PSY FPX 6100 Assessment 3 Being 747 Flight Instructor Lesson Plan

PSY FPX 6100 Assessment 3 Being 747 Flight Instructor Lesson Plan

Student Name

Capella University

PSY FPX 6100 Introduction to Educational Psychology

Prof. Name:

Date

Abstract

The aim of this paper is to outline a lesson plan designed for flight instructors regarding the cockpit components of a Boeing 747 and the preflight checklist necessary before takeoff.

Long-Term Objective: Explain the different flight instruments in the cockpit of a Boeing 747.

Lesson Plan Goals/Short-Term Objectives:

(Level: Knowledge)

1. Acquire the parts manual for the Boeing 747 cockpit.
2. Identify components within the cockpit (the vocabulary). a. Define components from a list of vocabulary words. b. Encourage questions and review.
3. Match components to their definitions (using photos on electronic flashcards). a. Encourage questions and review.
4. Assignments: a. Read the manual and create electronic flashcards of vocabulary words. b. Develop a slideshow of cockpit photos and label each component accordingly.

(Level: Application)

1. Apply knowledge by utilizing a flight simulation program. a. Identify each component in the cockpit of the flight simulator.
2. Apply knowledge by physically entering the cockpit (with the engine off). a. Identify each component in the cockpit accordingly.
3. Introduce protocol for component failure. a. Demonstrate using a flight simulator.
4. Assignments: a. Research protocols for specific component failures and identify the best response strategies.

(Level: Evaluation)

1. (Exam) Demonstrate the use of each cockpit component (engine on). a. Demonstrate during the day in good weather conditions. i. Demonstrate during the day in inclement weather. b. Demonstrate during the night in good weather conditions. i. Demonstrate during the night in inclement weather.
2. (Exam) Demonstrate protocol for component failure. a. Follow all safety precautions and repair the issue if necessary. b. Determine if the aircraft should make an emergency landing. c. Explain how to address passengers during an emergency.

Teaching methods used: Guided learning, direct instruction.

Long-Term Objective: Explain the items in the Normal Procedures Checklist for preflight in a Boeing 747–400.

Lesson Plan Goals/Short-Term Objectives:

(Level: Knowledge)

1. Obtain the Boeing 747 flight manual and navigate to the pages containing the Normal Procedures Checklist for preflight.
2. Introduce emergency equipment and switches that need to be checked. a. Demonstrate how each should be checked.
3. Introduce lights and panels that need to be checked. a. Demonstrate how each should be checked.
4. Introduce systems and miscellaneous components (such as air conditioning) that need to be checked. a. Demonstrate how each should be checked.
5. Assignment: Read the Normal Procedures Checklist for preflight in the Boeing 747 flight manual.

(Level: Comprehension)

1. Review how to check emergency equipment and switches. a. Encourage questions. b. (Assignment) Identify each emergency component and switch via a flight simulator.
2. Review how to check all lights and panels. a. Encourage questions. b. (Assignment) Identify each switch via a flight simulator.
3. Review how to check systems and all miscellaneous components. a. Encourage questions. b. (Assignment) Identify each system and component via a flight simulator.

(Level: Application/Evaluation)

1. Demonstrate the use of each emergency component and switch on the Boeing 747.
2. Demonstrate the use of lights and panels on the Boeing 747.
3. Demonstrate the use of all systems and miscellaneous components on the Boeing 747.

Teaching methods used: Guided learning, direct instruction.

Bloom’s Taxonomy utilizes three domains of knowledge to facilitate the mastery of a subject. These domains are defined as cognitive (knowledge), affective (attitudes), and psychomotor (physical skills) (Bloom’s Taxonomy, n.d.). At the foundational level are lower-level prompts that aid in building knowledge of a subject. With each step, the complexity of learning increases. Learning is enhanced through Bloom’s Taxonomy by employing the six cognitive levels of complexity to create higher-order thinking models, allowing individuals to learn to their fullest potential. Utilizing Bloom’s Taxonomy to establish objectives for students serves as a roadmap for what must be accomplished, with the levels building upon one another to support the progression of learning (Huitt, 2011).

References

Bloom’s Taxonomy. (n.d.). Retrieved from http://media.capella.edu/CourseMedia/HRM5004/media_blooms_tax/hrm5004u02_ts.html

PSY FPX 6100 Assessment 3 Being 747 Flight Instructor Lesson Plan

Huitt, W. (2003). Models of teaching/instruction. Educational Psychology Interactive. Valdosta, GA: Valdosta State University.