I really know really well and I speak confidently about and what things I really try to brush under the rug and quickly through that's typical of any chance I might normally think yeah so the bottom line there is if you're gonna teach something you gotta know well you gotta do your homework and I don't know everything off the top of my head but I know where to find everything and that's the key I think of being a good flight instructor is I can't recite the entire program but I know where to look in it I know where to find information to answer students questions I know how to do my homework before the flight lesson to make sure that I'm prepared to be an expert on that day's flight lesson maybe not an expert on every flight lesson I ever give all at once but for that day I would be that expert okay and of course role-playing kind of helps to understand you know and help the student kind of picture what's gonna happen you know it kind of falls like chair flying and figuring out how things are gonna go in the air when you're on the ground and then of course the fa identifies instructional enhancement and instructor never stops learning and that kind of goes into you know trying to study each day before a flight lesson throughout my career I'll be studying each day before a flight lesson be an expert for that day and I'll probably learn new things along the way I'll learn stuff that I've forgotten relearn it and I might learn new things as I find new articles online or find new updates to fa publications so all never stop learning is a CF I always be searching for new information and ways to kind of you know learn new things but of course brushing up on the old to is fades away mm-hmm you probably running so how do we know that learning has occurred the key to know that learning has occurred is a change in behavior so I can say things a million times to a student but until they really change their behavior learning hasn't occurred so if every time they take off they're kind of neutral on the rudder and I keep telling them right rudder right rudder right rudder and they tell me on the ground I'll take off I need to use right router until they actually do it and they change their behavior in the airplane then they really haven't learned anything they've just learned how to repeat what I'm saying not learn the actual task of compensate for the left-turning tendencies on the final tip unless you use the word behavior mm-hmm can you tell me exactly what that means sure so um behavior is just basically what you see them doing you know what are they gonna physically do with their bodies it kind of falls into behaviorism as the FAA identifies it which is just a measure of result outside the body I believe isn't the fancy definition god I see if I notebook here on my iPad I can and yeah human behavior is basically best predicted on pass rewards and punishments is what they say so you can accurately predict how someone's gonna perform based on patch rewards and punishments that could it's kind of complicated or kind of abstract yes the best way to explain that would be say a student takes off and they press on the right rudder and the airplane violently yaws right then based on the past reward of them using the right rudder and it was a bad reward hmm they probably don't want to do that anymore or maybe they press left right and center right rudder and it violently always left so now they don't do that now they use right rudder as they should okay so it could be a negative reward or a positive reward okay so there's two separate ways of learning can you describe some of those sure the two separate ways I guess would be you know behaviorism in cognitive right so cognitive theory is that everything is learned through organizing thoughts the mood of the student the process of you know how they think and how they learn the problem-solving and the decision-making and the awareness around them it's really cognitive theory is more a change in the way the learner things and how they understand things and how they feel behaviors on theory it falls under more that it's just purely you know how a result of what was on the past and they first left over and take off didn't work out so well now that use the right writer that's a little more cut-and-dry there and I think it's really a blend of the two it depends on the student you know which way they lean more but everyone's kind of a blend and just depends what percentage they are more behaviors and we're cognitive Jon we're doing great so far can you tell me what insight is sure so insights are basically what you get from perceptions so five senses give you the perception perceptions grouped together for insights so you're like it's those aha moments basically applying meaning to stimuli as the FAA likes to say it's just your brain grouping and organizing what's your wish getting in into a logical pattern good so what factors might affect perception Oh so this kind of falls back in the basal Starkie a little bit with you know we have to have a time and opportunity it can't be rushed element of threat you know you can't have you know a student feeling threatened at all any sort of fear is going to adversely affect you know how perceptions are gathered so if they're really afraid during stall training then they're not gonna learn stalls very well goals in value are important you know they have to have the right goals and values they have to be able to achieve those goals and then of course the physical organism how how their five senses interface with the world around them you know lowering disabilities would affect this most people you know that are normal so to speak or don't have any sort of learning disabilities would be able to you know taking the world around them in a normal sense and you kind of follow on those insights to perceptions they're all good so how can an instructor ensure that a student is developing develops insight during their flight training the best ways to do that kind of going back to massive archaic in a little bit make sure the student acquires