Countersign Lesson Plan Made Easy

Countersign lesson plan

live from miami beach in southeast florida this is cfi boot camp with club power hour welcome hello and welcome but we are not in miami beach today uh today i was actually able to muster up the courage to uh to get back to northern california so i'm streaming from near san francisco uh in san jose california so on the way to our other location today i haven't been here for five and a half months so uh i braved the storm yesterday and wore a mask the whole day from the time i got into the uber until the time i got here exception of a few little places so that worked out okay i feel an american uh i think i left miami at 11 and i got here at about 5 00 p.m so took about seven hours or so to get it would stop in dallas but anyway no i'm not in my beach today which is very rare so here i am streaming from san francisco and what i wanted to uh to today uh i have a few things for you the first thing is today is going to be on how to teach from commercially generated lesson plans and there is a big disconnect in our industry between uh real lesson plans and educator uses and cfi lesson plans that were required to make for a practical test so i wanted to dwell on that a little bit or sort of go over that a little bit and then on top of that i want to show you what i've laid out the next power hours for the next until october and so uh you can see them now and so and there's a page you'll get an email from us which uh we'll have uh you'll be able to see them all so there's that uh and i wanna just go through those kind of quickly uh just not go through them i'll show you where it's at so the email looks like this which you can see now and then it has the august power hours uh which is this one is going to be how to teach from our lesson plans and i don't know why it says august the 13th this is but anyway but we'll check the dates the next one saturday will be eights on pylons a real deep dive into that maneuver including the mathematics that that uh make it so and uh and when you finally understand why there's a constant when you determine pivotal altitude and you divide it by 11.3 you just might get the answer to why it's 11.3 uh tomorrow or the next next week uh then we're going to have our interview with an amp which we're going to do today but we couldn't get the right assets all together uh so it'll be a question and answer sort of show by chat uh and a show and a presentation about the key things that pilots uh we would like to see them do differently and uh things like that so and then in september we have how to use your ipad as your only teaching tool so it's basically what i use uh we're going to have interviews with previous cfo boot camp uh students who have passed their checklist already and see what their tips for success uh is has been was and then we'll have a live zoom in uh to uh the class on the 19th of september we'll be having a live class there in miami and so or here one or the other and that will be a tour of all the apps that we use during the class and with our students at cfi bootcamp so on the apple uh store or the google play store there are tons of aviation apps 90 of them complete garbage a complete waste of time right all designed by a 14 year old kid who uh you know for flight sim or who's never going to update the app again it's free of course right uh and so but but there are others that are just dead gorgeous ready to go uh and also we'll teach you that having don't have the don't have the apple store mentality of it should everything is 99 cents and if it's 10 it's the end of the world uh there really is value in a lot of things that you can get for the that you can make money with so we'll go through all that and you'll see the exact ones that we use and we'll stream i'll stream our ipad uh live so you can see them and you can screenshot them or take pictures of the screen if you want or probably we might make a we'll probably make a list i would assume uh then we're going to do this one today we'll repeat it again and then in october we're going to use how to use a gfa tool it's a graphical forecast for aviation to replace the area forecast and then we're going to start a new series every once in a while because there's uh but i like to keep things here mostly technical technical content we are going to do some marketing so uh marketing tips because cfis are historically bad marketers right you probably know that already not you're not your pilot's not built to be sales people are not built to be marketers and and see how so things like how you set your rate in your area how you determine what you should set so you don't leave money on the table uh because you can charge 20 an hour if you want everybody and then and be the low person on the totem pole but what if you could have charged 65 an hour and all the other people would have said yes anyway right so you just left 45 40 bucks on the table right per hour so we'll talk about these kind of things how do you know that uh how do you sell yourself against other cfi's which is a big one especially the more experienced ones and how you approach a student when they come to the door those kind of things and we'll evolve this into things like how you know if you're making money uh spreadsheets about uh profit loss simple things how to determine if you're making any money or not what you can expense what you can expense uh we'll go we'll go through all those things so that's that'll those will be separate live power hours and they'll be centric to the marketing side of things all right so now that you know what we're gonna do well that's good our next class uh by the way cfi class is september the 14th currently set for palo alto and miami both uh we're sold out in palo alto so if you're going to come to that you'll need to come to miami uh there's uh there's still plenty of space for online but uh not for we'll not say plenty we typically limit the classes to around 10 12 not more than 12 because we have to give some attention to each person and if we don't if we make it 20 people then i think your experience would be well was great it was just like being one big lecture hall and that's not what we want so uh anyway there's that now let me share the new thing uh we just finished our upgrades to the lesson plans so they're in the dropbox if you have them from before then uh you'll see a new version i'll show you what it looks like and we put a lot of time in there because of all the complaints we get which are very few i have to say uh when we get them it's mostly around typos and around uh wrong things in the lesson plans or things like that and so anyway so what i decided to do is just just take a massive effort to clean up all that now the issue the fun thing a bad thing is that once you've created all this content you you start not seeing the errors because you see the same thing over and on your eye just kind of skips it all because you think you've seen it all whatever reason so we have to vet this and the other thing is what for you to know is that these lesson plans were created originally in word and then they went