From the DPE: Leveraging Study Groups
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An old pilot once told me, “Study alone, fail alone.” He wasn’t wrong.
Aviation training is hard, and it is certainly easier when you have study partners. But too often, when I ask students during the practical tests I am conducting whether they studied with anyone else, the answer is “No.”
From student pilots grappling with basic aerodynamics to those pursuing advanced ratings like the Certified Flight Instructor (CFI), the journey is both exhilarating and challenging. However, one often underutilized tool in enhancing this educational experience is the study group—a collaborative learning environment that fosters mutual support, knowledge sharing, and practical application.
Study groups can be harnessed to propel all students toward success in flight training programs. There can be a symbiotic relationship between CFI candidates and lower-level students, where advanced learners practice teaching to gain invaluable experience. Peer-to-peer interactions in study groups can be utilized to capitalize on individual strengths and address weaknesses, creating a robust knowledge-sharing ecosystem. Building study groups in a flight training operation can cultivate a culture of standing study groups, complete with practical implementation strategies such as scheduled sessions, leadership by experienced instructors, and low-cost incentives to boost participation. By integrating these elements, flight training operations can build communities of learning, ultimately leading to higher retention rates, better exam pass rates, and more confident, competent pilots.
The benefits of study groups extend beyond mere academic performance. In aviation, where safety is non-negotiable, collaborative learning encourages the development of soft skills like communication, teamwork, and critical thinking—skills that translate directly to cockpit resource management (CRM) and real-world flying scenarios. Research from educational psychology, such as studies on cooperative learning, supports the efficacy of group study in enhancing retention and understanding of complex material. In the context of flight training, where subjects range from meteorology and navigation to FAA regulations, airspace, and aircraft systems, this approach can bridge the gap between theoretical knowledge and practical application.
Cultivating a Culture of Standing Study Groups in Training Operations
Creating a sustainable culture of study groups within a flight training operation isn’t hard. You just have to start. It doesn’t require lots of resources—just a place to meet, perhaps a projector and a computer, or a large monitor on which information can be shared. It does require intentional effort, though: a little structure to have a “topic of the week,” perhaps, and a push from dedicated leadership, CFIs, or even fellow students to make it happen.
The goal is to transform ad hoc gatherings into expected, integral parts of a flight training program. When this happens, a cultural shift is established that drives an ethos of collective responsibility for learning, where students anticipate and value coming together regularly. Such a culture can significantly boost outcomes, from higher FAA exam pass rates to smoother transitions between certification levels.
The foundation lies in setting standing sessions—regularly scheduled meetings that become routine. A best practice is to designate a specific night of the week, such as Tuesday at 6 or 7 PM, for 3–4 hours. This timing accommodates most schedules, post-work or classes, allowing ample time for in-depth discussions without exhaustion. Try to go with a Tuesday, Wednesday, or Thursday, avoiding Monday and Friday nights when many people have other obligations or want some personal downtime.
Sessions should be led by a CFI from the organization and focused on one or two targeted topics, such as airspace classifications or human factors, drawn from common student challenges or upcoming curriculum milestones. That might be the first part of the gathering each week, but then allow time later in the session where flexibility is key—opening the floor to emergent questions and ensuring relevance to all attendees.
You might have a set schedule of topics you flow through in these sessions, essentially creating a standing sequence that mirrors ground school topics.
Leadership by a CFI adds credibility and structure. The instructor might prepare some materials or leverage existing ones, such as videos, and use them as discussion starters. For variety, rotate CFIs or invite guest speakers, like air traffic controllers, for sessions on communications.
To encourage attendance, especially initially, employ low-cost incentives. Offering pizza, subs, or snacks creates a welcoming atmosphere, turning study into a social event. Provide a dedicated space, like a conference room at the flight school, equipped with whiteboards, projectors, and access to simulators for hands-on demos. Weekly consistency builds habit; promote via emails, apps like Slack, or bulletin boards, highlighting past successes to generate buzz.
Some flight training operations have even made these sessions “open to the public,” not just their own students. This can be used in some cases to recruit new students for a flight training operation.
A standing study session model fosters expectation: students plan around it, viewing it as essential as flight lessons. Over time, it cultivates ownership, with advanced students volunteering to lead subtopics. In larger programs, scale by offering multiple groups at different levels to ensure inclusivity.
By embedding standing study groups, training operations create a supportive ecosystem, accelerating pathways to success and preparing pilots for collaborative aviation careers.
Peer Support: Leveraging Strengths and Weaknesses in Study Groups
Beyond direct instruction from CFIs, the core strength of study groups lies in peer-to-peer collaboration, where students at similar levels help each other by leveraging individual strengths and addressing weaknesses. In flight training, where curricula encompass a broad array of subjects, no single student masters everything equally. Study groups transform this diversity into an asset, creating a supportive network that enhances collective understanding and individual growth.
At the heart of this is the principle of reciprocal teaching, where group members take turns asking questions, working through concepts, and learning together. For example, among a group of private pilot students, one might excel in meteorology due to a science background, while another shines in navigation from prior boating experience. During a session on flight planning, the meteorology expert could guide discussions on interpreting METARs and TAFs, helping peers who struggle with weather decoding. In return, the navigation whiz might clarify VOR usage, filling gaps for others.