a favorable self-concept of themselves try to take a student you know that is in the FBO and has a few hours and looks at all these see if eyes and pilots around them like gods try to introduce on to some other students someone on their same level so they feel like they belong to the community of aviation and they have some friends with an aviation that not everyone is just way above them and you know so many hours that you want to make them feel you know like they have peers around them even though we're all just a bunch of nerds and everything yes they have to make friends with students first before they can feel confident enough to make friends with real pilots or sometimes it's how it works you also want to provide a secure non-threatening environment form thinking sure that safety and security need is met from Maslow's hierarchy and use a lesson plan make sure the goal the task being learned is really clearly defined so they understand what they're supposed to learn and when that's achieved so a lesson plan that states the goals and objectives for the day the completion standards make it really clear for them okay so in learning what are some of the laws of learning the laws of learning I guess we could say we could use the acronym reaper for that one so this one is kind of fun to dry out as well we'll change colors so we can use the acronym reaper and what reaper tells us is you have to be ready basically to learn so if they're not ready to learn if they're hungry tired whatever it's not going to work out effect happy you have to be able to make the connection and make it effective exercise is the second etho and with exercise basically connections are strengthened with practice we could say so you gotta practice you gotta go hmm you know you can't just do a stall once to be like that completion standard we gotta practice it a couple times to make it concrete for them probably the most important one here is going to be P privacy what's learned first as a learning best and what they learn first really hard to change that so if they learn it wrong the first time they're gonna be doing it wrong a whole whole lot really hard a very good habit so so crucial to teach a student the right way the first time set the right example right from the get-go of using checklists of doing proper procedures if you don't set that example from day one they'll fall into improper procedures doing things the wrong way in the model improper behavior that's what they learn at first maybe it's just the foundation of avid michaud training for Lufthansa yes intensity is I an intensity is really important because if everything if I ask you to think back to when you're like two or three or four years old you might think of you know I gave you ten minutes you might write down two or three or four memories you have from back then you have those memories because they're intense you still had 365 days in a year when you were three years old you forgotten most of that it wasn't that important you know you were just you know playing around with friends and yeah but the things that were intense you remember and it's important for flight train to be intense especially the important parts of it I think almost all flight training is important and so it must be intense and not intense in the sense that it's stressful or hard or yelling but vivid you know and active and sometimes just getting them out of your chair and drawing on a board rather than just reciting things for two hours straight is a little bit more intense or vivid than I'm just sitting there and talking to someone lastly recency of course you know we forget things and I've forgotten a ton as a pilot throughout my career luckily I swear I know where to look everything up and that's why I can be an effective CFI but I can't recite everything off the top of my head because some of that stuff is from years ago and it basically just tells us if a student hasn't done something in a while it's probably gonna be that fresh so make sure that what's important was done recently and you know stressed the importance of not just currency but proficiency with a student so that they can go out and practice and keep up that recency so they're sharp in their flying skills and their knowledge okay good so as a CFI you want to be aware of the levels of the love learning yes those are sure this is one of my favorite I don't know why I have no idea why yes ruin is our acronym here and it's just so applicable to measuring where someone's at in their flight training and if they're ready to go to the next step or to move on Rubick is rote memorization understanding little abstract right in there for you application and correlation small note here guys you may want to take the time when you're actual see if I check around the extra 10 seconds to write clearly anyways rote memorization I tell you P factor makes the airplane turn left you tell me P factor makes the airplane turn left congratulations that means nothing understanding is you go I understand the propellers turning and it's going to cause the aircraft to do this so before we could just repeat the words now we understand that your plane is gonna do this because the propellers turning application is I can apply when I get in the airplane that if it's turning left I need right rudder so now we've reached the application level of actually you know performing a skill off what we've learned and what we've understood in correlation is when we can correlate it to something else so I'm in power off steep descent and the airplanes turning right I need I'm largely going to need left rudder or I'm in cruise flight and because the trim tab you know was helping me with the right rudder increased by very fast I may need some left rudder to keep the airplane coordinated that's when we can correlate it to other things going on around us and that's when you know you've reached the highest level perhaps we should write this inverted understanding with the students with of learning really very good so along with learning we have some characteristics of