aviation classroom experience teachers’ workshop

Aviation Classroom ExperienceTeachers’ Workshop

Preston Obray, InstructorUniversity of West Florida, Pensacola

Aviation Classroom Experience (ACE)Teachers’ Workshop

Monday Tuesday Wednesday Thursday Friday

Session 8 –Navigation Fundamentals

Session 10 – Meteorology, Physiology

Session 17 - FSX Exploration

Session 18 – Lesson Creation Exercise

Session 19 – Creating & Executing Missions Pt 1. (Lesson Planning)

Session 20 – Creating & Executing MissionsPt 2. (Set-up, Save, Fly and Debrief)

Depart – 12:00 pm

Session 11 - Simulator Time

Session 9 – Air Traffic Control

Session 12 – Plan Practice Mission

Session 13 – FSX Set-up, load, save and fly Practice Mission

Session 14 – Using the ACE Logbooks

Session 16 – Simulator Time

Session 21Wrap-up, Reflection, Loose Ends

Session 15 – Complete ACE Logbook Lesson and Flight

Session 6 – Content Knowledge: History, Forces of Flight, Airplane Parts

Session 7 - Propulsion, Primary Instruments

Session 1Immersive Learning Overview

Session 2 – The ACE Environment and FSX

Session 3 – Outcomes, Objectives and Assessments

Session 4 – Learner Interaction and Communication

Introduction

Session 5Simulator Time

“The Big Idea”Aviation Classroom Experience (ACE)

Use aviation-themed learning experiences to introduce, reinforce and enrich core academic subjects with an emphasis on Science, Technology, Engineering and Math (STEM)

Inspire students to learn through real-world scenarios, simulations and effective use of story (Immersive Learning)

Immersive Learning Environments

Aviation Classroom ExperienceTeachers’ Workshop

Immersive Learning Environmentsare especially effective in fostering 21st Century Learning Skills such as…

Schrader & Lawless, 2011

Immersive Learning Environments

Immersive Learning Environments

Creative Problem Solving

Effective Communication

Immersive Learning Environments

Collaboration

Immersive Learning Environments

Critical Thinking

Immersive Learning Environments

Transformation of:• Passive Recipient into

Empowered Actor

• Information to Remember to Tools to Reach Goals

• Context from “Knowledge for the Future” to Reality with Immediate Consequences

New Research FindingsImmersive Learning Environments

Nadolski, Hummel, Slootmaker & van der Vegt, 2012

Collaboration to accomplish highly complex goals requires:• Preparation• Practice• Coordination• Leadership

Immersive Learning Environments

New Research Findings

McCreery, Schrader & Krach,, 2011

The ability to share and exchange ideas is critical, especially expert-to-novice and peer-to-peer mentoring

Immersive Learning Environments

New Research Findings

McCreery, Schrader & Krach,, 2011

Immersive Learning Environments

Four Dimensional Framework

Learner Specifics Pedagogy

Representation Context

De Freitas & Oliver, 2006

Immersive Learning Environments

Four Dimensional Framework

Learner Specifics• Profile• Role• Competencies

Immersive Learning Environments

Four Dimensional Framework

Pedagogy• Associative• Cognitive• Social/ Situative

Immersive Learning Environments

Four Dimensional Framework

Representation• Fidelity• Interactivity• Immersion

Immersive Learning Environments

Four Dimensional Framework

Context• Environment• Supporting Resources

Immersive Learning Environments

Four Dimensional Framework

Learner Specifics• Profile• Role• Competencies

Pedagogy• Associative• Cognitive• Social/Situative

Representation• Fidelity• Interactivity• Immersion

Context• Environment• Supporting Resources

Challenge Based Learning Framework

Mission Objectives

Aviation Classroom ExperienceTeachers’ Workshop

Mission Objectives

The Story

Mission Objectives

Learning Objectives

Mission Objectives

The Story

Learning Objectives

Mission Objectives

It’s Messy!!

