Flight Instructor (Airplane) Course Development, Lesson Plans, and Classroom Training Techniques Lesson Plan

Flight Instructor (Airplane) • ACS Area I, Task C

The Flight Instructor (Airplane) Course Development, Lesson Plans, and Classroom Training Techniques Lesson Plan covers the instructional knowledge, risk management, and skills required by FAA-S-ACS-25.

Flight Instructor (Airplane) Course Development, Lesson Plans, and Classroom Training Techniques Lesson Plan

Introduction

  • Schedule

    Topic:
    Time:
    Attention/Motivator:
    0:05
    Part 1, Lesson Introduction:
    0:05
    Part 2, Instructional Knowledge:
    0:25
    Part 3, Risk Management Instruction:
    0:15
    Part 4, Skill Demonstration and Teaching:
    0:30
    Part 5, Guided Teaching Scenario:
    0:20
    Part 6, Lesson Conclusion:
    0:05
    Remotivation/Closure:
    0:05
    Total Ground Time:
    0:00

  • Attention Getter:

    • Present a teaching scenario in which learner safety or understanding depends on effective instruction in course Development, Lesson Plans, and Classroom Training Techniques.
    • Ask the instructor applicant to identify the first instructional decision that will shape the learner's outcome.

  • Motivator:

    • To determine the applicant understands the teaching process, can apply that knowledge, manage associated risks, demonstrate appropriate skills, and provide effective instruction.

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Flight Instructor (Airplane) Course Development, Lesson Plans, and Classroom Training Techniques Lesson Plan

Materials

Flight Instructor (Airplane) Course Development, Lesson Plans, and Classroom Training Techniques Lesson Plan

Instructor Actions

  • Before the lesson, review the reference materials, applicable airplane limitations, and the instructor applicant's prior lesson preparation.
  • Part 1, Lesson Introduction:
    • Present the attention getter and motivator.
    • Review Area of Operation I, Task C, and the Airman Certification Standards.
    • State the lesson objective: To determine the applicant understands the teaching process, can apply that knowledge, manage associated risks, demonstrate appropriate skills, and provide effective instruction.
  • Part 2, Instructional Knowledge:
    • Teach the applicant how effective teaching uses a purposeful process and essential instructional skills. (FI.I.C.K1)
      • Relate the teaching process to planning, presenting, applying, and assessing a lesson. (FI.I.C.K1a)
      • Develop the applicant's essential teaching skills, including people, subject-matter, management, and assessment skills. (FI.I.C.K1b)
    • Use an aircraft- or scenario-specific example, then have the learner explain how a coherent course of training sequences objectives, lessons, and assessment toward completion standards. (FI.I.C.K2)
    • Have the applicant prepare a lesson that aligns its content and assessment with the following objective types. (FI.I.C.K3)
    • Organize lesson material into a clear introduction, development, and conclusion that progresses logically from known concepts to new learning. (FI.I.C.K4)
    • Compare training delivery methods and select the method suited to the objective, learner, material, and training environment. (FI.I.C.K5)
      • Use a lecture when efficiently presenting organized information. (FI.I.C.K5a)
      • Use discussion to engage learners and evaluate understanding. (FI.I.C.K5b)
      • Plan and facilitate a guided discussion using purposeful questions. (FI.I.C.K5c)
      • Use cooperative or group learning with appropriate conditions and controls. (FI.I.C.K5d)
      • Apply the demonstration-performance method through explanation, demonstration, learner performance, supervision, and evaluation. (FI.I.C.K5e)
      • Use drill and practice where repetition supports correct habit formation and proficiency. (FI.I.C.K5f)
    • Evaluate when electronic learning is appropriate and how the instructor will monitor engagement and understanding. (FI.I.C.K6)
    • Select and use instructional aids and training technologies that directly support the lesson objective. (FI.I.C.K7)
      • Have the learner identify the characteristics of effective instructional aids. (FI.I.C.K7a)
      • Explain why an aid improves clarity, realism, retention, or learner participation. (FI.I.C.K7b)
      • Apply the guidelines for effective, timely, and distraction-free use. (FI.I.C.K7c)
      • Choose an appropriate aid or technology for the content and environment. (FI.I.C.K7d)
    • Use an aircraft- or scenario-specific example, then have the learner explain how integrated flight instruction develops instrument-reference and outside-reference skills together from the beginning of training. (FI.I.C.K8)
    • Use problem-based instruction to develop higher-order thinking and aeronautical decision-making. (FI.I.C.K9)
    • Plan instructional activity so individual lessons form a coherent course of training. (FI.I.C.K10)
      • Sequence related content into blocks of learning. (FI.I.C.K10a)
      • Use a training syllabus to organize objectives, content, and completion standards. (FI.I.C.K10b)
      • Prepare and use lesson plans that guide instruction without preventing adaptation to learner needs. (FI.I.C.K10c)
  • Part 3, Risk Management Instruction:
    • Have the applicant identify the risk of selecting a teaching method that does not fit the objective, learner readiness, available time, or training environment, then select and justify an effective alternative. (FI.I.C.R1)
    • Require the instructor applicant to model risk controls, intervention points, and discontinue criteria while teaching.
  • Part 4, Skill Demonstration and Teaching:
    • Have the applicant prepare and teach an instructional lesson plan using methods and materials appropriate to the task and learner characteristics. (FI.I.C.S1)
      • Prepare an aeronautical-knowledge ground lesson suitable for classroom delivery. (FI.I.C.S1a)
      • Prepare a maneuver introduction and supporting ground lesson. (FI.I.C.S1b)
    • Coach simultaneous explanation, demonstration, observation, error correction, and, when airborne, positive aircraft control.
  • Part 5, Guided Teaching Scenario:
    • Lead the guided scenario.
    • Evaluate instructional organization, technical accuracy, risk management, learner engagement, and every applicable ACS element.
  • Part 6, Lesson Conclusion:
    • Review the lesson objective, instructional strengths, risk-management decisions, and items requiring additional practice.
    • Present the re-motivation and closure.
  • Update instructor records and the instructor applicant's training record, as required.
Flight Instructor (Airplane) Course Development, Lesson Plans, and Classroom Training Techniques Lesson Plan