learning can tell me what some of those are sure so the characteristic learning is going to be that it needs to be an active process it students have to be they need to respond and react to be able to learn if you just sit there kind of have to sleep as I'm talking to you then you're not learning and I need to pick up on that and change my approach to make you engage a little bit it needs to be multifaceted and that basically means audio-visual with my students I would always you know my lesson plan that goes along with the flight Mike Alpha lesson plans is the written lesson plan but also the homework you assign them is video so they go home they do the Quran school which is video they take the little quizzes they come to you you talk to them then you do it in the airplane so you hit the audio visual kinesthetic methods to make sure that they're really learning in all all different ways multifaceted ways learning is the result of an experience so it's real situations that people are applying meaning to they have to actually see what's going on and they have to really experience things to be able to learn and learning is purposeful so setting goals that are attainable is really important and they have to have the motivation to be able to learn as well so if their dad's an airline pilot and they're here for flight training because their dad's an airline pilot and they have way more interested in riding mountain bikes mm-hmm they may not have the motivation to achieve it so we really need to kind of hit all those key points to to make sure that learning is effective okay good so give me some types of practice that you could do with your student okay so when we go out and we do something like steep turns or turns out a point lazy eights of its commercial student or shandell's there's three different types of practice there's deliberate there's block practice and there's random so random practice would be like going out and saying hey we're going to hit shandell's lazy aids and some pad work today you know or working across from landings kind of a mix of all different skills tossed in there mm-hmm block practice would be those lazy eights are not going to pass your commercial check read but I'm so starting to tell you yeah words can go out and do them 20 times in a row maybe it's a fact that maybe it's not you know just doing the same thing over and over again and kind of hit that learning plateau sometimes may not be super effective deliberate practice would be you know practice a specific area of improvement like hey we're going to go out and you know you really need to work on the lazy eight so we're going to do that you know three or four or five times but then we're gonna move on so there's you know going out and we're going out just the sole purpose of this where there's going out and saying we're gonna do this a hundred times or twenty times or whatever we're going to continue doing that until we move past that the blocks method and then randomly you just kind of mix everything up okay so something that's been very important and the recent years a scenario-based training can tell me what that is sure so scenario-based training is just giving a little bit more meaning to the actual training so instead of saying hey taking on a cross-country from this Airport to this Airport and back show me that you don't get lost say hey we're gonna go to this other Airport and you're going to pick up your friend who weighs 120 pounds 150 pounds whatever and they have a 20 pound bag and the weather is this and you know that um day is this and here's the scenario and plan accordingly and so the purpose with scenario based training or the importance of it is we fly scenarios we don't get a pilot certificate and then go flight training lessons you know we fly real scenarios when we have real scenarios affecting us in the air so the more of those we can provide in training the more vivid it makes it the more intense it makes it which helps retain the information with the learner with the students and it's just better quality training because maybe they will have at least seen it once before in training very rarely do you have to go do is turn about a point after your check ride but it's a skill that applies other things so we can assign a scenario to it like hey we need you to go today we're gonna go practice turns about a point but the scenario is we're gonna go take pictures of your buddy's house right then it assigns meaning to it and they can relate that to when they're out you know after they're a pilot taking pictures everybody's house okay so how could errors be used in the learning process oh well I guess it types of errors we'd see pop up would be basically a slip or a mistake and so the day were swing the slip and mistake mistake is the way the FAA says it is a mistake is someone plans to do the wrong thing is successful okay I'm gonna run this airplane off the runway that's a mistake a more accurate way to explain that would be they set the wrong power setting on climb out or they you know consciously you know retract the gear you know too soon or too late that slip is when somebody plans to do one thing but invert 'only does something else so that would be more like I landed you know and I was doing a touch-and-go in a retractable airplane and I go to retract the flaps but side bumped the gear handle instead and that's a common thing that used people gear up once again to our G's you know retracting the gear on touch-and-go so a slip is more what I would define as a mistake yeah and a mistake is what the FAA defines as they consciously try to do the wrong thing they just probably because they lack information or they lack understanding of a subject they make the mistake is in the in the process of understanding what they want to do in the first place sure yeah okay so let's talk a little bit about memory what are the different types of memory and how does that work oh so we have a sensory memory we have short-term memory and we have long-term at work again with sensory that's just the initial stimuli so