FAR lesson plan

E

EnRoute

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Going through my CFI PTS and came across Task I. FAR's and Pubs.

? what does this lesson plan look like. We obviously use the FAR's throughout training as well as other FAA publication ie. AFD. What can an individual lesson on this topic look like. Any help :beer:
 
KNOW YOUR FOI! That and a little teaching is the only difference between you CFI and Commercial checkride. You should know the FARs by now, I would not worry about it much.
 
Start with the layout of the book itself, so the student can navigate around it. Discuss the relevance of Part 1, 61, 91, or any other Part you feel is relevant, including the AIM. Then, get into detail about the important parts.
 
FLYINGLSUTiger said:
KNOW YOUR FOI! That and a little teaching is the only difference between you CFI and Commercial checkride. You should know the FARs by now, I would not worry about it much.
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Be careful how you word that, that's not necessarily true. From my experiences, getting my Commercial was a big learning curve but nothing really all that difficult. While getting my CFI was, well, my CFI. Either getting my CFI was very challenging, or getting my commercial was very easy.

My point is FOI and "a little teaching" are just a small part of the difference. I found a much bigger difference, FOI, lesson plans, teaching, knowing the PTSii, knowing a lot more about the aircraft, endorsments, signoffs just to name a few. Sorry, don't mean to preach, but I hate to short-change the newbies. I found a pretty big knowledge gap between Commercial and CFI.
 
my plan was to issue a list of all relevant FARs to the student at least a week before any ground school. The list for Instrument is different from what I issue to a student pilot.

Then I'd havae them review at least all on the list on their own time, and come to ground with questions. During ground I would ask questions on some of the areas which end to confuse students, also to verify level of understanding.

But, going into the FArs is all about how YOU teach, not how we teach. It's about getting the information across to your student and taking into account how they learn.
 
I combine what moxi and mojo said:

  1. General: here is the FAR, and show them the contents page and link to the black tabs on the binding.
  2. Format/Reading: here is a typical format, comparing it to an outline, anything indented in is subject to conditions prior to. Read that individual FAR and then any conditions that lie above it, next identify any words you do not know in the definitions sections (remember part 1 has definitions but so does the beginning of each individual part) and/or follow the FAR to other FARs it links too.
  3. Important Parts: I cover 1, 43, 61, 67, 91, and 830. I do not require them to know anything about 43, 67, or 830 but instead to know their existence and be able to navigate them.
  4. Important FARs: Cover all pertinent FAR of part 61 and 91 in which they will be held to, these obviously differ for VFR and IFR students.


FLYINGLSUTiger: It has little to do with him knowing the information you must present, some of the most knowledgeable individuals in the world are also some of the worst teachers. The presentation of that knowledge on a level that is comprehensible to a laymen is the reason for his question, and the answer is not, "you know your FARs so don't worry about that." I hope you see where I am going with this, I don't mean to be picking on you in any way, but you should see the necessity to present, and not just know, as a teacher. :)

Disclaimer: You obviously need to fully understand the information, but I cannot recite the FARs, this does not mean I am incapable of teaching them. Some can recite them, that doesn't mean they can teach them.
 
Someone delete this? it was a double post and it is not letting me delete. Thank you.
 
to add onto shdw's post:

I do include 830, first because it is rather small. second because there are about 3 questions on the written about 7, 10 day or immediate noticifation. and finally, because they need to know where to look when the poop hits the circular air pusher.

To give an example of where I expand on knowledge would be something like 91.17. Many students will glaze over (a)(2) and just go with the typical 8 hours, .04%BAC or while under the influence of any drug. Few tend to acknowledge that (a)(2) of being under the influence of alcohol also includes residual effects, including hangovers, headache, upset stomach and the poops.

With the one example it opens up the student into thinking about each reg fully instead of just reading the regs for the sake of reading the regs.

As midlife would say, "I don't understand doesn't mean it's grey"
 
Since it it Federal Aviation Regulations and Publications I also included something about the AIM, NTAP, and most importantly imho (besides from the regs) Advisory Circulars, PTSs, and all the available FAA Handbooks.

I also printed out a great AOPA Regulations Safety Advisor that I will incorporate into the lesson.
 
I understand where you are coming from and for the most part I agree with everything you are saying...I guess I just wanted to give the short answer and not elaborate on what he was asking for...sorry for stepping on any toes...and thanks for bringing it to my attention.
 
moxiepilot said:
I seriously thought your name was FlyingSLUT.
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I typed it that way when I first typed that reply...caught myself...you can't be a pilot if you don't read things the way you want them. ;)


Flying, don't worry about it, nobodies toes are hurt and your welcome.
 
shdw said:
Don't you mean gray...:sarcasm:
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:laff: I always had problems with this. According to Websters, gray and grey are variants of the same thing. I've heard that "gray" is an American variant of the English "grey" and that both are acceptable in the US.

So I guess whether to use "gray" or "grey" is somehwat grey (or gray).

On topic, I agree with the answers that talk about the table of contents. These things have a pattern to them - parts, subparts and sections - that have some consistency in terms of more general things like applicability and definitions coming at the beginning and regs covering similar things tending to be grouped together. Doesn't exactly make things easy, but it can help a lot in navigation which tends to be more important than memorization when dealing with the regs.

btw watch for
# General: here is the FAR, and show them the contents page and link to the black tabs on the binding.
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The publisher whose reprint of the FAR you happen to use uses black tabs to help locate certain things. That's not part of the FAR and another republisher might not use them at all.
 
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