into and they were actually created in native adobe acrobat which is probably the worst idea ever right because because uh you know if you talk to the people at adobe they say well don't create things in adobe it's it's a document format right you take other things and you push it into our format then you can transport it around but you do all your editing and all your stuff in the source document that's what makes it portable we don't make an editor really and i'm like well that's kind of bad because that's what we did so so then there's a there's an export feature which you can take this document and you can export it into word and it mostly works i'll say mostly but there are a few places where it gets a little corrupted so we're working with that a little bit and what i was able to do with that i was able to convert everything into a word document at least in all mostly in text everything mostly came through and i was able to spell check grammar check and do a lot of things in that document as well as shift around content so this is new and if you look at it you'll know it's new and the way you'll know it's new is because you look at the title and we're starting to put the editions now when we make a new book or we update one we're going to put the edition it is here because previously you had to look at the file name because if you look at this file name it says lesson plans july 31st 2020 and that that's helpful but it's not really that great if i say the third edition is the newest edition then you can just look at the book cover and see that we'll put that in title as well so anyway that's what's been done and and so uh other i don't know what other companies do but there's plenty of lesson plans on the market so now now that i've sort of set all the stuff up and told you and these come to you for free i mean you should not you don't need to pay for another uh a lesson plan to to get the upgrade because we wanted to do this from day one we usually give you a year by the way and then we'll charge you from that point forward usually but in general it's not a lifetime thing because we no we couldn't possibly stay in business like that but we could we can certainly do a year uh and then because a lot of times i'm creating even more content so the other things that will be out will be what this we call the what to say book but it's basically how to teach private and commercial maneuvers what to say in the airplane specifically while you're doing the maneuver what you need to bring out for every single maneuver so that is now complete uh to the extent i'm gonna make it complete uh i would like to put some figures and things in but it's gonna come later so we're gonna put that as revision one and it's complete as it is and i think that'll be out in a week or two all right anyway so let's move on and let's just talk about lesson plans in general commercially developed lesson plans all right so the thing to think about here and if you can go back and look last year i did an interview with aopa flight school business and actually the article that we did was article of the year which is kind of nice for us so nice i guess they really liked it and one of the things we talked about was doing it right cfi training doing it right and we got to the point on lesson plans and you know sort of i began to roll my eyes back in my head going like you know this is the same topic over and over and over again and no one seems to get it let me tell you what other flight schools do others most schools do and why we don't do it that way and what how you can sort of manage this so when you go to a cfi school and there are plenty of them out there not us the one of the things that one of the schools does is they have you start creating your own lesson plans and they create a lesson plan for everything right and so for example uh we just had a student at our location who had finished that other flight school and said all i really did was do lesson plans so i really don't feel like i have enough knowledge so they came to our side to do the rest of it okay not a bad strategy but he's saying like the first four days we're doing lesson plan on steep turns like it took like nine hours and then what would happen is the person would come into the room give us two hours with a guidance and leave and then the rest of it was us working on plus implants so in historically the reason that is true with most places if you ask most schools all they really cfi schools all they really do is say we're going to talk about how to create your own lesson plans and that's sort of like reinventing the wheel to me it's like well you want to imagine if all now look at all the online courses and all of the high schools and all the colleges that are now having to shift to online do you think every time that they have a teacher a new teacher that the new teacher generates all the lesson plans for everything they do that would be ridiculous right so and and the other thing we get which is really another common thing that happens is i thought the cfi class would be me you showing me how to teach these what specifically how to teach these maneuvers not really uh we can show you a little bit but but the idea for that is think about an educator if you go get a degree in education do you think that what happens is you're like okay sally today what we're going to do is i'm going to sit down and teach and show you how to teach this module in algebra and then i'm going to show you how to teach the next module no no this is not done there would be not enough time in the universe for that to happen so what happens is we're going to teach you firstly how to be an educator and what you need to look for and the techniques of teaching and then how you teach it and uh is up to you right how you decide you want to the examples you want to present from the board and the way you work with your individual class because maybe you have slow learners or fast learners or comments that's up to you you'll decide that and the assessments can be standard so there's no real thing about okay now i'm going to show you the nuances of flying from the right seat while you teach your chandelier we just there's no time in the world for that we would not have enough time to teach every 80 maneuvers it wouldn't be possible so we have to give you a background education and part of that is the lesson plans so driving it sort of backwards to say why did you tell me all that was because that if i teach a class and wherever i talk some math classes and such that that i look at the syllabus for the class so the syllabus drives what i have to teach in the time frame that the class is so a quarter system a semester system or whatever the thing is or in aviation it would be the duration of the private pilot curriculum and i look at the class i'm going to teach which is it's the ground the ground component aeronautical knowledge and i look at each lesson and it says you have like two hours to do this you have an hour to do that you have three hours whatever those times are or i have monday wednesday friday for two hours blocked each and i have to decide