it's it it really falls more into the short-term it's just you know you take something in its stored somewhere and then it's going to either go to short-term or long memory short-term memory is like quick recall you know you just asked me about different types of memory I remember that I was thirty seconds ago okay it's either so they're gonna fade away or you're gonna forget it unless it gets moved in your brain to long-term that's why we have to do those things like make it intense make it vivid hit a VK audio visual kinesthetic all the different ways people learn so that we can move from the short-term to long-term memory long-term is permanent storage people will not forget things as easily but what is forgotten is usually you know from fading or for repression retrieval failure you know and there's basically something wrong with your brain you know as you get older or you have some sort of you know an axe or something like that any sort of interference there but it's there and it can usually be recalled in one way or another okay okay sorry those listening to you so how would you organize the material for a year for your training um so the best way I organize is I just use you know a straight ELISA plan might see if my notebooks all on here it contains all my lesson plans it contains all the additional material I'm going to teach from so not only the lesson plan for say less than five of going out and starting a new pattern work but it also has all the videos that go along with that from the fly Mike alpha course that I can assign to students and they can watch on their own before they show up and then we can talk about it answer questions and then we can assign the homework to go home and work on review things okay afterwards so having kind of that multifaceted approach through the avk and through polar before briefing before and after the flight and then or afterwards is really how I kind of organized the flow so can you give me some more detailed explanations of your training delivery methods sure so number of different ways we could deliver our material we could do a lecture method you know if it was especially good as multiple students we could just stand over the board and write and talk and talk at them until they're literally blue in the face we could do a guided discussion where you want to draw out what the student knows so you know you kind of you talk some and you ask some questions and you kind of pull them along with you in a certain direction and then you get them to try to explain some things to you and you can really find you know where they're strong and where their weekend there's computers is learning which is my favorite yeah that's because I can assign things at home and they can do it whenever and it's very resource intensive you know so I'm not printing a ton of things or not saying paperwork I think it's a pretty effective way people will learn their cell phone their iPad their computer and then there's demonstration demonstration performance method this would be more in the airplane but it could apply to ground training as well where you're going to explain something maybe on the ground or in a video then you're going to demonstrate for them in the airplane then you're going to have the students do it then you're gonna evaluate it it's kind of I do and I tell you do and I tell you what to do and you do it and then you do it and you tell me what you're doing and what's it usually takes more than three renditions looks likely you know say you're gonna do a stall or a steep turn or whatever it's not like the students gonna be perfect after three but that's the logical progression you want to move in and getting them to be able to do it and talk about it all at the same time to really show they understand and then there is drill and practice method which is simply just you know learning by applying what they've been told and shown to do so they just keep practicing and practicing and every time they practice they get a little better probably but it's you know it's law of diminishing rich eventually they're gonna get that learning Plateau or you know another touch-and-go it's gonna be very my my really minimally beneficial to them I never get tongue-tied tough word good so what would problem-based learning be problem-based learning is basically a type of learning environment which lessons are structured in such a way to give students problems and Karen real-life and force them to reach a real-world solution really similar to Samara based training so we're up in the airplane and I reach over and pull the throttle back your engines quit there's a real scenario um figure it out and of course you know you're probably debrief this one home around at first but you know it's a real-world problem and it's a nasty one so that's an example of problem-based learning when you create a problem the airplane okay good okay so what's the purpose of an assessment purpose of an assessment you know let's say like pre solo written exam or just these four quiz as they go throughout training I know the way I've structured grad schools they get take a quiz at the end of every lesson you want to make sure where they're at you know if they're actually absorbing the material it really gives the instructor and the student a clear idea of where they're at maybe not you know going back to react maybe not the correlation phase or even the application phase but hopefully at the Rope memorization or the understanding phase you've seen an accurate picture of where they're out there okay and let's go to picture so what can you do to promote retention within this with students Oh so retention is basically going to be will help with retention of the material is give praise when it's due try to make sure they learn with all their senses use mnemonics to help them memorize things like ruh act helps me remember eyes you know certain things you know tomato flames is a mnemonic that you have use you want to make sure you're doing meaningful repetitions that students are gained with each repetition they're not