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FAA Inspectors and FAAST Managers Training
MODULE 2 Scenario-Based Training (SBT) This is module 2 of 4. It should be presented after the introduction (Mod1). Module 2 covers scenario-based training. SBT as it is used here is likely different than what you are use to; that is, SBT is a teaching method that provides enhanced learning opportunities rather than the setting given during an emergency. We will talk about this in this module. SBT is 1 of the 3 tenets of FITS that have shown improved learning. Buckley up and lets begin. 03/16/09 Draft 1.0
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Objectives Upon completing this lesson:
You will understand the difference between maneuver-based and scenario-based training as well as the advantage of using SBT You will be able to develop scenarios for training and evaluation You will understand what a scenario is and what it is not In the FITS approach to pilot training, scenario-based training is a teaching method that embeds tasks in meaningful scenarios to improve learning. Maneuvers are not taught as stand-alone items but can be used within a scenario to develop the needed skills. Since SBT is relatively new in general aviation pilot training, many instructors and examiners will need to develop their own scenarios. Example scenarios are included in the generic syllabi provided on the FAA FITS site and will be provided in a database FAASAFETY.GOV as soon as the site is developed. This module is designed to familiarize you with SBT and scenario development.
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Overview Understanding SBT Guidance and Instruction in SBT
Steps in developing SBT Scenario Development What is SBT and how is it different than scenarios, scenarios that are sometimes used in flight training today? SBT is a member of the Problem-Based Learning (PBL) group of instructional methods. PBL uses a problem as the bases of learning; that is, a problem is the learning activity. We will look at how to use and to develop SBT including the steps involved in the training method and development of scenarios themselves.
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Scenario-Based Training
SBT is a training system (teaching and learning method) that uses a highly structured script of real-world experiences to address flight-evaluation in an operational environment. What does this mean? SBT is not simply a set of circumstances surrounding an emergency or some other problem presented during training. In most cases, this is how scenarios have been used to date. “SBT is a training system (teaching and learning method) …” means that SBT is a number of steps designed to promote learning and to engage the learner in the learning process. Initially the pilot (learner) may be given a problem to solve, yet the problem is the only the first step in this learning method. “… uses a highly structured script …” means that we need to focus on the desired activity. We need to follow a logical sequence in our building block approach toward our desired outcome. Like other teaching method we need to work from the know to the unknown, from simple to complex, and from concrete to abstract. “… real-world experiences …” means that we need to use scenarios that are realistic and authentic. That is, we need to set up situations that the pilot may actually encounter or believes he or she could encounter. “… address flight-evaluation in an operational environment.” means to set up situations that will cause the pilot to make decisions and take some action. Often we will need to draw the learner into the decision process rather than allowing him or her to sit back and watch us solve the problem. SBT is a multi-step learning process that uses realistic and authentic problems to promote learning and to engage the learner (pilot). Acenario is a single mission that meets the learning objective(s) of that flight. More on this will be discussed later.
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Scenario vs. Maneuver-Based Training
Maneuver-based training teaches applicants tasks. Scenario-based training teaches applicants to solve problems and complete tasks encountered before, during, and after the flight. Maneuver-based training uses well established building block maneuvers to develop the necessary skills. In its simplest from, SBT strings these maneuvers into a flight that has a reason to be flown. Often the student does not know or understand how the skills learned and/or practiced within a maneuver are used or needed in a typical flight (non-training). SBT should provide the “big picture” rather than the series of individual and often unrelated tasks that the maneuver-based training approach uses. NOTE: The will be times when maneuvers training will be necessary. For example, crosswind takeoffs and landings for development of psychomotor skills.
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Example – Ground Reference
Ground reference maneuvers: having the applicant fly “S” turns across a road or fly a rectangular pattern around a field. Often evaluated by observing the applicant fly the traffic pattern. The traffic pattern is in context (it is how the applicant will frequently use the ground reference skill). Ground reference maneuvers are good examples where maneuvers are excellent tools for developing and practicing the aircraft control skills applicants need and the traffic pattern is an obvious case where those skills are applied. You want to discuss maneuvers and their application, particularly maneuvers with less obvious applications. The next slide makes the point that SBT is not meant to eliminate maneuvers and the development and practice of piloting skills, but rather to put the development and practice in context.
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Note If the applicant is experiencing trouble flying a proper traffic pattern, the instructor can take the applicant to a practice area and do ground reference maneuvers. Explain that the ground reference maneuvers are a technique for developing the necessary skills. Use maneuvers to develop and practice motor skills but keep them in context. The student will be more motivated to learn a skill that he or she understands how that skill fits in the “big picture.” Have you ever had a student that could do a maneuver well within standards but still could fly a proper traffic pattern? Part of the problem may have been a lack of understanding in how the skills developed in the maneuver are applied in the traffic pattern. Develop scenarios that develop and practice the skills in context.