how i'm going to cover everything in the syllabus within that time period and like magic that's what the lesson plan is for it's to drive a single instructional period so it is not designed to to cover the whole world it's designed to be the outline for that thing now the big disconnect of course we have in aviation is that here we have to have all these lesson plans right and the lesson plans uh are not for a single instructional period they're for a specific maneuver and on not only are they for a specific maneuver that is a student that you would give as a student brief but they're to show the examiner who's going to be doing the exam for you that you know everything in the world about lazier in addition and so the briefing goes like 30 minutes or sometimes more sometimes 40 minutes and if you had a real student and imagine you had to do like uh briefings on steep turns slow flight just power off stalls power on stalls and something else and each one of those are like 30 40 minutes long i mean that's all you do you wouldn't ever get to the airplane so then you start thinking well you know what what is the lesson plan really well it's an outline it should never be anything more than an outline it can be more than that for you but for the student i mean what i mean by that is is if you need more information about whatever it is or you need an image or something yes then take our lesson plan take someone else's and put that stuff at the end or somewhere in a separate binder or folder so you have it uh so so anyway back to the school part this school's having you make lesson plans and you say well why are we doing that right why they don't just have lesson plans to give to me and now the the the wicked truth of it comes out which is in this country uh you know two things you know every single test question within a couple percent of what's going to be on the faa knowledge test which means it's not a test right it's it's an exercise and memorization it can be useful but in general i consider a big bunch of garbage right that you just look at the question then you look at the right answer and you drill that a thousand times you get a 95 on the test but yet you don't know anything so that's the first thing the second thing is that when you go into a flight school and you're prepared for the ground portion for the oral call it portion uh i can tell you within about eighty percent of surety you know it's going to be on that test you're not using rand they're not fa's not picking random pilot examiners for you're picking the same one over and over and over again and the tests don't change by that much right so therefore what you have all the way through private all the way through commercial is every single time you went to a test number one you took a knowledge test we had which you didn't have to know really anything to pass it not much the second thing is you had an oral exam which you knew about 80 and if you failed uh then you probably could just the differences right you could go back so you wouldn't have you would have to go through an another course of training so now when you come up to the cfi uh you have a commercial pilot certificate in your pocket but you really don't have this knowledge you just don't so uh so you go like well well that's bad because now i got to teach it well now you're now you're at that position right so the reason these schools have you do the lesson plans now you should be able to see is that it helps you look and see what you don't know so you can shore up your own knowledge while you're creating your own lesson plans if it were true that we had real knowledge tests and real oral exams and everything were real real real and high standard you already have the knowledge then you could just use anybody's lesson you could look at the lesson plan and say well that works for me that doesn't so that's the reason so then we go like how do we fix that well we fixed it by producing a 42-hour online course that covers all the aeronautical knowledge over again plus the practical aspects and the teaching side of things so so we did that so within within about 20 hours or so we can get the knowledge of the aerodynamics the airspace the stuff that maybe you just knew what was going to be on the test they're only going to ask this right for example risk management i'll bet you if you come here to south florida and i don't tell you you're going to be tested on risk management you probably won't pass that signal but yet if you go back to san jose california palo alto you'll probably pass the risk management section because it really isn't tested that thoroughly here and there but the guy here inside in south florida he tests for an hour and a half really detailed so you see what i'm getting at right so so i need to take in the online course we need to put the whole thing together and make sure the aeronautical knowledge is all there and then we then we do more than that but i mean that's the basic premise of it because at the end what i want to create or what i think you should be looking for is are outlines and the outlines are what am i going to teach when all right now let's move into the next segment which is the differences between a maneuvers based lesson plan which is like a steep turn and an academics lesson plan like aeromedical factors aerodynamics there is a difference in the way your lesson plan is going to look so uh so let's look at the look at one so i'm going to bring up a whiteboard here and i want to show you what a typical outline an faa outline for a for this kind of thing is so let me grab it here so the first thing you have is a title of your lesson so steve turns or whatever we can leave it point for a moment then the next thing we'll have an objective so then the objective is like is is what is going to be done within this lesson and how will we know when it's finished kind of thing so if it were a steep turn for example i would say the objective is at the end is for the student to be able to perform two 360 degree level turns in opposite directions at 45 degrees of bank while maintaining heading altitude and coordination that'd be the objective and so then the lesson should support that and then we have a motivation so the motivation is why in the world am i doing this because if you ever come to one of our cfi classes the one thing you would know straight away uh when we talk about the fundamentals instructing is the most important thing in the fundamentals instructing and it is motivation without motivation the rest of the book you just throw at the garbage because it doesn't matter you have to be motivated to learn if you have no motivation to learn it's irrelevant it doesn't seem to be consistent with flying or whatever it is then the student isn't going to learn because they just think it's whatever so like for example today you showed up to the power hour because it's interesting to you right uh and you're motivated to be here right if this were a a topic on uh playing the flute i don't know if you'd join i don't know that you'd be here if you had no motivation for that i'm sure that class was available today