Guided Scenario(s)

  • Assign the instructor applicant an aeronautical-knowledge or maneuver lesson for a learner with defined experience, readiness, and training needs.
  • Require the applicant to choose and justify teaching methods, instructional aids, objectives, completion standards, and assessment appropriate to that learner and training environment. (FI.I.C.R1)
  • Have the applicant prepare and teach the lesson while maintaining an organized flow, meaningful learner participation, and accurate application of the selected materials. (FI.I.C.S1)
  • Introduce a realistic learner error, misconception, change in operating conditions, or external pressure and require the instructor applicant to adapt the lesson.
  • Conclude with a learner-centered assessment and instructor self-critique tied to the ACS knowledge, risk management, and skill elements.
Flight Instructor (Airplane) Course Development, Lesson Plans, and Classroom Training Techniques Lesson Plan

Student Actions

  • Complete assigned readings and prepare a lesson plan with objective, content sequence, teaching aids, assessment, and completion standards.
  • Teach the applicable knowledge elements accurately and in learner-appropriate language rather than relying on rote recitation.
  • Identify, assess, mitigate, and teach the risks associated with the task.
  • Demonstrate or explain each applicable skill while maintaining positive control, observing the learner, and correcting errors appropriately.
  • Use effective questions, check learner understanding, conduct a learner-centered assessment, and perform an instructor self-assessment.
Flight Instructor (Airplane) Course Development, Lesson Plans, and Classroom Training Techniques Lesson Plan

Airman Certification Standards

Flight Instructor (Airplane) Course Development, Lesson Plans, and Classroom Training Techniques Airman Certification Standards

  • Note: The evaluator must select Task E, Task F, and at least one other Task for initial flight instructor applicants. During a practical test for an added flight instructor rating or flight instructor reinstatement, the evaluator has discretion to evaluate the applicant on Fundamentals of Instructing.
  • Task C: Course Development, Lesson Plans, and Classroom Training Techniques.
  • Objective: To determine the applicant understands the teaching process, can apply that knowledge, manage associated risks, demonstrate appropriate skills, and provide effective instruction.
  • References: FAA-H-8083-2 (Risk Management Handbook), FAA-H-8083-9 (Aviation Instructor’s Handbook), FAA-H-8083-25 (Pilot’s Handbook of Aeronautical Knowledge)
Knowledge 10 ACS Elements
  • FI.I.C.K1:
    Teaching, including:
    • FI.I.C.K1a:
      Process
    • FI.I.C.K1b:
      Essential skills
  • FI.I.C.K2:
    Course of training.
  • FI.I.C.K3:
    Preparation of a lesson, including:
    • FI.I.C.K3a:
      Training objectives and completion standards
    • FI.I.C.K3b:
      Performance-based objectives
    • FI.I.C.K3c:
      Importance of Airman Certification Standards (ACS) in aviation training curricula
    • FI.I.C.K3d:
      Decision-based objectives
  • FI.I.C.K4:
    Organization of material.
  • FI.I.C.K5:
    Training delivery methods, including:
    • FI.I.C.K5a:
      Lecture
    • FI.I.C.K5b:
      Discussion
    • FI.I.C.K5c:
      Guided discussion
    • FI.I.C.K5d:
      Cooperative or group learning
    • FI.I.C.K5e:
      Demonstration-performance
    • FI.I.C.K5f:
      Drill and practice
  • FI.I.C.K6:
    Electronic learning (e-Learning).
  • FI.I.C.K7:
    Instructional aids and training technologies, including:
    • FI.I.C.K7a:
      Characteristics of effective instructional aids
    • FI.I.C.K7b:
      Reasons for use
    • FI.I.C.K7c:
      Guidelines for use
    • FI.I.C.K7d:
      Types
  • FI.I.C.K8:
    Integrated flight instruction.
  • FI.I.C.K9:
    Problem-based instruction.
  • FI.I.C.K10:
    Planning instructional activity, including:
    • FI.I.C.K10a:
      Blocks of learning
    • FI.I.C.K10b:
      Training syllabus
    • FI.I.C.K10c:
      Lesson plans
Risk Management 1 ACS Element
  • FI.I.C.R1:
    Selection of teaching method.
Skills 1 ACS Element
  • FI.I.C.S1:
    Prepare an instructional lesson plan using teaching methods and materials appropriate for Task and learner characteristics, including:
    • FI.I.C.S1a:
      Aeronautical knowledge ground lesson applicable for a classroom
    • FI.I.C.S1b:
      Maneuver introduction and ground lesson
Flight Instructor (Airplane) Course Development, Lesson Plans, and Classroom Training Techniques Lesson Plan

Conclusion

  • Re-Motivation:

    • Effective instruction in course Development, Lesson Plans, and Classroom Training Techniques helps learners build sound judgment, technical competence, and safe operating habits.

  • Closure:

    • Advise students that this lesson will be used as a starting point for the next lesson.
    • Assign study materials for the next lesson.