Flight Instructor (Airplane) Learning Process Lesson Plan

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

The Flight Instructor (Airplane) Learning Process Lesson Plan covers the instructional knowledge, risk management, and skills required by FAA-S-ACS-25.

Flight Instructor (Airplane) Learning Process 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 learning Process.
    • Ask the instructor applicant to identify the first instructional decision that will shape the learner's outcome.

  • Motivator:

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

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Flight Instructor (Airplane) Learning Process Lesson Plan

Materials

Flight Instructor (Airplane) Learning Process 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 B, and the Airman Certification Standards.
    • State the lesson objective: To determine the applicant understands the learning process, can apply that knowledge, manage associated risks, demonstrate appropriate skills, and provide effective instruction.
  • Part 2, Instructional Knowledge:
    • Teach and assess what learning means and how an instructor distinguishes meaningful learning from short-term recall or task completion. (FI.I.B.K1)
    • Compare and apply learning theories to ground and flight instruction, including: (FI.I.B.K2)
      • Behaviorism and the effect of reinforcement, practice, and observable behavior. (FI.I.B.K2a)
      • Cognitive theory and the learner's processing, organization, and application of information. (FI.I.B.K2b)
    • Teach how perception shapes a learner's interpretation of instruction and how insight connects relationships into usable understanding. (FI.I.B.K3)
    • Teach and assess how learners acquire knowledge, moving beyond memorization toward understanding, application, and correlation. (FI.I.B.K4)
    • Apply the laws of learning when sequencing, presenting, practicing, and reinforcing lesson content. (FI.I.B.K5)
    • Teach and assess the domains of learning and select instructional methods appropriate to each domain: (FI.I.B.K6)
    • Present a concrete example, then require the learner to explain and apply the characteristics of learning and use them to make instruction purposeful, experiential, multifaceted, and active. (FI.I.B.K7)
    • Design and facilitate scenario-based training that develops judgment while remaining aligned with lesson objectives and learner readiness. (FI.I.B.K8)
    • Teach how learners acquire skill knowledge, including: (FI.I.B.K9)
      • Stages (FI.I.B.K9a)
      • Knowledge of results (FI.I.B.K9b)
      • How to develop skills (FI.I.B.K9c)
      • Learning plateaus (FI.I.B.K9d)
    • Select and sequence types of practice to match the learner's stage, task complexity, and need for retention and transfer. (FI.I.B.K10)
    • Distinguish evaluation from critique and use each appropriately to measure performance and promote improvement. (FI.I.B.K11)
    • Present a concrete example, then require the learner to explain and apply recognition and management of distractions and interruptions, fixation, and inattention. (FI.I.B.K12)
    • Teach the causes, detection, classification, and constructive correction of learner errors. (FI.I.B.K13)
    • Teach how memory supports or limits learning, including: (FI.I.B.K14)
      • Sensory (FI.I.B.K14a)
      • Short-Term Memory (STM) and Long-Term Memory (LTM) (FI.I.B.K14b)
      • How usage affects memory (FI.I.B.K14c)
      • Forgetting (FI.I.B.K14d)
    • Use meaningful organization, practice, review, application, and feedback to improve retention of learning. (FI.I.B.K15)
    • Plan for positive transfer of learning and recognize when prior learning may interfere with a new task. (FI.I.B.K16)
  • Part 3, Risk Management Instruction:
    • Present a concrete example, then require the learner to explain and apply the instructor applicant to detect and correct inadequate or incomplete instruction before it produces unsafe knowledge gaps, negative transfer, or unreliable performance. (FI.I.B.R1)
    • Teach the instructor applicant to identify the cause of poor learner motivation and adjust relevance, challenge, participation, feedback, or the training environment appropriately. (FI.I.B.R2)
    • Require timely recognition and constructive correction of learner errors while preserving safety, learner confidence, and the opportunity for meaningful self-correction. (FI.I.B.R3)
    • Require the instructor applicant to model risk controls, intervention points, and discontinue criteria while teaching.
  • Part 4, Skill Demonstration and Teaching:
    • Have the instructor applicant apply appropriate educational theories while presenting and assessing both ground and flight instruction. (FI.I.B.S1)
    • Present conditions that undermine learning and require the instructor applicant to recognize the condition, explain its effect, and implement a suitable correction. (FI.I.B.S2)
    • Have the instructor applicant plan and use workload-management techniques, including realistic and carefully controlled distractions, without compromising safety or the lesson objective. (FI.I.B.S3)
    • 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) Learning Process Lesson Plan

Guided Scenario(s)

  • The instructor applicant must teach a learning-process lesson while maintaining an organized lesson flow and meaningful learner participation.
  • Introduce an incomplete explanation or learner misconception and require the instructor applicant to identify the instructional gap and repair it before it becomes an unsafe performance habit. (FI.I.B.R1)
  • Require the instructor applicant to select and apply an appropriate educational theory to the assigned ground or flight teaching problem. (FI.I.B.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) Learning Process 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) Learning Process Lesson Plan

Airman Certification Standards

Flight Instructor (Airplane) Learning Process 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 B: Learning Process.
  • Objective: To determine the applicant understands the learning 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 16 ACS Elements
  • FI.I.B.K1:
    Definitions of learning.
  • FI.I.B.K2:
    Learning theory as it applies to ground and flight instruction, including:
    • FI.I.B.K2a:
      Behaviorism
    • FI.I.B.K2b:
      Cognitive Theory
  • FI.I.B.K3:
    Perceptions and insight.
  • FI.I.B.K4:
    Acquiring knowledge.
  • FI.I.B.K5:
    Laws of learning.
  • FI.I.B.K6:
    Domains of learning, including:
    • FI.I.B.K6a:
      Cognitive
    • FI.I.B.K6b:
      Affective
    • FI.I.B.K6c:
      Psychomotor
  • FI.I.B.K7:
    Characteristics of learning.
  • FI.I.B.K8:
    Scenario-based training (SBT).
  • FI.I.B.K9:
    Acquiring skill knowledge, including:
    • FI.I.B.K9a:
      Stages
    • FI.I.B.K9b:
      Knowledge of results
    • FI.I.B.K9c:
      How to develop skills
    • FI.I.B.K9d:
      Learning plateaus
  • FI.I.B.K10:
    Types of practice.
  • FI.I.B.K11:
    Evaluation versus critique.
  • FI.I.B.K12:
    Distractions, interruptions, fixation, and inattention.
  • FI.I.B.K13:
    Errors.
  • FI.I.B.K14:
    Memory, including:
    • FI.I.B.K14a:
      Sensory
    • FI.I.B.K14b:
      Short-Term Memory (STM) and Long-Term Memory (LTM)
    • FI.I.B.K14c:
      How usage affects memory
    • FI.I.B.K14d:
      Forgetting
  • FI.I.B.K15:
    Retention of learning.
  • FI.I.B.K16:
    Transfer of learning.
Risk Management 3 ACS Elements
  • FI.I.B.R1:
    Inadequate or incomplete instruction.
  • FI.I.B.R2:
    Lack of learner motivation.
  • FI.I.B.R3:
    Recognizing and correcting learner errors.
Skills 3 ACS Elements
  • FI.I.B.S1:
    Apply educational theories to ground and flight instruction.
  • FI.I.B.S2:
    Recognize and correct conditions that undermine the learning process.
  • FI.I.B.S3:
    Plan for and use techniques, including realistic distractions that teach flight students how to manage a workload.
Flight Instructor (Airplane) Learning Process Lesson Plan

Conclusion

  • Re-Motivation:

    • Effective instruction in learning Process 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.