somewhere so the motivation is how does it relate to what i need to know so so for example the motivation on the steep turn would be you could use this to avoid an encounter with cloud an encounter with airspace an encounter with terrain and also for the uh for the eagle don't forget pilots have big egos you know don't forget that and so you can play that too you can say well we're going to learn to be maneuvering the airplane very close to its performance limits today so we'll be operating the airplane learning how to control it at uh near its load limit and like oh boy some people that's like either scary or very interesting so it's how they have visions of that top gun movie it comes into their head right so okay so motivation and then after that then you have what the fa calls the elements which in our stuff we call the presentation so it's the actual line items that make up this steep turn and there's how many of them 15 or 10 or 12 or three whatever these items are that's the hard part when you're generating your own by the way it's generating the objective and the elements because half the time you'll miss a bunch of elements that's why you really want to use someone else's lesson plans because they won't they'll all be there and then we get to the schedule which is how long it's going to take how long is it going to take to do this lesson this is a pretty important thing because here's a uh here's a big tip for you when you teach this stuff to a student if you don't establish how long it's going to take before you start the lesson you've made a grand mistake because the student didn't come to the airport you unless you told them to listen to a 20-minute lecture on something they came to go straight to the airplane and do what they're going to do in the airplane that's what they came for so if you don't establish the time it's sort of like looking at a powerpoint presentation as the pages and paragraphs and paragraphs on each slide and your question is what after you suffered through about five of those as you go like is there two more left or are there 95 left is what you want to know and they hadn't no one has said and so you're like oh my god how am i gonna it's the same with the students so you lose their attention motivations you have to say this is going to take 15 minutes or 10 minutes or 20 minutes or an hour whatever that is that's what you've got to do all right then after the schedule comes the equipment what do you need so remember when you we go to we would go to certain schools where there were no marker pens they didn't have any and so this meant that uh that you had to bring your own but and when you go into the school and the nearest like office depot is like five miles away or something so then after so you and if you need a model airplane you put all that on there now here's where the disconnect is between the maneuvers and the academics so the uh it's the instructor's action the student's action just one second so when you're teaching a maneuver the instructor's action and student's action are always the same there are really no differences because the flying part is the easy part about about aviation the flying is any monkey can do it after a while that way it's hard skill to acquire but it's really not and the teaching of it if you really look at it here's here's what you get you could actually get away with this you could say i really don't know how to teach very well if at all so what i'm going to do is i'll go out to the airplane we'll give a small briefing we're going to do a steep turn today and the most important things are keep it level in the turn and say five things and go to the airplane and say okay now here it is i'll show you how to do it then you do it and then you go like you do it and then they don't do it very well and you tell them okay i didn't do it try it again what am i what i do wrong you didn't hold out to and with enough iteration there you could get they teach it to themselves they would okay i guess could i pull but is that right right here is that right yeah that's right okay well that's wrong let me show you again with enough iteration you get it right because that's fine isn't hard right it's just procedural things and so then uh but that's the skill of the teacher isn't there that's that's a new cfi who who went to some terrible school didn't have any knowledge and doesn't know how to teach and so it takes him 80 hours to get through a student that could have been done at 50 hours right or 45 or whatever the case is that's that's why you want to pay for good instruction by the way so you don't get into that mess but anyway so this do so here's the actions so i'll write them here uh because they're the same so the first thing it's the teaching process explain it next part is to demonstrate then student student practice and then finally it's evaluated that's all you ever do really sad to say but when you're out in the airplane all you ever do is explain something before you go demonstrate it in flight student practice is that you evaluate it now how good you get at this well there's there's the secret sauce but for now so what we do in our lesson plans is we remove the instructors actions and students actions uh because they're always the same so we don't feel compelled so instructors actually explain the steep turn on the ground make sure the student can understand it for you before you go the demonstrators now i'll demonstrate the maneuver to the student left turn on the right turn then i'll allow student to practice and then i'll evaluate it okay and then so the the student's actions then are the uh are those so that's that okay now then after that then you have completion standards so what are there any completion standards if they're acs standards because you're nearing by the way those aren't those are for certification not for training training in the beginning is going to be not those because the student doesn't have to do it and you know so it's each up to each individual student as to how they will perform and what you'll think is acceptable for that student because you have to know the student what's good for one student may be not you know not achievable in that same lesson for the other student or vice versa so anyway but but the commission center at the end or the worst pilot we want to make the acs is the absolute worst pilot we ever want to certificate that's the minimum standard so the standard of student needs always be better than that and then last is common errors these are you can find them in the airplane flying handbook for each maneuver and you can find them in the flight instructor pts okay is this a structure of the lesson plan and this is how you would create it this is the ofa structure it's been around forever and uh and that's how that goes now let's look at a lesson plan for an academic setting so it would be the same there's a title there's an objective motivation the elements and the instructor students actions are going to differ here so for example let's say i'm going to teach airspace so then and and let's say it's a classroom setting not just an individual lesson