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Can ground reference maneuvers be practiced within a scenario?
Yes, develop a story that will cause a maneuver or the elements of a maneuver to be used. Almost any site-seeing trip could call for ground reference maneuvering.
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Practice Exercise Let you audience practice this concept.
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With a partner Pick a common ground reference maneuver and set up the circumstances surrounding a flight that a applicant could practice the maneuver and develop the necessary flight skills. For example the applicant wants to show a friend a stand of trees where they are going hunting that afternoon. If you have a favorite other than ground reference, use it instead.
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Is there more to scenarios?
For a basic scenario – no In the example, the applicant is given a maneuver and a reason for doing it For scenario-based training – yes Additional steps are needed In the FITS approach, we want the learner to develop thinking skills while acquiring aeronautical knowledge. This approach provides opportunities for developing thinking skills (judgment and decision-making) and opportunities to broaden knowledge through guided discussions.
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Scenario Development Scenarios are used in instruction and in evaluation For SBT to be effective, it must have a purpose and consequences We will deal with evaluations later. However, SBT must have a purpose and consequences. Providing a purpose for a flight to be flown and establishing consequences for not completing the flight helps engage the student into the lesson. Students commit to completing the flight and engages in seeking ways to complete the flight. That is, students tend to attempt to solve problems that will result in getting to the planned destination rather than aborting the flight at the first indication of malfunction or problem. This produces a better learning experience. Discussing the solution and other possible solutions will lead to broader understanding where a single in-flight event can be expanded to a many situations and possible solutions. And opportunities to practice and rehearse judgment and decision-making. Next we will discuss the SBT method.
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The SBT Teaching Method
Uses a problem as the learning activity Get the applicant to solve a problem or task Have the applicant reflect: on how the problem was solved (the problem solving process) what additional knowledge is needed to solve the problem other ways the problem could have been solved and possible solutions SBT is a member of the Problem Based Learning (PBL) family and it is a good fit in flight instruction’s one-on-one instruction. A guided discussion can easily be conducted as a SBT session. At the beginning or during a guided discussion, the student can be given a problem or task to solve. The student should be given a chance to solve the problem, instructor assistants may be considerable at first and reduced as the student becomes a better problem solver and more knowledgeable. Problem-solving is or can be an active learning process. In the beginning, the student may need to be taught a decision process such as problem-solving approach, decide model, Pave, etc. The steps of the decision process may need to be discussed and practiced. Practiced until the decision process is being done by the student without the student having to consciously having to think about them. The steps of the decision process be come automatic. Once the student has solved the problem or task, have the student think about how he or she solved the problem process (reflect on the problem solving process itself) and on what they learned solving the problem. Also, have the student think about what else they needed to know to be able to solve the problem better and maybe where they could have found or gotten the information. During this step the student may realize that they needed a better knowledge or understanding of the aircraft system or some other aeronautical knowledge. The instructor may send the student off to get the additional knowledge and continue the discussion later or continue the SBT steps and allow the student to acquire the additional knowledge on their own. The instructor could interject one or more “what if” questions to broaden the student’s understanding or to consider other factors. The next step will give the student an opportunity to consider additional options.
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SBT Teaching Method (cont.)
Uses a problem as the learning activity (cont.) Have the applicant re-solve the problem Have the applicant assess which solution was best (first or second) Have the applicant discuss “best” Now that the student is armed with additional information, have the student determine other ways the problem could have been solved. This step gives the student a chance to practice solving problems. Next, have the student choose which solution is best. This gives the student a chance to practice judgment and decision-making. Finally, have the student discuss what he or she means by the “best solution.” You could ask if the “best solution” to a problem is always the same solution? Are there times or situations when the “best solution” is different? In most cases, we say that the best outcome is the one that causes the least damage to ourselves and the airplane, but that is not always true. For example, an emergency has lead us to making an emergency landing, the only clearing is a school yard full of children. Self sacrifice may be a better option.
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SBT Teaching Method (cont.)
SBT engages the applicant: in the learning process, produces better learning, and provides opportunities to practice judgment/decision-making It is assumed that the applicant (student) will actually be given a problem and then solve it. That the instructor will not solve the problem for the student. This does not mean that the instructor will not instruct and assist the student through the process. The student may need to be taught how to solve problems or how to use a decision process effectively. As the student develops decision-making skills the level of assistance should be reduced until the student is solving problems on his or her own. Problems often motivate students to learn. Engaged and motivated students learn better. SBT provides the student the opportunity to practice judgment and decision-making.