Assessment Strategies

Aviation Classroom ExperienceTeachers’ Workshop

Assessment Strategies

Dimensions of Assessment

Alignment

Efficiency

Effectiveness

Assessment Strategies

Alignment Story

Objectives

Materials

Assessments

( Not a Set Sequence )

Assessment Strategies

Openness for Analysis is Critical (multiple assessment methods)

EffectivenessLevels of Mastery

Multiple Contexts

Reliability/Validity

Rubric Made Using:RubiStar ( http://rubistar.4teachers.org )

Teacher Name:

Student Name: ________________________________________

CATEGORY 1 3 5Briefing/Planning Flight planning was

not suffi cient and/or major omissions in briefing

Most planning aspects for flight were properly accomplished and flight was briefed

All planning aspects for flight were properly accomplished. Flight was briefed

Air Discipline Unsound air discipline observed and/or flight objectives were affected or

Momentary lapses of air discipline observed but did not affect flight objectives

Sound air discipline was observed throughout the flight

Crew Coordination Poor crew coordination or conflicts affected flight objectives

Minor crew coordination conflicts but flight objectives not affected

Effective crew coordination and team work observed throughtout flight

Procedures Major deviations from procedures affected flight objectives

Minor or momentary deviations from procedures. Flight objectives not

Procedures were properly followed with no deviations

Date Created: August 29, 2010

Simulator Performance

Assessment Strategies

Sample Rubric

Question: “If I crash, do I fail?

Answer: “Well, it depends onwhy you crashed.

Assessment Strategies

Already a Complex Environment

Efficiency Reinforcement/ Non-Duplication

Technology Tools

Artifact Design

Quick Check

Aviation Classroom ExperienceTeachers’ Workshop

Three Guiding Elementsfor a CBLF Challenge are:

1. Resources, Tools, Admin. Support

2. Activities, Questions Resources

3. Activities, Resources, Technology

4. Resources, Questions, Tools

Three Guiding Elementsfor a CBLF Challenge are:

1. Resources, Tools, Admin. Support

2. Activities, Questions Resources

3. Activities, Resources, Technology

4. Resources, Questions, Tools

Which Element is not Part of the 4D Framework for Evaluating Immersive Learning?:1. Learner Specifics2. Pedagogy3. Representation4. Technology

Which Element is not Part of the 4D Framework for Evaluating Immersive Learning?:1. Learner Specifics2. Pedagogy3. Representation4. Technology

Immersive Learning Environments are not effective tools for teaching 21Century Learning Skills:

1. True2. False

Mission Objectives and Learning Objectives are:

1. The Same Thing2. Completely Independent3. Interdependent4. Always Presented Before

a Challenge

Learner Interaction & Communication

Aviation Classroom ExperienceTeachers’ Workshop

Learner Interaction & Communication

Are These Learners Interacting?

Learner Interaction & Communication

Interactivity

Learner/LearnerLearner/Teacher Learner/Content

Learner Interaction & Communication

Technology

Teacher

Learner

Content

Learner Interaction & Communication

Collaboration

Communication

Observation/Reporting/Assessment

Tasking

Brief/Debrief

Standards Mapping

Aviation Classroom ExperienceTeachers’ Workshop

Standards Mapping

AlignmentStory

LearningObjectives

Materials

Assessments

Standards

( Not a Set Sequence )

Standards Mapping

The StoryLearning Objectives

Assessments

Mission Objectives

It’s Really Messy!!

Standards

Learning Objectives

Standards Mapping

Addressed Standards

Standards MappingBrief/De-brief

Curriculum Integration& Enrollment Models

Aviation Classroom ExperienceTeachers’ Workshop

Curriculum Integration

Math

ACE

Social Studies Language Arts

Science

STEM Interest, Proficiency and Career Direction

AVIATION CLASSROOM EXPERIENCE (ACE)

WARRINGTON MIDDLE

THE PROCESS

Using aviation in “themed teaching” and hands-on activities including use of flight simulation programs, students want to learn more instead of asking the age-old question;

“Why do I need to learn this?”