i'm doing a ground school well the first thing i need to know is who my learners are what background do they have like are they all flying now have they never seen an airplane before then i need to know are they visual learners are any in the class impaired in one way like they can't hear or do they have a particular preference to auditory learning are they kinesthetic they're pretty much just learned by doing so so then i have to think okay so my lesson has to address all types of learners in a classroom setting if it's an individual one you will know your student but it could be a visual learner so i need to put visual things in is it an auditory learner i need auditory narration i need sort of that kind of thing or or they can aesthetic any demonstrations experiments that kind of thing okay so then i would based upon what i think then i would say so the first thing i need to do is lecture for 15 minutes on the airspace so i say lecture airspace 15 minutes the second thing i do is use skyvector which is an online sort of website which has sectional charts and various things and use skyvector and demonstrate what the airspace looks like and uh where it's located for all classes of airspace and that's 15 more minutes and the next thing for that is then to give a quiz so now i'm going to give a quiz a five or ten question quiz or we use use uh cfo boot camps uh airspace flashcards for that same thing and then have them go through that and then the next thing is then or answer questions made before that for 10 minutes then give the quiz and then after that another 10 minutes of reviewing the answer so that's different then just explain something go demonstrate it student practice evaluate so there's more to it here and maybe i have to bring in other sorts of demonstrations or i have to have some place some segment of a video so that's what goes on lesson plan in today's lesson of an hour i've got to do these things right so that that's what's important so depending on your school and the environment you teach in 141 61 who i don't know how much time you're going to have for each lesson you're going to give but you need to have a lesson plan that makes that fit that says okay i have two hours here's what i can get through in two hours so as an example asa makes a private pilot syllabus and in that private pilot syllabus the very first lesson is two hours of aerodynamics and one hour flight to me two hours of aerodynamics for a brand new student is an awful lot so what i do is i know i have to cover this content so what i do is i say okay so let's work it so i have to cover two hours i get it so the first thing i'll do is i'll have the student read this chapter part of this chapter if i know who they are and say do this before you show up and then what i'll do is my lesson plan will say we're going to cover aerodynamics to here we'll go to the flight to here and this next thing we'll put into the next next lesson and makes it a but the lesson plan drives and so the syllabus is not complete for that stay that module but my lesson plan drove the amount of time i wanted or the time i had and it said what i'm going to do in the lesson right so remember that there's a disconnect between an outline lesson plan which that's what i'm talking about and a lesson plan you're going to do for your check ride so now let me show you our lesson plans and how sort of that's and you can use anybody's there's this back seat pilot i don't know there's a bunch of others some of them are so overly detailed that you go like oh my god i could all i'll never be able to teach anything other than the steep turns lesson because like eight hours long if i do all this stuff so so you know and some of them are not well thought out uh because the people who write them they're not educators they're pilots who happen to teach flying that's not an educator an educator is someone who who's an educator first a pilot second that is me right i'm a pilot second even though my credentials would suggest otherwise right uh but i'm more interested in the education than i am about flying and about so that and and so that's why i'm compelled to try to deliver training products and and lesson plan other things in such a way that it it it does a lot of the heavy lifting for people who aren't educators you get that maybe is the better point or it also helps students with tools like we have these flow charts and all the stuff that we use to direct you through the regulations and that's by design right it wasn't just slop together it was like what does students struggle with they don't know where to start in regulations okay so then let's give them if we just tell them the answer if all you ever want is i want to solo a student i go to this place and i push a button and i say i have this dot that and it gives you the answer every time well that's nice but that really never really understand the regulation ever it'll just be someone and when that the regulation changes and you no one updates that thing you'll be now out of a job you won't know what to do so we have to provide the education first right all right so now let's look at the lesson plans which i'll do now or just an example of i should say i gotta bring them up here okay here they'll be yes they're here nevermind we can same share all right so now let's go get some of these and now you know this is the third edition so that means this is the current version and so in the beginning of this first there's a table of contents which you can click on these and it'll take you to each of the lessons for private commercial whatever and at the end you'll see we start with the technical subject areas aromatical a lot of encouraging visual aerodynamics one two three four these are the academics ones airspace that kind of thing uh and then so then i there's a little thing there to say hello but uh this is the ones that tell you and i've also put this in highlighted yellow if you're gonna be successful as a cfi or for a cfi check write you have to teach these lesson plans out loud so you you have to teach them out loud because it's only when you teach them out loud that you can hear where you stumble and you can see if you got the order right you can look at any lesson plan read down through it convince yourself that you know all that and then you do that lesson and then you get to the point on adversary and you go like oh because you recognize it as words you know but you didn't analyze it when you're looking at the lesson plan and say what do i know about it right you didn't do that you will do that when you're teaching out loud when you're teaching out loud you'll see and you're like adversely oh i don't forgot what that was or i never understood what that was or whatever it is and then you can say okay i gotta educate myself on that but it's only then you'll get the order maybe i should have put this instead of that you can modify your plan or whatever but you have to teach them all out loud even if there's no one in the room do it and you hear yourself talk that's a good auditory learner would love that because i love hearing themselves talk not because they