Such interactions address common pain points in pilot training, like the overwhelming volume of information. The FAA’s knowledge tests for private pilots include hundreds of questions across multiple domains, and solo study can be frustrating. Study groups mitigate this by distributing cognitive load; members can divide topics, research independently, and reconvene to share findings. This collaborative problem-solving mirrors real-world aviation scenarios, such as crew coordination in multi-pilot operations, preparing students for future careers.
Moreover, study groups foster emotional support. The fear of failure—whether in checkrides or practical tests—can be daunting. Sharing experiences in a group normalizes struggles and reduces isolation. A student weak in aerodynamics might admit confusion over induced drag, prompting others to offer analogies or diagrams. This vulnerability builds trust and encourages active participation, leading to deeper learning. Educational research, including meta-analyses, shows that cooperative groups improve achievement by 0.5–1 standard deviation compared to individual study, particularly in technical fields. In other words, it works.
A Role for CFI Candidates in Mentoring Lower-Level Students (and Learning to Instruct)
One of the most innovative ways to leverage study groups in flight training is by involving CFI candidates in teaching roles for students at the student pilot or private pilot levels. This practice not only provides aspiring instructors with hands-on experience but also enriches the learning process for beginners by tapping into the advanced knowledge of their peers. CFI certification requires not just mastery of flying skills but also the ability to impart that knowledge effectively. By participating in study groups, CFI candidates can practice these teaching skills in a low-stakes environment, refining their instructional techniques before stepping into formal roles.
Imagine a typical scenario in a flight training academy: a CFI candidate, having completed their commercial and instrument ratings, is preparing for the Fundamentals of Instructing (FOI) exam and the CFI checkride. They possess a deeper understanding of advanced topics like aircraft performance charts, airspace, and weather information. In a study group setting, this candidate could lead a session, working with students to apply knowledge of these topics. For student pilots who might be struggling with basic principles, exposure to a near-peer instructor can help demystify intimidating subjects. The CFI candidate, in turn, gains experience in assessing student comprehension, adapting explanations, and handling questions—key competencies for their future career. This will make those CFI candidates more successful at demonstrating those skills on their CFI practical test.
From a practical standpoint, integrating CFI candidates into study groups can be structured to maximize benefits. Assign specific topics that the CFI candidate might be required to teach later, developing their skills to create a lesson plan, present material, evaluate students’ knowledge, and build their own teaching skills.
This not only hones their teaching skills but also fosters a sense of community in which lower-level students view CFI candidates as approachable mentors rather than distant authorities.
The experiential gains for CFI candidates are profound. Teaching forces them to revisit fundamentals, often revealing gaps in their own understanding. As they explain concepts like weight-and-balance calculations to private pilot students, they might refine their mental models, leading to better performance on their own exams. If the CFI candidate has already obtained their Ground Instructor certificate, they could even log this time for customers, providing a tangible incentive for those students to be part of the learning process for an up-and-coming CFI. Overall, this creates a pipeline of well-prepared instructors, reducing turnover and enhancing program quality.
By positioning CFI candidates (still with a senior actual CFI as a part of the sessions) as facilitators in study groups, flight training programs create a win-win scenario. Beginners accelerate their learning through accessible, advanced insights, while future instructors build essential skills.
The idea of establishing standing study groups in flight training operations—at local airports on your own, or just as a group of fellow students—should be a much more common practice.
Leveraging study groups in flight training programs offers a multifaceted approach to student success, from CFI candidates gaining teaching experience to peers supporting each other and building a culture of regular collaboration.
Start today if you are a flight training operation. Set a schedule for group study sessions. If you are a CFI or student reading this, and your flight training operation doesn’t offer it, do it yourself. Find a place, set a time, order a few pizzas, and invite some other fellow students who are working on flight training—no matter what type of training they are working on.
Private pilot, commercial pilot, instrument rating, and CFI students all need to know about weather information. We all need to know about airspace. We all talk about aircraft systems. Identify the overlaps among the different training sequences and share knowledge development with each other.
Start studying together for better success—and a little mutual support along the way.
I promise that the investment in time, space, and modest refreshments will yield dividends in student achievement. By embracing study groups, we empower everyone who is working on aviation knowledge development to soar higher, together.
A NAFI Master Flight Instructor and 2023 Michigan FAA Safety Team Representative of the Year, Jason has over 30 years of flying experience and two decades as a flight instructor. He was named 2016 Michigan CFI of the Year and has served as Executive Director of the National Association of Flight Instructors. His service includes national committees such as the FAA’s Runway Safety Council, the General Aviation Joint Steering Committee, and the TSA Aviation Safety Advisory Council.
In addition to examiner duties, Jason works with aviation associations and companies as a consultant and writer, focusing on pilot training, testing, and safety. He holds undergraduate degrees in Human Resource Management and International and Comparative Politics, plus a master’s degree in Development Administration from Western Michigan University. Originally from Michigan’s Upper Peninsula, he is an avid outdoorsman who enjoys scuba diving, skiing, hunting, fishing, mountain biking, and golfing.
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