Teaching ground school courses
- Thread starter lhornaday
- Start date
I did, but avoided powerpoint presentation and taught it much like my college taught me.
What I did was went through each chapter in the Jeppesen syllabus (1-10) and constructed a homework and quiz for each. The homework was designed to take about 2 hours and the quiz was 50 percent of the homework questions plus some easy questions aimed at taking 10-20 minutes. Then I read through each chapter and made a lesson outline and went online for different articles to give my students for further reading on areas I found important.
The first chapter being so simple was mostly spent discussing resources available to the student, a heavy focus on the FARs including a list of all FARs they needed to know, and study information/course outline. For chapter 11 I had them plan as if they were doing their PVT checkride and brief the class as if the class was their examiner. We spent the last class discussing that and analyzing each persons brief and reviewing for the final.
Other than the first and last chapter the rest were straight forward. Good luck and expect to spend three to four times the amount of time prepping for the class as teaching it. I spent 10-15 hours doing this for each 3 hour class, was my first time and I sat there with the FOI open.
What I did was went through each chapter in the Jeppesen syllabus (1-10) and constructed a homework and quiz for each. The homework was designed to take about 2 hours and the quiz was 50 percent of the homework questions plus some easy questions aimed at taking 10-20 minutes. Then I read through each chapter and made a lesson outline and went online for different articles to give my students for further reading on areas I found important.
The first chapter being so simple was mostly spent discussing resources available to the student, a heavy focus on the FARs including a list of all FARs they needed to know, and study information/course outline. For chapter 11 I had them plan as if they were doing their PVT checkride and brief the class as if the class was their examiner. We spent the last class discussing that and analyzing each persons brief and reviewing for the final.
Other than the first and last chapter the rest were straight forward. Good luck and expect to spend three to four times the amount of time prepping for the class as teaching it. I spent 10-15 hours doing this for each 3 hour class, was my first time and I sat there with the FOI open.
Douglas
Old School KSUX
My old college was built on the back of powerpoint.
I wish I was joking.
It was the vessel of choice for professors that were afraid of touching airplanes solo.
PGT
Well-Known Member
At my school, EVERYTHING is on PP. Come in, take notes on PP, go home, pull them up online, and review.
imatworkallday
Well-Known Member
We called it "Death by PowerPoint" in the Air Force.
I swear people need to look up Guided Discussion especially these power point teachers they put me to sleep. Just give me the slides so I can stash them on my desk and use them as coasters while I barely absorb enough to get through your class.
It is cause a PPT slide takes 5 hours instead of 15 and doesn't require any analysis of ones teaching ability. Reading a PP is rote regurgitation and IMO destroys a teachers potential. Doesn't mean you can't use it, but to rely and build on it alone is absurd.
It is cause a PPT slide takes 5 hours instead of 15 and doesn't require any analysis of ones teaching ability. Reading a PP is rote regurgitation and IMO destroys a teachers potential. Doesn't mean you can't use it, but to rely and build on it alone is absurd.
KSCessnaDriver
Well-Known Member
bdhill1979
Gone West
I use power point more for myself than them, for most of it they arent even looking at my screen, but it works well as a moving lesson plan, and when there is a diagram or picture or something I can show them.
I give my students a copy of the power point so they can review everything later, exactly the way I presented it.
I give my students a copy of the power point so they can review everything later, exactly the way I presented it.
:yeahthat: Interactive teaching, that I fully support and is how PP should be used. As support, not a crutch.
Fail.
There's more to teach than what is required in the PTS for a practical test.
-mini
BrewMaster
Well-Known Member
Especiarry if they don't speak good Engrish, takes a rot ronger.
Sorry for the insensitivity, just venting a little frustration
lhornaday
Well-Known Member
That's probably the way i'll use it for general ground school. I can't decide how to do the written test prep class now. Anyone been through American Flyers or ATP's written prep course? DO they use PP mostly?
moxiepilot
Well-Known Member
Especiarry if they don't speak good Engrish, takes a rot ronger.