love hearing themselves talk but because that's how they process you know a good auditory learner or an auditory learner when they when they read something and they paraphrase it out loud they'll be like oh so that's what that means that means if the better that's so that's an auditory learner right or someone who reads out loud as an author okay so anyway then we go on more here and i think we so airplane flying over so give me just a second i live right this other house i live i live underneath the downwind for an airport so it can be a little noisy but i didn't want to go to the flight school this morning okay so anyway there's that and these are the maneuvers and then there's some notes here and i say and no one ever reads these just go straight to the lesson plan right but like most uh instructors actions are always the same and student sections are always there so i just stated here that's it they're not included in the lesson plan then it goes into what these things are and then let's go to one so let's pick one that's down down deep or somewhere or i could actually use steep turns right i mean that's what i've been talking about so it sounds like to be a one i might want to do let's see let me go to the tlc sorry i'll get it there in a second another tip of the day i guess i'll give you if you have a flight school and you buy don't ever buy an inkjet printer and let anybody use it what he said why is he telling you that because every you know we we have one at the school that we work with in and every single time you go to use it it's either low on anchor doesn't have any ink in it and you look over during a cfi class and you see some guy has a binder a raw has a binder with about that much paper and they printed it from that runner and of course the ink is like 900 right so you go like oh that's not good so the thing to do is do what i did you buy a laserjet printer which doesn't print color and i was very specific in that it doesn't print double-sided it only prints single-sided that way the person goes like oh i don't want to have a binder that's that thick you know i want a minute so i need a double side so that they won't do it usually so there's your tip of the day okay page 19 let's go into page 19 and and then i'll show you just outline of it um okay and or listen the uh the titles are up here i can't see i haven't so my screen is very small on this mac so the issue sometimes i have during these things i've got to move you guys out of the way that's your webcams and in the chat window i still need up and so i have less real estate and i can't see the page numbers or something will happen there's a better solution there somewhere i know what it is it's getting let's get a bigger mac right that that solves the problem but but then you know probably do that sometime now let me i know when i can do that yeah steve turns okay when i when i can buy a bigger mac is when all of you every single one of you plus 10 of your friends goes and buys i don't know all of our and then i can go do that that's kind of funny okay all right let me go to the this thing and bring up an annotation tool and then i want to show you an academics lesson quickly so this is the steep turn one so here's the objective here's the motivation here's the presentation or what's the elements 20 minutes long and these are the exact right order to teach this in we have done this these lesson plans for hundreds hundreds of cfi students they would have told us if it's not working for them by now and they've been refined over the years right so the order if you do the order right then notice it doesn't tell you how to teach this it says this is what you teach right so then it's up to you to see if you need anything else behind this lesson plan like for example maybe you want a calculator show some images from the airplane flying handbook or the p hack or that that's fine you can do that and then these are the key points i bring out what are the key points of the maneuver and that's not in the traditional lesson plan but i put them in there so that you'd know more then there's risk management this is copy paste from the acs but uh we're supposed to be teaching it and so i wanted to put it on the lesson plan so you can see as you're teaching it if you can run your eye down here and say did i cover any of that when i was teaching up here if you have then okay if not then you can go on there's always an image and then there's questions for the student sometimes three sometimes five sometimes more these are questions to test the students understanding before we go and again these are these aren't on the traditional faa lesson plans but they're in ours because we think they're important then there's a maneuvers guide for a 172 how to do it in 172. it's only good for 172. and then common errors which are here and then there's some images here then it's completion standards from here that's copy paste from the acs again these are completion standards for private pilot and there's some other for commercial the ones for the individual student you'll have to pick and there are some pictures here so that's the way they go that's a maneuver space lesson now if i scroll down here to a academics lesson we'll find one here in a second so okay so this is aerodynamics that'd be a good one right right thing to do let's go to the top of it okay all right i think this is the so this is aerodynamics lift and drag let's say lesson one of four and so this is what will be covered to be 45 minutes and then we're going to cover these things and this is how to cover it in the order to cover it again the lesson plan shouldn't be teaching you how to do it that's that's up to you uh what and your own knowledge right so but it does show the order and what you should be showing so you get to about 15 things then you'll teach about drag and thrust certain number of things uh wing design and plan form not much there but you think then there's some images right so the images are like supporting images so you don't have to go grab them in terms of angle of attack relative wind decline these kind of things renault's principle pressure changes on the wing so these are all images for you to use during your presentation if you need something like that or you feel you want that there's the lift and drag thing there and this is adverse or not wingtip vertices and induced drag and then this is why you have uh why you have a well you have induced drag what happens here ground effect plan form and so on now again so where's the lesson the lessons in the beginning lesson the lesson is this is supporting images for you to use but the outline is in the beginning so here's this is the outline what you're going to cover now this could take you two hours it could take you 45 minutes it depends on the student if they're a commercial student this is not going to take as long because i know most of it right so that's that's where it is so let's see so we can summarize a little bit uh so a lesson plan is an instructional guide to a single instructional period so it means it's good for you have a syllabus which covers the entire class or