having that learning Plateau or that we have the law of diminishing returns and maintain a favorable attitude if you just got a terrible attitude you just don't want to be there if you're just like come on man sky glass is gonna call me hey now why am I still instructing it's not beneficial for the student being a safe I may not have been your first choice you may just be doing it for time billing but it's important to to you know maintain if your logic for the sake of a student and then use associations and when you can associate material with other material it makes it easier for the brain to recall those things out long term memory okay what are the types of transfer of learning basically a positive and negative so really straightforward positive transfer is you know they learn how to do a power off stall and that helps them with you know a full stall landing so you know we depress the power off stalls up here and now we can full stall the airplane you know a few inches off the ground make a beautiful landing out of it negative transfer would be with every student ever who has ever driven a vehicle during a car and they get in there and their very first lesson they're taxing down the centerline and the airplane starts going left and then yo goes full right but the airplane keeps going left that's negative transfer it's a skill they learn another aspect of their life and it's not really helping them with flying so the key is to find all the things that can positively transfer find out about the students in their background so you can pull all those positive things and make them aware of the negative ones to learn about what's going to be negative predicted to see if I'd be like hey everyone wants to do this just put chains under your legs and use your feet to steal that airplane man the it doesn't do anything on the ground good how would you prepare for a lesson preparing for a lesson basically you want to have the objective of the lesson you want to determine what the objectives in the standards are for that lesson prior referring to the ACS or the pts depending on what type of student you're working with you need to outline the elements of the lesson make sure you know what equipments needed do they need a hood do you need a example airplane you probably almost always need one of those do you need markers what stuff do you need to make this thing happen to an iPad what you're gonna have to do is the instructor you wanted to find the instructors actions and you need to define what the student has to do what kind of homework they have to do and what kind of homework the instructor has to do reviewing PTAC such and such reviewing you know online ground school lesson 12 you know topic this and then you want to find the completion standards according to the pts or ACS at the very end what's the completion standards for the lesson maybe they don't meet ACS guidelines you know maybe the easiness guidelines are plus or minus 100 feet and you determine that for this lesson it's early on plus or minus 200 getting up to pass in the blog so that's kind of how you know prepare up a lesson plan to speaker you know what snow lion okay and what would be the CFS responsibilities oh as I see if I overall responsibilities really fall into maintaining professionalism giving adequate instruction upholding the ACS standards or training to those standards and upholding them as a CFI you can't just sign up a student and say well okay you're soso but if you pass check Redmayne best luck you know go for it give a shot you have to make sure that you're confident they can maintain those standards I think you're upholding the idea behind those standards that were turning up good pilots and people are gonna be safe there we're not just sending people off saying that's top of the best of luck to see if the DB can make a determination yeah DP only gets you know a few hours with them we get you know at least 40 ish you know or more and then you wanna the biggest thing they're not the biggest but a really important thing is minimize the frustrations of the student experiences through flight training flight training is frustrating it just is it's tough it's costly it takes time takes a lot of energy and disrupts your normal life and trying to fit in with your normal life can be really tough so minimize those frustrations try not to cancel lessons if the weather is really bad and you showed up for a lesson today maybe we would just go out and sit in the airplane and I would point at every single thing on that instrument panel and have you tell me what it's called and how it works and we could make an hour I would have less note of that first of all it keeps my frigerator full of ramen noodles Sen by because I'll at least get paid for the grant instruction hmm and then more importantly it it's useful for the student they'll be happy really possible bit of money they're happy to get more thorough instruction they think they know what that panel does but if you're listed as are pointing at things they may not it really helps them feel more confident about the systems the airplane you can pop the cowl make a lesson out of that just you know starting to take the airplane apart a little bit looking at all those things underneath there minimize the frustrations let people know how they're progressing through flight training where they're at you know how much more they have to go some examples of how I would try to minimize frustrations okay what kind of critiques are there for students oh well I could 40 come in several different ways there's the instructor student critique where basically the class so to speak is invited to offer criticism of her performance class could just be simply a student riding in the back seat critiques the student that was up in the front seat and then you know I kind of you know manage that as well student-led critiques were you let the student really guide the whole thing could be the back seat here just describes everything they saw wrong or knew during a class you know somebody explain something and then