Sorry for the insensitivity, just venting a little frustration
You make me laugh. I've felt your pain.
It can be really funny when they sound like James T Kirk to boot.
BrewMaster
Well-Known Member
Haha, there are some days when I have to lean back and act like I'm getting something out of the back seat because it's either horrible english or the radio call makes absolutely no sense.
Stone Cold
Well-Known Member
I did the ATP written test prep for the ATP written. They sit you in front of a computer, and have you go through the entire database of questions, memorizing them. You do that all day, then when you feel like you can answer the 50 questions or whatever it is, they put you into the testing room and take the test.
There is absolutely no teaching whatsoever. Of course, it did what I needed it to...I passed the written and left the next day for Initial and my ATP.
29.92inHg
Well-Known Member
To just blindly say I am wrong and there is more to teach with out offering suggestions doesn't help the cause.
What I was getting at is to use that for a simple slide presentation that allows you to expand and discuss each of the items. If you want to expand on everything with graphics in the slides go ahead, but the "death by powerpoint" problem begins there. Obviously there is more to discuss, to become a proficient pilot and any other topics can be added in if needed in a logical order.
If the class is for Practical Test Prep, The PTS is a simple setup for the oral portion, that does include everything in the practical test (hence practical test standards) and it includes all of the basic stuff. It really depends on how long the course is going to be and the end purpose of it.
If it is a Beginning to end ground school more than a review, use the Airplane Flying Handbook and the Pilots Handbook of Aeronautical Knowledge and use the different chapters as the outline. Insert Aircraft specific systems and it will be rather complete. Aerodynamics is the one thing strongly lacking from the PTS. Having said that, each of the PTS items are a relatively long lesson individually and cover most of the material.
Obviously use other sources to explain it all, and add anything you see fit, but this is a Private Pilot ground school, it only goes so far without getting in an airplane and gaining actual individual experience.
If the purpose is for the written test, I like the gleim course, or at least their outline for inspiration as to the order of your slides. Basically what I am saying is keep the slides simple and let the group dicussion take over.
My main point is keep the ground school focused to its purpose and don't overdo the slides. Group classes are great, but individual instruction will still be needed to touch up each person's weak spots.
At least this is what I've found in various versions of these ground schools that I have taught.
Just my 02 here, but I believe you might be reading into it too much sir. Simply put there is more thinking processes, MUCH MUCH MUCH more, than that given by simply developing a power point. Working through the FOI for lesson plan development section as well as the test areas for developing a "fair" test with accuracy takes not only time but trial and error experimentation. Unless of course you want to go get a four year teaching degree, likely you will opt out of this and stick with learning it yourself, more fun that way anyways IMO.
PS On topic, teaching is a blast, dig your heads into the FOI and utilize every page, it is filled with wonderful information, and again, good luck, enjoy.
nosehair
Well-Known Member
Actually, the PTS does do a very good job of outlining everything you need to know and do.
IF, (big IF) you fully cover every line.
Traditionally, I have always come down on instructors who 'just' teach the PTS; however, that experience comes from instructors who only teach the flight maneuvers, and even then, they don't do all those completely. But mainly, most instructors don't pay attention to the first line in the beginning of each task, which says: "Exhibits knowledge of the elements related to (insert maneuver here)."
For instance, under Short Field Landing, or Slow Flight, the student should be able to fully explain the aerodynamics of Area of Reverse Command. They should be able to fully discuss what the aerodynamics of flaps do; what aerodynamic effect braking has at various points of the touch-down and roll-out, etc.
The Flight Instructor PTS has tasks that are specifically knowledge related, ie. Principles of Flight, and so forth, and I use the CFI PTS to expand on the Private and Commercial PTS line that simply says: "Exhibits knowledge..."
So...IF you really research EVERY line in each PTS, it will lead you to the reference material for that TASK.