the entire thing and then that's divided into individual time slots lesson plan drives those time slots what am i going to do in those time slots what do i have to do and it will depend whether it's an academics lesson or a maneuvers lesson as to what it is so if you don't think teaching flying is easy okay i shouldn't say easy if you don't think it's something you can do without a lot of training then go to any big flight academy go to aeroguard down in phoenix and and look at the students the students are 400 chinese students and look at the instructors there's 80 of them all with 251 hours about right 255 hours how's that possible right well it's because that all the academics are done in ground schools so the students all go to a ground school the instructor never gives any ground instruction around the aeronautical knowledge areas so then the instructor does what they give a briefing on the maneuver they go do the maneuver they do a post flight and on it goes that's all it ever is and so they do six students a day or fives do whatever the depending on the lesson and uh you can just say send bob out to do training with this person well bob is you know he just finished standardization and he's not a very good teacher does it does it matter just go make it look like a steep turn right and then go out and make it look like a steep turn and after a particular period of time uh you get better at it and you you know you can you begin to see how the fundamentals instructing and the aviation instructor's handbook has elements of truth in it and you go well you know now i can be a more efficient teacher but in the beginning we cut so just throw you to the lions in an academy and go like i don't care you don't like it go out and you're going to do steep turns i did steep turns yesterday great now you're going to do 400 more today so whatever it is right because everybody's the same level in training that's your worst nightmare is when you have everybody at the same exact place i had one time where i had four cfi students four of them right and they were all exactly the same place so every lesson was a repeat of the last lesson which was chandelle's and each time i did 15 chandel's right so now 15 times four i did 60 today yeah you almost want to blow your brains out when that happens right you go like not another day of slow flight please could i do something else something anything else but it goes like that and so then the thing i like now is because i i do see if i train i get to mix up between academics and flight side so it's not just one thing you know over and over and over again but that's what it is at an academy it and then then the cross countries are few and far between so you have only a small amount of that to do and the minimum times usually not very much time there's a little bit of other interesting things like night flying a little bit a little bit of things but for the most part it's go to the practice area and we say flight instruction is like sausage making you'll say what yeah so you don't know what you don't want to go with what goes inside as long as it looks like a sausage when it's done right so it can be a big disaster like but as long as it looks like a sausage when it's all finished yeah that's it but the academics is a little different the economics is harder and so that's why i usually take that out of the flight instructors control in an academy and just let them do the flight side and then you do stage checks and you know you do chief pilot assistant chiefs uh we'll do the stage checks and see if there's the real safety concerns of deficiencies and training then then we can take that 252 hours cfi and say i need to bring you back into standards or stands and take care of some things here first before i let you go out anymore because uh your students are not not i don't look like steep turn it looks like a i don't know it looks like something isn't steve turn or landings the students are landing flat or almost prop strike every time something going on here so it's kind of like that so that's what that looks like but the lesson plan is uh so they will have their own lesson plans those big 141 schools that will be for each lesson uh and that will just tell you what you need to cover oh yeah let's not is it it'll be what you've got to cover it'll still be up to you to decide how you're going to cover it for the most part and again they're not going to teach you every single thing about every single other thing so you're supposed to be a bit of an educator and so when you're an educator that means what that means that you use a lesson plan that's organized and it's and by the way yeah don't show the lesson plan to the student uh yeah don't put this up on a board right or don't put the project this up anyway the lesson plan drives the order the reason you don't put up because a student will read it when you're talking and if you do that if you put up a lot of text on a page uh then the student will be reading something while you're talking and then you'll set you'll think you've covered it and it's all done but the student won't really have heard that part so if you're going to bring up anything you there's a tool here in the uh you can buy called mouse pose m-o-u-s-e-p-o-s-e uh and it's an it's a what it is it's a little spotlight tool that's i don't have it here uh but it's uh it's a spotlight and you can make everything else in the background dims and you can sort of make this line its own and you can show it as you go or you can make this a keynote or a power note and just put every one of these bullet points on a slide just one thing on a slide nothing else don't clutter the slide with anything other than just like apple's keynote when tim cook delivers the keynote he doesn't have a paragraph of text up there there's one single statement maybe an image or maybe a video that's it and it doesn't matter if you have 500 slides in your keynote if you have if you if you trimmed it down to 15 slides with reams and reams of text on the slide it would the content would just be lost so do not show anything no more than five things on the slide number one never more than five things on a slide and make the most important thing the biggest thing in your content the most important thing should be the biggest thing all right uh so the title the most power now powerpoint or keynotes are the biggest thing that's not the most important thing the most important thing is the content so take the titles and shrink them make the content big and and again just one line and that should as you step to the presentation it should drive you with what to say like when you see tim cook deliver deliver the broad new iphone 30 or whatever it's going to be the line of text comes up and he just starts talking because he knows the content that's a teacher it's an educator that's a presenter if you need all the stuff on the slide to remind you what to do you're just cluttering it up for the student because again then what happens is that thing you're projecting on to is the presentation and in my world i'm the presentation that's just the visual aid for me that