That first step...

[killbilly]

I'm getting the writtens knocked out this weekend.

I've got a number of sample lesson plans - some are pretty bare-bones, some are a little more thorough, and I've seen a couple that qualify as a textbook themselves.

While I've seen some compelling ones available for purchase, I don't think those would do me as much good as building my own. That's why we go through the process, right? Building the lesson plan forces us to learn the material?

It's figuring out my starting point that is giving me trouble. Do I build a syllabus based on the ACS and PTS (for PPL and CSEL respectively) and then start filling in the lesson-plan blanks? Do I need to separate the flight from the ground portions? Should they be all-inclusive that way? Should I follow a format/structure that the FAA lists in the FOI book or something different like AOPA uses in their samples?

Don't know what I don't know yet.

 

[av8tr1]

Go look at someone else's plans as an example. But definitely make your own. Use the others as a starting point and modify them as you see fit.

I did separate ground and flight lesson plans. And include supporting docs like ACs and pictures. Think of the lesson plan as something you can hand to someone and say this is what you need to know to complete the task and they should be able to take that and learn from it without you.

Format and structure shouldn't matter. In all my CFI checkrides the DPE never even looked at my lesson plans. Your milage may vary.

 

[killbilly]

Go look at someone else's plans as an example. But definitely make your own. Use the others as a starting point and modify them as you see fit.

I did separate ground and flight lesson plans. And include supporting docs like ACs and pictures. Think of the lesson plan as something you can hand to someone and say this is what you need to know to complete the task and they should be able to take that and learn from it without you.

Format and structure shouldn't matter. In all my CFI checkrides the DPE never even looked at my lesson plans. Your milage may vary.

I have other people's plans - I get that part. I see that that's what they did. It would be easy for me to monkey-see/monkey-do.

I don't think I articulated my first question very well. Maybe there's a lesson right there for me.

What I'm trying to get at is what to use as a model for the end goal? There are so many variants of what I've seen people build that I don't know what's a good template to follow - in terms of content - and what isn't. I can't decide if I should only include the content for the respective PTS/ACS, or if it makes sense to include other things that might be important, but not necessarily part of the testing regimen.

It makes sense to me to separate ground lessons from flight lessons, but only because that's the way I learned - don't know if that's the best way. All of my ground was self-paced, and supplemented with questions that I'd bring to pre- and post-flight briefings. That has worked for me, but might not be for everyone and certainly isn't the only way.

 

[av8tr1]

You're not going to be able to meet everyone's own personal way of learning so don't bother. You'll kill yourself trying. Shoot for the lowest common denominator. Make it as simple as possible to cover as many students as it can. The difficult ones who fall outside the bell curve are the ones you have to deal with individually.

You know the end state of what the lesson objective is so work backwards and include what you think needs to be in the lesson plan to support that end state.

I'd follow both the PTS and ACS (my understanding is the task goal hasn't changed) and write them to accomplish that task. So if your doing crosswind landings have the basic pass criteria at the top. What's the expectations for the task. Then the rest is how to get the student to perform to that expectation with supporting documents.

 

[Screaming_Emu]

If I remember correctly mine were more of an outline. Adapting them to a certain learning style was my job when it came to teaching.

I found one thing that really helped was to list sources for stuff. That way if a student is struggling with the way you're teaching it you can open the book right up to that page and have another way to explain it. Only pain in the ass is that books change over the years.

 

[drunkenbeagle]

It makes sense to me to separate ground lessons from flight lessons, but only because that's the way I learned - don't know if that's the best way. All of my ground was self-paced, and supplemented with questions that I'd bring to pre- and post-flight briefings. That has worked for me, but might not be for everyone and certainly isn't the only way.

The outline I used consisted of the first 2 pages of my logbook. I had about 20 lessons, so I made outlines for those, combined or split as appropriate. Their your lesson plans though, put them together however they make the most sense for you.