the students critique them on their explanation small group critiques you could break into small groups and kind of present your fight to the classroom speak who's like an in person around school Socrates personal performance ask the student how you know how how do you think you did you know how would you critique yourself how would you rate yourself on this and written critiques it takes a lot more time have the student actually write out how they think they did how they feel about how their overall progressing through flight training how they rank themselves and that we can actually kind of maintain a record you do that multiple times you can kind of create a track record of like hey back here a month ago you felt like this and today you feel like this and here's the progression that can be really effective thing to inform the student and inform the instructor for the right so what would be the and what would be an example of instructor professionalism oh so you want to show up kind of clean-cut you want to display the right attitude and you want to you know people are gonna follow your leave the students gonna mirror everything you do so when you show up and you don't preflight the airplane or do you really quick line or you kind of skip your checklist or you don't check whether you don't get a flight briefing at least maybe not your flight training but later in the road they're gonna mirror exactly what you do so you want to display the true definition of professional pilot and probably dress a little better than jeans although I like to fly in jeans or preferably shorts and flip-flops but certainly for let's see if I check pride show a little back dress than I am but that would be an example of professionalism okay so what are some characteristics of effective assessment so an effective assessment if you're making a test and your first student would be that it's it's gonna be flexible objective comprehensive acceptable and constructive has to really identify the students performance objectively has to be flexible to it you know meets the needs of different students has to be acceptable so the student in the CFI both accept the results of it you know there's a lot people out there that say oh the written doesn't really apply that much to flight training it doesn't it doesn't so it's you know it's not the most acceptable assessment really compared to if you make your own assessment that you feel really applies to that aircraft and to flight training and everything else it's got to be comprehensive so needs to cover all the bases it's gonna be constructive they got to get something out of it you're like hey I got a 90 what does that mean it's got a lead is some sort of constructive learning or something they need to get something out of it basically how the benefit what's a traditional assessment uh basically you know written tests the fa written test be a good example of a traditional assessment you know matching true/false questions fill in the blank those would all fall under traditional assessments okay how about an authentic assessment that would be more you know like in an airplane say the students ask form some real-world tasks and it really shows you know the application level and correlation level of learning and their skills and competencies and an oral assessment uh oral assessment it would basically be right after the students performance so it could be in the airplane or it could be on the ground okay um but you know a good thing you know they do a touch-and-go and you let them climb up on an upwind crosswind they don't download a woman breathing time and you talk to them then so it's kind of immediately following hey how'd that go how the approach go I have the flare go how the how are you on centerline and you get some information over that way good can you give me some characteristics of effective questioning Oh effective questions need to apply the subject it should give us doing a little bit of a challenge needs to really Center on one idea it shouldn't be too broad you know brief clear concise really definite and adapt to where they're at with their training and their knowledge you know so it shouldn't you know don't ask a private pilot EP question okay so what other types of questions did you avoid you don't want to give people like toss-up questions you know where it's 50/50 or trick questions stuff that's irrelevant oversized questions or purposely puzzled questions you know I mean those are fine for the bar and after training but um you know not really good for you in the flight school right here right what is integrated flight instruction integrated flight instruction is basically teaching students to perform maneuvers by outside visual reference and reference the flight instruments so people say 10% of the time inside any person outside 1% of time inside 99% outside whatever you know however you want to describe it you know use the panel as your add two indicators your Bank indicator on a steep turn mmm and use the attitude indicator to but used outside more because you can see for traffic and safety and everything else use the the panel you know that as it means surprise them for your pitch usually advocating kick attitude indicator as well basically just using all those instruments use the you know your butt to tell you which you know writer you need to step on but the balls there as well okay so give me an example of how you can do an assessment of someone's piloting ability Oh basically one you could go up and you can just run through like a mock check ride you could run through a pre-staged check best thing is just to get an airplane have a set of standards and see how they meet those standards you know just rate them as you know pass/fail or rate them on a scale of 1 to 5 1 to 7 never might be I'm talking with a final score and see where they stand ok and why would you want to do that ah save pre-sold you know maybe some with another instructor who reads they're piloting building says yeah this guy's Compton solo or maybe not you know you might fly with somebody