CFI-to-CFI Newsletter - Volume 12 Issue 1 - 6

FORMER MIDDLE- AND HIGH-SCHOOL TEACHER
CHRIS MOSER WAS APPALLED DURING FLIGHT
TRAINING LESSONS FOR HIS INSTRUMENT
RATING WHEN HE ASKED AN INSTRUCTOR FOR
A WRITTEN CURRICULUM AND WAS GIVEN A
SINGLE SHEET OF PAPER SCRAWLED WITH A
HANDFUL OF INSTRUMENT-FLYING GUIDELINES.

" I remember trying to perform a DME arc
approach, but I had never seen one before and
it was unbelievably frustrating, " recalled the
multiengine instructor, longtime educator,
and AOPA senior director of flight training
education. " My instructor wrote down the basic
requisites on a napkin-attitude instrument
flying, holds, and approaches-then handed it to
me and said, 'OK that's your syllabus.' That was
a vivid memory of how not to do it. "

As a result, one of Moser's missions and a driving
force for the AOPA You Can Fly initiative is
coaching fellow flight instructors about how they
can make learning easier, more fun, and more
consistent for students. " I love teaching. That's

been the primary theme in my career and in
my life...and I get to combine it with airplanes, "
he confided. " Trying to apply good teaching
methods to flight training is my passion. "
Moser researched effective teaching methods
for a master's thesis and is anxious to share
the findings with flight schools, college
aviation programs, and fellow CFIs.
COMMONSENSE APPROACH

Moser's study revealed that utilizing
commonsense teaching methods led to
the most consistent results. A systematic
approach to lessons, homework, and practice
naturally results in better comprehension
because it keeps students on task and on track.
However, Moser cautioned flight instructors
to realize that certain individuals may need
specific reinforcement rather than have them
conform to a " one size fits all " approach. For
example, some learners love lectures while
others prefer practical or hands-on experience.

MY INSTRUCTOR WROTE DOWN THE BASIC REQUISITES ON A NAPKIN-ATTITUDE
INSTRUMENT FLYING, HOLDS, AND APPROACHES-THEN HANDED IT TO ME AND SAID,
'OK THAT'S YOUR SYLLABUS.' THAT WAS A VIVID MEMORY OF HOW NOT TO DO IT.

PROVIDE A CURRICULUM

Moser's research began with a couple of
suppositions about good teaching practices
and how they can relate to flying. Using a good
curriculum, which was made clear during his
initial exposure to instrument training, was a
key takeaway. Part 141 flight school operators
are required to have a curriculum and to adhere
to it. However, Moser noted that " some Part 61
flight schools have a curriculum, and some don't. "
Publishing a curriculum is one thing, " but it's
another thing to execute it properly, " he said.
Moser attended a part 141 flight school for his
private pilot instruction and was furnished a
curriculum and a textbook. " I had homework
to do, and I was diligent about reading and
preparing for my lessons, " he recalled. The
consistency led to a positive experience that
stuck with Moser.
" Here's the kicker. The school I went to for
my private training didn't do instrument
instruction. They said, 'Go across the hall to
get your instrument rating,' so I did. There
was no syllabus at all. I put my blind faith in
them and did what they told me. I followed
a pilot training syllabus that I had, and I
did what they said. " That's when the napkin
appeared-and along with it-the frustration
that can quickly derail a student.
CFI-to-CFI Newsletter - Volume 12 Issue 1

Table of Contents for the Digital Edition of CFI-to-CFI Newsletter - Volume 12 Issue 1