that projector the monitor is just the visual wait it's not the presentation the day the presentation becomes that then i might as well just play a video right there's no point to that okay so i think we're coming closing down to it um let's see so i mean that's an idea uh and this was basically how to use commercially developed lesson plans to solve your dilemma of how am i going to teach a student how to fly and how you're going to teach a student how to fly is by by learning how to teach from lesson plans that's instead of creating your own if you create your own i can tell you how long this will take this will take the equivalent of so i would say somewhere on the order so take about six hours a day times about 20 we need about 140 to 200 hours to create a half of the lesson plans because what will happen in the training programs that you go to if you go to somewhere else uh is you'll end up starting them and you'll just end up focusing on the ones that are going to be on the test are likely to be on the test the commercial maneuvers that so those would be really good the others will be just sort of hacked together so what i'm suggesting you do is don't take that approach so get your aeronautical knowledge up from whatever method you want or our online course does that uh and then uh what does it say are there uh well i just have a question this is are there outlines uh are there outlines up for subscription or purchase without joining yeah you don't have to come to one of our classes uh you never have to actually attend in person and some people don't because there's two ways you could do that you can just take the online course which has everything in it including all the lists and ones it comes with thing we call cfi essentials which has all of our custom authored content everything we make along with all the faa handbooks everything organized in folders like four folders and then subfolders below that that's really popular and handy so and then or you can buy that separately you don't even have to buy the online course to get that but the online courses is what we use is our flagship sort of thing because when you take that you really have good aeronautical knowledge and you're ready to meet with your local instructor and do one-to-one to get you up to speed on things you didn't quite get 100 and you all have you also have the cfi essentials which is the all of our flowcharts all of our workbooks all of our lesson plan everything is in there and then the seven day class that we do is a put it together class it's an assembly class which means that you show up and we do scenario-based training in that class we do things like today we're going to talk about student pilots how solo students how to send them on cross countries the endorsements and we use the ac's it's like a practical using it and we're also going to be teaching in that class you're going to be teaching the class if i have to teach you academics knowledge and then do that at the same time then that class is two to three four weeks long i can't get it done that's why we do the online class then we can finish that class in seven days if what you said was i'll come to your sit down class and that's what i'll do and i won't do the online i want to do it you i don't think you're going to be very successful unless you've finished a lot of academic stuff somewhere else before because we assume that part is kind of 80 70 there like we'll assume that aerodynamics is 80 there when you come in because you've taken our online class but if it's 20 there and you sit down in the class you're not really gonna know that when that time comes you're gonna be like well that's going too fast well it's because you're supposed to have known that ahead of time right so that's why we can take it into seven days plus don't forget we do the flight if you do flights with us you're gonna be flying in the mornings in miami between seven and eleven the flights go out the class starts eleven goes to six right if you're in palo alto the flight's uh the start class start date at eight am it goes to three flights go in the afternoon so we get somewhere around seven eight hours of time before that end of that first week and the second week is then just one-to-one training so it's one-to-one with your instructor and the balance of the flight side whatever it needs to get to get get it look like a sausage right to get it up to speed right so that's why we can finish everything in the two weeks then usually because of that but if you don't so if you go somewhere if you if you get our stuff if you're going to do that you have to get the online course for sure if you're going to go do it off with someone else that's fine and then the other side is if you're not going to do that then just get cfi essentials and then you can you have all the resources that you ever need in case you have to figure out how to do the training but it won't be uh it'll give you a leg up there but if you do the whole thing well that's great we have half the class won't fly with us half the class will go fly with someone else which is because they know they have like they know their own dpe back home or and never really have taken every single test with them there could be a lot of reasons for that and that's all fine but you know do that on your strengths okay i think that's where we are today uh i'm happy that you showed up and happy that i made it to northern california and uh i'll be back in miami next week so the next one will be from miami beach with any luck or for miami at oklahoma at our school and then we'll cover what i said which i don't remember what it was but it's here let's quickly look at it it's going to be this one this one share so it will be oh it's on pylons a deep dive you're finally going to know next week you're going to know that this had a has and had an incredibly practical application it was used uh used by the u.s it was used by the military and was used by the mail service along with some other people it's got a long for fun it's called a long line loiter that's something in there so i'll discuss all that with you and we'll work up the entire thing and you will finally understand this maneuver maybe for the first time and you understand why it's one of the best maneuvers for commercial training or to develop an instinctual control of the airplane that that's ever been out there all right i'm going to log off and go on with the day i got a lot to do here and i'm on the east coast or the west coast time now so it's uh i'm not quite adjusted to that yet so i got up at 6 00 a.m today it was 5 30 whatever it was so anyway i'll see you guys next week and nick will send you a summary of this along with uh whatever he's going to send you but you always get an email after the class and he'll do that and that's it i'm going to log off so uh i saw gary weaver hi gary and soledad i see that and some other people that i know andrew from the class i see a lot of people in there i didn't look at the whole list today but i did see you as you came in each one of you so all right we'll see you next week i'm gonna go ahead and end the meeting