and get this impression but yeah they're really good pilot he seems sharp they're smart mm-hmm and then you sit there with criteria so you can you're like wow he actually every time you know can't hold alt to plus or minus on her feet every time and he's left to say on it every time you know you start to add that up then he read the report and you go okay maybe they're not quite right so maybe there's just a few things to have Paul shop here okay so what is aeronautical decision-making ADM is basically how you make decisions as it relates to being in the air and a lot of those decisions are made you ever get in the air how you pre-flight plan how you assess risk how you use a risk matrix Neal we use a risk matrix and basically we say that on this chart here we have you know this is really you know this would be like catastrophic this would be benign and this is very likely and this is improbable so if something is improbable and benign then it's a very low risk and if something is really likely to happen to be catastrophic like hey look at this man the propellers only being held on by one bullet there's four or five missing that would be catastrophic if it came off and it seems likely at this point so that's a very high risk and we don't like high risk so we kind of do this and we say you know well if it's you know not good but you know it's really improbable to happen well it's still a little risk if it's not good and only likely to happen once might fall into you know a high or medium where so we don't really want to accept it it's you know we can use the risk matrix to determine things for economical decision making we can use checklists like pave knew the three P's the decide model all those things I'm safe making sure you know you're not on any medications you shouldn't be on making sure the pilots up to speed the plane the environment what's the weather doing what's the external pressures all those things fall under a B I mean that's a long lesson in them itself good what are some of the principles of risk management principles of risk management would be don't accept unnecessary risk so staying on that other side of that line I drew you want to make risk decisions at an appropriate level again stay on the right side of the line and only accept the risks when the benefits outweigh the costs be really accurate with the benefits versus the cost be really honest with yourself about those like saving yourself a hundred bucks on the hood that's not that great of a benefit and the cost of continuing a flight you know when you shouldn't be you might just be better off staying somewhere in grab the hotel room so be honest with yourself about what the benefits in the costs are okay and try to integrate the risk management you know side of things or the ADM at all levels of your flight planning all levels of your thinking it's really most accidents come from Adm at to some extent and ADM always seems to play some part and you know the successful or unsuccessful outcome of a flight that's true so let's discuss what a risk management process might look like uh we would want to basically identify the hazard we'd want to assess the risk analyze any sort of risk control measures we have like you know that it's icing out but we have an airplane equipped with an t ice or d ice equipment mm-hmm make some control decisions implement risk controls so it could be something like okay the weather is looking bad but here's the hard personal minimums I'm sticking to that could be a risk control if it exceeds this I'm not going and if exceeds this and flight I'm going to land the new you're suitable Airport and then kind of supervise and review so to speak so overlook it and review it maybe get something else done take a look at it and you know see if they agree with you overall decision okay what are the levels of risk Oh basically levels of risk we can go back to the risk matrix we've got all the way from benign to catastrophic or you know low to high you could say but there's I mean at the end of a you can plot you know a dot anywhere in that rectangle there and you have to you know have your personally move where you draw out of line what you're willing to accept so what are the three domains of learning oh the domains of learning would be basically cognitive affective and psychomotor [Music] fancy words the FAA again picked out I'm having to explain them to you so cognitive is basically grouping levels of learning associated with mental activities so six major levels are gonna be the knowledge comprehension application synthesis evaluation and analysis with affective or feelings more so that's going to be grouping levels of learning associate with the person's attitudes their personal beliefs and values and how they basically receive respond value organize and characterize what they're learning in psychomotor the doing so to speak kinesthetic side of things is going to be basically grouping the levels of learning with physical skills so the perception the guy the response the mechanism the complex overt response app that these are validation and origination ok well that covers everything of the fundamentals of instruction and we'll take a break and we'll pick up with the next section awesome sounds we're good guys obviously this is not a real sea of my checkride thank god for my sake but thank you so much for lufthansa allowing us to be here use Cheryl and use their facility here again if you guys are checking out places to work as I see if I would highly recommend you reach out to Lufthansa and Goodyear check out their website the links in the description below and they've got a ton of Awesome opportunities to be to see if I here and other opportunities to move up with your career as a CFI and of course this is part one of about eight videos so stay tuned for the other ones to come out they'll all be hosted on the Lufthansa web site at Lufthansa aviation training USA comm there's some dashes in there links in the description below to make it simple for you and we'll see you guys in the next video [Music] [Music]