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Five steps in developing SBT
Determine the objectives and goals (desired outcomes) Determine the content including: theories, concepts, and issues Develop the learning activities (problems) Develop assessments Adjust the objectives, desired outcomes, content, learning activities, and assessments as necessary to achieve goals The steps in developing SBT is the same as the steps in developing any other training with the exception that we will use problems as the center-piece of the learning activities. The challenge then becomes what problem clearly covers each of the theories, concepts and issues involved in the topic. In most cases, there will not be a single problem but rather a series of problems needed for each theory, concept, and issue. We will still need to break the material down into manageable pieces and use a building block approach. We will simply be expressing the material in a problem format rather than a block of information. Few good example of these problems exist today. It should be noted that it is not necessary to cover every theory, concept, and issue using the SBT method. The instructor should use a number of instructional methods to keep the instruction interesting. SBT should be used enough to give the student adequate judgment and decision-making practice and rehearsal.
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Every flight must have:
Purpose Scenario destination(s) Desired outcomes Clearly stated pilot performance levels The purpose for the flight is the reason for going. The purpose may be any reason the student may want to go flying or any activity the student has expressed an interest in doing. When the reason for going is realistic and authentic to the student, the student is more likely to buy into the flight rather than treating it as simply a training flight. The student will commit to trying to complete the flight even when problems occur. Select a purpose that will put the student in a position to practice the necessary flight skills/training tasks. Most non-training flight from point A to B and not around the pattern. Select destinations that fit the purpose. Establish the desired outcomes for each flight (lesson). Clearly stated outcomes provide the student clear goals. Designate the desired pilot performance for each of the desired outcomes. Tell the student what is expected of him or her. Use a grading scale that clearly describes levels of pilot performance. This is Learner Centered Grading and will be discussed in a later module.
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Format of Lessons Heading Scenario Lesson Objectives Pre-Briefing
Completion Standards The basic format for each lesson or evaluation is provided on this and the following slide. In addition to the value the FAA gives for having a written lesson plan or plan of action, the written lesson plan gives the student a guide for learning. Students learn better when they are given a clear picture of what they are expected to learn. The generic syllabi provided on the FAA website generally follow this format. You may add items to fit specific training needs and local requirements. Heading – should include lesson number, block or phase of training , type of lesson (Ground – Flight [airplane or FTD], day – night, and VFR – IFR), and block time for lesson. Scenario – is a description of the purpose. Provide a copy of the lesson to the student during the post-flight debriefing of the previous lesson. Ideally, the scenario should be tailored to the student’s interest and learning needs. The instructor could print a generic version of the lesson plan and make pencil changes. Lesson objectives – should be clearly stated. Pre-briefing – indicate who is to do the briefing. Brief the flight as it is expected to be flown. Completion Standards – describe what the student is expected to be able to do at the completion of the lesson. (next slide)
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Format of Lessons (cont.)
Desired Outcome Grading Sheet Debriefing Notes to the instructor Desired outcome grading sheet – indicate the performance level expected on each item including the planning, flight, and post-flight. Use the grading scale you have developed. Debriefing – indicate the person that is to lead the debriefing and the debriefing techniques to be followed. Notes to the instructor – provides guidance to the instructor on how to conduct the flight. Notes to the instructor are not given to the student.
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Practice Exercise Now it is your turn to develop a lesson plan.
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With a partner Pick a flight lesson and develop a lesson plan.
Or pick a check and develop a scenario based plan of action.
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In your lesson plan, when does the applicant practice judgment?
Pre-flight briefing? During the flight? Post-flight debriefing? The best answer is all of the above. Every time the student solves a problem , he or she is practicing judgment and decision-making. The instructor should select several solution and discuss. Challenge the student to consider alternative solutions and other possible solutions. Finally, select which is best.
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SBT Development Resources
Generic CFI course: Course developers guide: Two online resources.
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How are training and evaluation scenarios different?
The evaluation scenario provides the evaluator opportunities to observe the applicant make judgments and decisions rather than learning opportunities for the applicant. The training scenarios provide opportunities to practice judgment and aeronautical decision-making while the evaluation scenarios provide opportunities to evaluate the choices the applicant made. During a training scenario the instructor may provide coaching and assistance or observe for later discussions. During evaluation scenarios the examiner will not coach and assist, and will only intervene when the outcome is seriously in doubt.
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Evaluation Scenarios The PTS requires the examiner to evaluate the applicant's ability to use good aeronautical decision making (ADM) procedures in mitigating risks. The evaluator should evaluate the applicant’s judgment and decision-making with a grading rubric rather than against what he or she would have chosen to do.
