adult learning principles application of instructional principles to airborne instruction attributes of effective learning outcomes: achievable observable measurable barriers to effective communication: lack of common experience confusion abstractions crew resource management (CRM) principles debriefing and feedback techniques how to develop the essential elements of behavioural outcomes: performance (what has to be done) performance criteria conditions effective communication process: source symbols receiver effective use of a course of training, curricula/syllabus and lesson plans flight rules for flight instructor ratings: legislation privileges and limitations fundamentals of instructing, questioning, engaging and motivating learners how goal fixation affects good decision making lesson planning and development: purpose and content of each of the components of a typical aeronautical knowledge lesson plan: aim/motivation/revision outcomes explanation of principles explanation/demonstration of technique TEM practice review reasons to limit the duration of lessons and desirable duration of a typical lesson purpose and content of a training syllabus (or curriculum) purpose and use of training aids role of the instructor for each phase of review and evaluation: fault analysis (diagnosis) competency assessment trainee self-assessment training effectiveness operational concept of TEM in relation to flight training in terms of: managing threats managing errors managing undesired aircraft state positive and negative learning transfer principles and methods of instruction: principles of learning: adult learning process learning as a behavioural change sensory perception factors affecting perception and understanding motivation, positive and negative attitudes, discipline and responsibility levels of learning: rote understanding application correlation factors that hinder the learning process: rationalisation flight aggression resignation stress levels and impact on learning relationship between perception and understanding positive and negative motivation levels of learning how rate of learning varies with practice transfer, habit formation reinforcement memory systems and information processing models: sensory register short-term memory long-term memory principles of instruction: role of the instructor rote learning, understanding of knowledge and correlation, and application to flight training learning domains: cognitive (knowledge) affective (attitudes, beliefs and values) psychomotor (physical skills) factors that hinder learning advantages and disadvantages of guided discussion positive and negative transfer communication process factors: source symbols receiver communication barriers monitoring whether communication has been achieved adult learning issues steps to the teaching process behavioural (performance-based) outcomes and purpose in flight training attributes of effective outcomes advantages and disadvantages of various teaching methods role of instructor in steps towards skill practice training syllabus and competency-based standards principles of flight principles of questioning: reasons for questioning characteristics of effective or open questioning techniques oral questions for mental stimulation confirming answers desired qualities of good oral questions procedure to follow when asking key points when handling learner answers and questions purpose of behavioural outcomes relevant WHS/OHS and environmental procedures and regulations relevant sections of national and state/territory regulatory requirements and codes of practice requirements for completing relevant documentation risk management principles applicable to emergency procedure simulations in flight role of psychology in flying instruction: satisfaction of human needs defence mechanisms dealing with stress, abnormal reactions to airborne stress situations psychological problems of trainee and experienced pilots role of instructor in providing skill practice to trainees: explanation demonstration performance supervision evaluation: fault analysis (diagnosis) competency assessment trainee self-assessment training effectiveness scenario-based training and its advantages in aeronautical knowledge training suitable procedures for developing trainee TEM skills suitable procedures for making decisions in-flight and for developing trainee decisionmaking skills task prioritisation system to assist the development of trainee task management skills in terms of: aircraft control navigation communication teaching methods, including advantages and disadvantages: lecture, theory and skill lessons, guided discussion, briefing behavioural objectives, their importance and formulation teaching process: preparation presentation application review and evaluation three types of stress likely to affect trainee performance and methods of assisting trainees to cope with stress: physical physiological psychological training syllabus and competency-based standards use and abuse of teaching aids. |