 

[killbilly]

The outline I used consisted of the first 2 pages of my logbook. I had about 20 lessons, so I made outlines for those, combined or split as appropriate. Their your lesson plans though, put them together however they make the most sense for you.

That's a hell of an idea. Didn't even occur to me.

Also didn't realize that we have that much latitude - I was working from the idea that you had to follow a format/structure that was "approved." The FOI doesn't specifically state that, now that I think of it. It's more about delivery and structure of the lesson itself, but not the order or specific content.

Okay. Good. Helpful stuff.

 

[drunkenbeagle]

Also didn't realize that we have that much latitude - I was working from the idea that you had to follow a format/structure that was "approved." The FOI doesn't specifically state that, now that I think of it. It's more about delivery and structure of the lesson itself, but not the order or specific content.

Okay. Good. Helpful stuff.

For all three of the CFI checkrides I have done, the DPE asked for one specific lesson plan, and that was the only one he looked at. From memory, they were "Power off 180" for the CFI airplane, "ILS Approaches" for the CFI-I, and "Steep Turns" for the CFI Glider. They were one printed page for all 3, and were lesson plans I had already put together anyway, though I probably added some detail to them.

 

[killbilly]

For all three of the CFI checkrides I have done, the DPE asked for one specific lesson plan, and that was the only one he looked at. From memory, they were "Power off 180" for the CFI airplane, "ILS Approaches" for the CFI-I, and "Steep Turns" for the CFI Glider. They were one printed page for all 3, and were lesson plans I had already put together anyway, though I probably added some detail to them.

Hmm. Wondering if I'm overthinking it now.

 

[tcco94]

What I'm trying to get at is what to use as a model for the end goal? There are so many variants of what I've seen people build that I don't know what's a good template to follow - in terms of content - and what isn't. I can't decide if I should only include the content for the respective PTS/ACS, or if it makes sense to include other things that might be important, but not necessarily part of the testing regimen.

I would definitely do this. All good ideas here!

The lesson plans that you pay for (backseat pilot, I believe) pretty much just outline the entire PTS and word for word from the FAA documents. Pretty good for studying for your checkride and getting the knowledge down yourself as reminders....but as far as teaching with them they're pretty bad. A friend of mine bought them so I've used them before and I wasn't impressed when I was teaching with them.

I'd make your own. I did about 20 or so topics on my own and it was great because as you're doing the lesson plan, you're learning/teaching yourself. It worked for me. I'd also definitely spend more time on the lesson plans that were difficult for you as a student. Make those nice and big because more than likely your students will struggle in those areas.

I don't have a ton of dual given though so my methods might not work for you. Some of these guys are like master CFI's in my opinion....like @drunkenbeagle....I just did anything he told me.

 

[av8tr1]

Hmm. Wondering if I'm overthinking it now.

Yes you definitely are. But don't worry everyone does that. You'll learn the most as you actually start to teach. As you go along you'll likely modify your lesson plans based on student experience.

 

[drunkenbeagle]

I don't have a ton of dual given though so my methods might not work for you. Some of these guys are like master CFI's in my opinion....like @drunkenbeagle....I just did anything he told me.

Hahaha, that's a good one. I'd be surprised if I have 100 hours dual given. Studying for CFI rides is a lot easier than actually teaching...

 

[Siwulat]

I am going through this now also. I am writing mine based on PTS and the CFI syllabus I am following. All mine contain 1) Objective 2) Completion Standards and 3) bulleted information I need to keep me on point when teaching the lesson - Both ground and flight. Some are obviously much larger than others. At the end of the day they need to be useful for you and your student above all else.

 

[coks]

Was going through the same thing not too long ago, do a good job on them, on your check ride day an examiner can tell how prepared you are and you're level of dedication and motivation based on how good or bad they look, also they are a great reference during the ride, if you don't know something, pull out the lesson plan and make it a "teachable moment".