Effective quizzing does not include yes/no questions such as “Do you understand?” or “Do you have any questions?” Instructors should also avoid the following types of questions:

A. 4 B. 3 C. 2 D. 1

Tips for responding effectively to learner questions, especially in a classroom setting:

Sometimes it is unwise to introduce considerations more complicated or advanced than necessary to completely answer a learner’s question at the current point in training. In this case, the instructor should carefully explain to the learner that the question was good and pertinent, but that a detailed answer would, at this time, unnecessarily complicate the learning tasks. The instructor should invite the learner to reintroduce the question later at the appropriate point in training.

Occasionally, a learner asks a question that the instructor cannot answer. In such cases, the instructor should freely admit not knowing the answer, but should promise to get the answer or, if practicable, offer to help the learner look it up in available references.

Since flying has become more complex, the focus of training needs to address pilot decision-making and risk management, a concept the authors call Single Pilot Resource Management (SRM). Since SRM training requires practicing the decision-making process in real time and in real situations, a new form of GA training that goes beyond the traditional task and maneuver-based training is recommended. The FITS program emphasizes combining traditional task and maneuver training with Scenario Based Training (SBT) to teach the advanced pilot judgment and risk management skills required in the SRM environment.

In many respects, scenario-based training is not a new concept. Experienced flight instructors have been using scenarios to teach cross country operations, emergency procedures, and other flight skills for years. Scenario-based training puts the learner pilot into the normal cross-country environment much earlier than traditional flight training programs. The goal is to begin training the pilot, through meaningful repetition, how to gather information and make informed and timely decisions. We routinely refer to this process as “experience.” Scenario-based learning does not preclude traditional maneuver-based training. Rather, flight maneuvers are integrated into the flight scenarios and conducted, as they would occur in the real world. Those maneuvers requiring repetition may still be taught during concentrated settings. However, once they are learned, they are then integrated into realistic flight situations.

The flight instructor is crucial to the implementation of a scenario-based training program. In this capacity, an instructor serves in the learning environment as an advisor and guide for the learner. The duties, responsibilities, and authority of the flight instructor include the following:

The flight instructor is the key to success, and different instructional techniques are required for successful SBT. Remembering that the learning objective is for the learner to be more ready to exercise sound judgment and make good decisions; the flight instructor turns the responsibility for planning and execution of the flight over to the learner as soon as possible. The flight instructor will continue to demonstrate and instruct skill maneuvers in the traditional manner, however, when the learner begins to make decisions the flight instructor should revert to the role of mentor and/or learning facilitator.

Each situation a learner faces may not have one right, and one wrong answer. Instead, learners will encounter situations in training that may have several "good" outcomes as well as the potential for some "poor" ones. While the flight instructor should understand in advance which outcomes are positive or negative, the instructor allows the learner to make both good and poor decisions. This does not mean that the learner should be allowed to make an unsafe decision or commit an unsafe act. However, it does allow the learner to make decisions that fit their experience level and result in positive outcomes.

This chapter described the methods and techniques aviation instructors use to assess learner progress. A well-designed and timely assessment defines what is worth knowing, enhances motivation, and improves learning. Today’s learners want to know the criteria by which they are assessed, and they want practical and specific feedback. Aviation instructors familiar with different types of assessments know how and when to use them to promote a productive learning environment.