aviation classroom experience teachers’ workshop
DESCRIPTION
Aviation Classroom Experience Teachers’ Workshop. Preston Obray, Instructor University of West Florida, Pensacola. Session 17 - FSX Exploration. Session 21 Wrap-up, Reflection, Loose Ends. Session 6 – Content Knowledge: History, Forces of Flight, Airplane Parts. - PowerPoint PPT PresentationTRANSCRIPT
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