THE PROCESS

• Provides real-world examples of STEM (goes beyond just getting the answer…)

• Reinforces and enriches subject area material taught in core classes

Primarily science and math, but integrates ALL core subject areas

• Promotes critical thinking by presenting students with dilemmas

Not everything goes as planned…deal with it!

• Exposes students to possible future career paths or vectors to higher education

WARRINGTON MIDDLE SCHOOL MODEL• The Set-Up:

18 independent flight stations for solo flights and lesson activities

Three 2-seat high-end simulators where students act as a crew to problem solve and complete missions.

WARRINGTON MIDDLE SCHOOL MODEL• The Idea

Apply core subject principles, complete all necessary research, flight planning calculations, navigation, air traffic control procedures and aircraft operations to successfully meet mission objectives.

Throughout the year, missions become more challenging and incorporate more STEM standards in a building-block approach.

WARRINGTON MIDDLE SCHOOL MODEL• To further enhance the immersive atmosphere, the Flight Lab is designed to resemble

an operations control room aboard an aircraft carrier.

WARRINGTON MIDDLE SCHOOL MODEL• Summer 2011 Curriculum Development Workshop (WMS)

WARRINGTON MIDDLE SCHOOL MODEL• Summer 2011 Curriculum Development Workshop (WMS)

SAMPLE MISSIONS

• Flight and Mythology Study and discuss the origins of human desire to fly from mythology

Correlates to reading, language arts

Flying Animals and the Physics of Bird Flight Examine how birds and other animals fly

Correlates to science (forces in motion, animal behavior), math (aspect ratios)

“Bird Simulator” application

SAMPLE MISSIONS

• Time, Speed, Distance and Acceleration• Mathematical and measurement applications for flight planning

• Acceleration measurement lab activity

• Correlates to math (algebraic expressions, graphing) and science (forces in motion, scientific method, data collection/analysis)

SAMPLE MISSIONS

• Time, Speed, Distance and Acceleration• Mathematical and measurement applications for flight planning

• Acceleration measurement lab activity

• Correlates to math (algebraic expressions, graphing) and science (forces in motion, scientific method, data collection/analysis)

SAMPLE MISSION: MEDICAL EMERGENCY

SAMPLE MISSION: MEDICAL EMERGENCY

• You are the pilot of a Beechcraft Baron 58 converted to serve as an air ambulance. You are positioned on the active runway at Concrete (3W5) airport.

• On-board your aircraft are a critically-ill patient and a flight nurse to provide patient care. You must fly the patient from Concrete airport to a waiting ambulance at Bellingham International Airport near the U.S. and Canadian border.

• The weather is not cooperating. You will need to fly through an area of heavy thunderstorms in mountainous terrain. Only your flying skills will ensure the patient makes it to the waiting medical facility in Bellingham.

• The airport will need your estimated time of arrival (ETA) as you are nearing Bellingham International. Pass the ETA to your instructor.

SAMPLE MISSION: MEDICAL EMERGENCY

• So what went into the mission?

Math

Time, Speed, Distance, Fuel Consumption calculations

Measuring angels and distances

Interpolation of Aircraft Performance Graphs and Data Tables

Science

Meteorology

Radio Waves and Frequency Spectrum (radio navigation aids)

SAMPLE MISSION: MEDICAL EMERGENCY Technology

Radio Communications and Navigational Aids

Global Positioning System

Operation of Aircraft and All Associated Systems

Social Studies/Geography

Map Reading Skills

Topography

Critical Thinking (weather, systems failures, route changes, patient distress)

WARRINGTON MIDDLE SCHOOL MODEL

• End of First Year Observations

Flight Academy students overall scored higher on FCAT Math and Science than Non-Flight Academy students

Flight Academy students overall had fewer behavioral problems and suspensions than Non-Flight Academy students

Flight Academy students overall had fewer cases of absenteeism and truancy than Non-Flight Academy students