What makes a good flight lesson? Jonny Greenall explains the INTRO method used to structure effective helicopter flight training, from setting the scene and explaining why the lesson matters to connecting previous learning with clear objectives. One of the most commonly missed steps in flight training is also one of the most important: the introduction to the lesson. It might only take a few minutes, but a good introduction sets the scene for the entire lesson. It gets the student mentally prepared, establishes what they are going to learn and, importantly, gives the instructor an opportunity to assess whether the student is actually ready to learn that particular lesson today. And yes… another acronym you need to learn in aviation. We love a good acronym…! INTRO stands for: I – Introduction N – Need to Know T – Title R – Range O – Objective INTRODUCTION This can be taken in many forms, depending on who the student is, how well you know them, and where they are in the training syllabus. Firstly, you are introducing yourself, if it is the first time you’re meeting you might be giving a quick precis of yourself, and seeing if you will get on together. More importantly, you are also assessing them. Are they fit and ready to learn? Are they motivated? Are they distracted? Are they tired, stressed or in a hurry? A couple of examples: A “Trial Lesson” Student – first time on the controls. Is this their first step into the world of aviation where that want to become a commercial pilot, or is it just a birthday present and they are not so interested… you might want to adapt your training accordingly. A student through their course – how are they, stressed, busy, in a hurry, maybe it is not the best option to do those advanced autos today and leave for another day. Or you might be inheriting and student from a previous instructor, so getting to know them and how they already operate. NEED TO KNOW To learn we need to know why we are learning. It then gives our brain the reason it should take in the data and try to retain the knowledge The worst 2 phrases you can hear are: “You need to know this to pass the exam” or even worse “You don’t really need to know this….” The quickest way to watch the students’ eyes glaze over and brain switch off. If the student understands why something matters, the brain has a reason to retain it. If the only reason given is “because it's in the exam”, the student is likely to learn just enough to pass the exam — and then forget it. A couple of examples: PPL(H) Exercise 25(a) - You need to know how to master the art of navigating by map as it is a skill that is needed for you to be able to fly accurately and safely throughout your flying career. You may think that the GPS is the way forward and answer to everything, but a map never overheats, runs out of battery or can be jammed in flight… Human Performance – you need to know the basics of the eye because there are several illusions and dangers that can affect your eyesight, which could lead you into an unsafe situation. TITLE Sounds obvious, and it is, but give them the actual title that you are teaching, whether flight exercise or theory lesson. Then the student can focus on the actual lesson. Without this you are teaching the student “blind”, they may have no idea of where the lesson is going, for how long, or spend a while trying to figure out what exactly you are meant to be teaching them! A couple of examples EASA PPL(H) Exercise 25b: Navigation problems at low heights and in reduced visibility: MET: Hazards in mountainous areas RANGE Range is the journey of the lesson. Where have we come from? Where are we now? Where are we going next? Without this focus the training can make no sense to the student. It links previous learning reinforces why they need to know this lesson and gives a target for future learning. It gives the instructor a change to check for previous knowledge and understanding – and possible stop the current lesson to revisit older topics if their have failed to understand or not even been taught(!) a previous lesson. A couple of examples: EASA PPL(H) Exercise 20 Advanced autorotation: Previously we covered Basic Autorotations (EX10 PPL(H)), today we are looking at Advanced Autorotations (EX20 PPL(H)), where we can manipulate the helicopter in autorotation using speed, RRPM and turns to alter the ground distance covered. This is because the next lesson is Practice Forced Landings (EX21 PPL(H)), where you might need to alter the range and direction of the helicopter in autorotation to successfully make the field! MET: Earlier we learnt about the formation of different pressure systems, today we are going to learn how they can evolve into different types of frontal systems. This means that, later on, when we come onto Significant Weather Charts you will be able to understand the types of front forming and their corresponding weather expected. OBJECTIVE One of the most misunderstood items in the training course. Is it an Aim or an objective? What is the difference between an aim or an objective or an objective and an aim….? We do use aim in the training, usually under the title. “The aim of this lesson is…” The aim is what we're trying to achieve through the lesson. The objective is what the student must actually demonstrate. The instructor needs to know the difference because otherwise the lesson can become a general discussion about the subject rather than a measurable training exercise. For example, EASA PPL(H) Exercise 10: Basic Autorotations The aim is to learn and understand the following items: · safety checks, verbal warning and look-out. · entry, development and characteristics. · control of air speed and RRPM, rotor and engine limitations. · effect of AUM, IAS, disc loading, G forces and density altitude. · re-engagement and go-around procedures (throttle over-ride or ERPM control). · awareness of increased risk of vortex condition during power recovery. · gentle and medium turns in autorotation. · demonstration of variable flare simulated engine off landing. How ever – the OBJECTIVE for the student during the actual flight is: · Complete the safety checks · Enter autorotation · Stabilise the autorotation, · maintain required speed and RRPM · recovery to go around They are different things! Remember it is possible to meet the aim but fail the objective and vice versa! So, as well as flight instructor you also need to be a part-time psychiatrist and have an in-depth knowledge on how to teach, and all of the above needs to be completed in around ten minutes! Those ten minutes can make the difference between a student who understands what they are doing and a student who is simply following instructions. The flight lesson hasn't even started yet — and the learning has already begun. Good flight instruction is about far more than simply getting through the syllabus. If you are considering becoming a helicopter flight instructor, or want to develop your instructional skills further, take a look at our FI(H) Flight Instructor Course at Balearic Helicopters, where we focus on developing instructors who can teach, communicate and adapt — not simply pass a flight test.