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Evaluation Scenarios (cont.)
The examiner shall develop a written plan of action that integrates “scenarios” that incorporate as many TASKs as possible: to evaluate the applicant's ability to make safe aeronautical decisions FAA-S D, p. 12. The plan of action should be developed as a scenario. The scenario, sometimes referred to as the “mission,” begins with the pre-flight and ends at the completion of the post-flight. The scenario should be planned to provide an opportunity to accomplish as many of the required tasks as possible. Some required tasks may not reasonably fit into the overall scenario which will require the scenario to be suspended to do these tasks. Plan your scenario to avoid suspensions, if possible, because decisions made under scenario suspension are often unrealistic. For example, in a private pilot flight check, finish the scenario and then demonstrate stalls at the very end of the practical test. Additionally, the evaluator will need to consider the possible actions an applicant might choose to take during a “trigger event.” For example, the applicant is given an equipment malfunction and the applicant chooses to divert to get the equipment repaired. If the plan of action intended the applicant to continue to the planned destination to complete required tasks. The evaluator will need to revise the plan of action to complete these requirements at so other destination because the applicant should be allow to carry his or her decision to a logical conclusion. Normally, equipment cannot repair itself; therefore, the diversion must be completed without the failed equipment. That is the applicant must deal with the consequences of his or her decisions. The applicant’s initial decision may not be his or her final decision. The applicant should be allowed to change his or her mind during the event.
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Why Scenarios? Scenarios present decision-making opportunities in a real-world context. It is a more effective approach way to evaluate ADM The scenarios should be realistic and derived from real world experience include common or critical malfunctions particular to the aircraft Scenarios that applicants “buy-into” give better evaluations. When the applicant “buys in,” the applicant more often attempts to manage the malfunction rather than simply terminating the flight for repairs. The evaluation of the applicant’s decisions should continue to a logical conclusion. It is not realistic, for example, to give a problem and have the applicant explain that they would divert for repairs and then repair the malfunction in flight. The applicant should carry the diversion through the landing and explain how they would get the repairs at the diversion airport. Selecting and navigating to a diversion airport is a challenging problem that needs to be practiced and demonstrated. A poor destination may be changed as the applicant gathers additional information. Failure to select and correct the selection may be unsatisfactory while a correcting the selection should not be. Scenarios that are un-realistic will likely get artificial solutions and will not be useful in the evaluation. This is also true about malfunctions that are to the aircraft being used for the evaluation such as a vacuum failure in an all electric aircraft or an ADF failure in “glass” airplane without an ADF receiver.
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Practice Exercise Your turn again.
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With a partner Pick an evaluation and develop a plan of action.
Consider the following: Does your plan of action include “trigger” events that will require the applicant to make decisions. If the applicant decides to divert, can the check ride be completed? Trigger events are malfunctions, ATC radio calls, weather events, etc. that present a problem to the applicant that may require the applicant to make a decision. The applicant may decide to take no action and this could be appropriate. On the other hand, the failure to take corrective action may unacceptable. Use the grading rubric in making this grading determination. To ensure that all tasks in the flight are completed (or demonstrated in the case of a flight check, the instructor my need to implement trigger events. The timing oor placement of the trigger event/s should be carefully considered when trigger events should be given so applicants do not divert when it is necessary to fly to a particular destination. Perhaps a destination where the required approaches may be available. For example, the PTS requires an ILS approach and the ILS is only available at that particular destination. If the trigger event is given after the particular destination is used, the flight will not need to be completely re-planned or a break in the scenario given to accomplish the required approaches.
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Evaluation Scenario Resources
Inspector’s Guide Example Scenario begins on page 12. The Inspectors and Evaluators guide provides more guidance on planning a scenario-based plan of action.
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Review Understanding SBT Guidance and Instruction in SBT
Steps in developing SBT Scenario Development SBT is an instructional method that uses a problem as the learning activity and provides judgment and ADM practice. Effective scenarios improve learning and enhance the development of judgment skills. SBT – determine the objectives and goals; determine content; develop the problems (learning activities); develop assessments; and adjust the above until the desired outcomes are met.
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Objectives Upon completing this lesson:
You will understand the difference between maneuver-based and scenario-based training as well as the advantage of using SBT You will be able to develop scenarios for training and evaluation Tasks are taught within a realistic and authentic scenario. Students learn better when they see and understand how the tasks fit into the big picture. Improving learning is the primary reason for using SBT.
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FAA Inspectors and FAAST Managers Training
MODULE 2 Scenario-Based Training (SBT) The End SBT is one of three tents of FITS. SRM and LCG will or were covered in other modules. 03/10/09 Rev. 1.0
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