FOI IFI - Flight Operations Inspector PDF

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Flight Operations Inspector...

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sUAS4000 FOII FI Everybody just wants to give you kind of a shack on this course for instructors and just kind of walk you through some of the the elements as you get ready to teach it. So originally when I designed this class I kind of conceptualize the idea socialized it with the leadership. And it was a no brainer because we're Embry Riddle and we ought to have an instructional course for instructors on how to teach. And this is taken really straight from the FAA fundamentals of instruction which is a fantastic document. It is our doctrine. And I think it does an exceptional job of preparing you know. People to become instructor pilots for us. There's nothing out there. There are no standards. So, we just said look let's take what we do best and let's put it right here and then get it to the students. So that's kind of the mindset that we had going into this thing. So, it's it does a little bit of a crawl walk run or maybe crawl sprint. So, you start out in module one and you can see we're really kind of focusing on those administrative type things that all instructors need to make sure their students get done. One of the things is to help them get the fact that there’s a big responsibility in this and that you know the pilots code of conduct is an important element. It's part of our top program. And whether or not this course is taken as a as a tie to the top program or it's taken just independently because somebody wants to be an instructor maybe their chief pilot at a company that's not going to do the top program. This is a fantastic course. And you need to keep those things in the back your mind as you're going through and teach this course. So, food for thought. They're tracking and record keeping is an important function for instructors. It is an administrative thing, but it is something that. That's why it's in module one. Waivers approvals. You get to get an idea of how experienced this student is. They may say I've got X amount hours but as meaning thing if they're not following the rules and doing their own thing. So so that is something that you really need to keep your finger on the pulse and and be attentive to if you're sensing something's there. You know it’s not like you're calling him to the carpet, but it helps you generate some good discussion on on where they really are and what their goals are going into the end of Module one. We have them take a written knowledge test. It's a mock test. It falls in line with the FAA is 40 question that flight test. And so, it's really just kind of a closed book. Just go at it. Don't worry about the grade you get. Take as many times as you want. It's just us. Get your baseline where you're at. Because then they'll have a good understanding of worth how much they really need to pay attention if this is important to them. Moving on I combined weeks two and three to kind of. Really mark that calendar time to make sure that we've that it’s there but wanted to make sure that that we captured that OK. It's a lot of material in two weeks is about what they're going to need to do it because what happens is, they go through each of the elements that's in the FOI. There are multiple presentations in some of these because I wanted to keep it to five to seven minutes. And then there's also a quiz that goes with that material. And that's the FOI test mock test questions. And so, then it's application. Right. Right after that. Now keep in mind that each of these quizzes Scantlin quizzes they're not all having the same amount of questions for each quiz. OK. Because human behavior you may have fifteen or it's 60. OK. So that's just the way that the question test banks are set up. Right. But they’re basically going to go in and they can take those as many times as well. So, you can see there's an extensive amount of information here in those two modules that are combined into one. And then we move on to the capstone. The capstone course is set up to actually ensure that the instructors consumed the instructor. Candidates consumed the knowledge and the information and then we're able to basically apply

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it. OK. So, the first thing is a lesson plan. And in lesson plan to go ahead and pick from a list that are other topics that deal with U.S. flight. OK. So, prepare a lesson. Then they’re going to deliver the instruction of that lesson. They're going to use studio. The reason reason studio is because it's onboard. It can go straight into the course. And it's easy to track. And that will give you a very good understanding of how good of a communicator they are and whether. Process the information and you'll be able to give them good detailed feedback on their particular presentation. What the hard-hard thing about this is that you've got to conceptualize in their minds that. And a video is a great way to do that. By the way even in an announcement hey next week we’re going to do this. And here's what I want you to think about. You're presenting to a camera on your computer. That's your student. If they kind of keep that mindset. It'll be a lot easier for them and it'll be a lot easier for using instructor to see if they're communicating effectively. In that respect and I think that’s the best way of doing it. And whether they you know use the screen capture as well with that and talking head like you're seeing here all of those things are possible. So, it’s just communicating and getting them to understand what what it is you need. Preferably we're seeing the face because we get the slides want to see their face because we want to fully embrace the level of communication that's needed to impart knowledge to students. And that's why it’s important for you to see their faces are presented. In the written exam they're going to just do simply 10 questions different types of questions having to think outside the box is great but it’s pretty much just simple. 10 questions on the lesson that they presented on. And then you can see their ability to generate instructional material and assessment evaluation material. The practical assessment flight assessment rather what I did was have a person do a flight that we have in our flight operations manual and the the the PFA. And that's a vertical box. The maneuver is in four screens on, so you need to blow it up and you need to really look at it first. So, you have an idea of the critique that needs to be given for that and you’ll find things like overcontrolling. Aircraft speed. The maneuverability is is way too broad and the control touches just over the top. So those things right there is just a starting point as you go in for you. The best way to view that video is to get a good you know like like an instrument scan in instrument flight. You basically want to look around and you'll see movement in your peripheral vision as well. Focus on certain things but you’ll see immediately the speed control ability and control touch. Those things are way out of line. So you'll notice more and wanted you to see how this is really the best way that we can figure to have had you evaluate a student as an instructor and give an after action review or critique of their flight. It's not perfect but in this case, I think it will work very well for the low level that were just getting you to practice. So, you get that experience. So, think about that. And then of course they do the markings animal. That's the final. And and it's a mock written just like up in module one. And of course, it's open book. We can’t stop that from happening. And that's fine because we just want to check the block and make sure they get it done. So, with that if you've got questions my contact information is in there. Let me know. Take care.

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