Power Hour Lesson Outlines

FOI Hidden Secrets

September 13, 2025 at 4:00:00 PM

Outline:

1 | The Big Questions Pilots Ask

Many CFI applicants worry about the Fundamentals of Instructing (FOI) because the material feels broad and abstract. They want to know what they must study and what examiners will actually ask.

“Do I need to memorize everything?” – No, memorization is not enough. You must show you understand and can apply the principles.
“What will the DPE ask?” – Questions vary by examiner, but most focus on how you teach, how students learn, and how to apply FOI concepts in real training.
The goal: Understand how to use FOI ideas in teaching, not just recall terms.

2 | You Don’t Need to Memorize the Handbook

The FAA does not expect you to repeat the Aviation Instructor’s Handbook word-for-word. Instead, they want to see comprehension and application.

Memorizing definitions often fails under checkride pressure. Applying principles is more important than quoting them.
Use FOI as a toolbox. When you understand the meaning, you can adapt it to any teaching moment.
Scenario Example: Instead of reciting the exact “laws of learning,” show how you would apply “readiness” before teaching stalls.

3 | Different Examiners, Different Styles

Every Designated Pilot Examiner (DPE) evaluates FOI differently, and that can change the focus of your checkride.

Some DPEs may quiz definitions directly from the handbook.
Others focus on real teaching situations, asking you to apply FOI to students with different learning styles.
Best Practice: Find out how your examiner tests FOI ahead of time. This helps you prepare smarter and avoid wasted study hours.

4 | What Is Teaching?

At its core, teaching means transferring knowledge or skill and checking how well the learner can apply it.

It is not just talking — it’s creating understanding and performance in the student.
Real teaching requires feedback, coaching, and patience.
A good CFI balances explanation, demonstration, and student practice.

5 | What You Already Know From FOI

Much of the FOI handbook is common sense once it’s explained in plain terms.

Motivation drives learning: Students perform better when training connects to their personal goals.
Different learning speeds: Some students catch on quickly, others need more repetition. Both are normal.
Teaching a skill: Break it into steps — explain, demonstrate, let the student practice, and evaluate progress.
Allow mistakes: Students learn by trial and error; stepping in too soon prevents growth.
Lesson pacing: Most people can only absorb 2–3 new concepts at a time. Keep lessons around 20 minutes for knowledge topics.
Protecting the ego: Students don’t like to fail. Frame mistakes as learning opportunities, not personal flaws.
Adapting instruction: The same lesson may need different depth or tools depending on the learner.
Focused feedback: Correct only one or two key items per lesson to avoid overload.

6 | The Training Process

The FOI explains the building blocks of instruction.

Course of Training: The overall plan that leads to a certificate or rating.
Syllabus: A roadmap that organizes training into logical segments.
Lesson Plan: A focused outline for one learning session. It defines objectives, content, and evaluation.
Preflight Briefing: A short, 5–10 minute review of what will be taught and practiced that day.

7 | The Checkride vs Real Training Disconnect

What is taught in preparation for a checkride doesn’t always match real-world teaching.

Many lesson plans are written for exam purposes, not actual instruction.
They assume CFIs teach all ground content, but most students do self-study.
In real training, long lectures lose attention. Briefing and practice work better.
Effective instructors know when not to talk. Pilots need space to think and fly.
Let students make small mistakes so they can correct themselves. Step in only if safety is at risk.

8 | What’s in Each FOI Chapter

The handbook is full of practical teaching insights once you see the themes.

Chapter 1 – Risk Management: Teaches structured tools like PAVE, 3P, and 5P. Focus on how to apply risk awareness before and during flight.
Chapter 2 – Human Behavior: Explains how people respond, the role of motivation, and the use of Maslow’s hierarchy of needs in training.
Chapter 3 – The Learning Process: Covers how people learn, differences in learning styles, and the importance of adapting instruction.
Chapter 4 – Effective Communication: Clear communication is key. Instructors must adapt based on student background and experience.
Chapter 5 – Teaching Process: True teaching means more than telling; it’s explaining, demonstrating, practicing, and evaluating.
Chapter 6 – Assessment: Introduces two methods: traditional grading and scenario-based evaluation. Both measure learning and decision-making.
Chapter 7 – Planning Instructional Activity: Shows how to organize a course, build a syllabus, and create effective lesson plans.
Chapter 8 – Instructor Responsibilities and Professionalism: Highlights the standards of conduct, preparation, and leadership expected of CFIs.
Chapter 9 – Techniques of Flight Instruction: Practical ways to teach in the air — demonstration, practice, feedback.
Chapter 10 – Teaching Risk Management in Flight: Applying PAVE, 3P, and 5P directly during instruction to build safe decision-making habits.

9 | Key Takeaways

The FOI is not about memorizing words, but about using principles in real instruction.
Examiners differ in their approach, so learn how your DPE tests FOI.
Much of FOI is common sense about human learning when explained simply.
Focus on teaching, not telling: brief, demonstrate, let students practice, and evaluate.
Use FAA ACs and handbooks as your reference — especially AC 61-65 and the Aviation Instructor’s Handbook.
Apply FOI every day: in ground lessons, preflight briefings, and real-world flying.