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a specific performance level of knowledge or skill. Clearly
defined training objectives that the student understands are
essential to the teaching process regardless of the teaching
technique used.
Presentation of a Lesson
Research into how people learn has led many experts to
recommend ways to present lessons that keep the attention
of a class. The steps in Figure 4-6 form a guideline for
lesson presentation. Many of them can be combined during
the actual presentation. For example, consider a video
presentation given during the weight and balance lecture.
The video adds a multimedia element to the lecture, is a good
attention getter, and can be used to visually demonstrate the
learning objective.
Organization of Material
Even the most knowledgeable instructor must properly
organize the material. Once a determination of objectives and
standards has been made, an instructor formulates a plan of
action to lead students through the course in a logical manner
toward the desired goal. Usually the goal for students is a
certificate or rating. It could be a private pilot certificate, an
instrument rating, or an AMT certificate or rating. In all cases,
a systematic plan of action requires the use of an appropriate
training syllabus. Generally, the syllabus contains a description
of each lesson, including objectives and completion standards.
Refer to Chapter 6, Planning Instructional Activity, for detailed
information on requirements for an aviation training syllabus
and the building-block concept for curriculum development.
The main concern of the instructor is usually the more
manageable task of organizing a block of training with
integrated lesson plans. The traditional organization of a
lesson plan is introduction, development, and conclusion.
Introduction
The introduction sets the stage for everything to come.
Efforts in this area pay great dividends in terms of quality
of instruction. In brief, the introduction is made up of three
elements: attention, motivation, and an overview of what is
to be covered.
Attention
The purpose of the attention element is to focus each student’s
attention on the lesson. The instructor begins by telling a
story, showing a video clip, asking a question, or telling a
joke. Any of these may be appropriate at one time or another.
Regardless of which is used, it should relate to the subject and
establish a background for developing the learning outcomes.
Telling a story or a joke that is not related in some way to
the subject distracts from the lesson. The main concern is to
gain the attention of everyone and concentrate on the subject.
[Figure 4-7]
4-9
Figure 4-7. The attention element causes students to focus on the
upcoming lesson.
past to the present. Time relationships are most suitable
when history is an important consideration, as in tracing the
development of radio navigation systems.
Simple to Complex
The simple-to-complex pattern helps the instructor lead the
student from simple facts or ideas to an understanding of the
phenomena or concepts involved. In studying jet propulsion,
for example, the student might begin by considering the action
involved in releasing air from a toy balloon and finish by
taking part in a discussion of a complex gas turbine engine.
Do not be afraid to omit “less important” information at
first in order to simplify the learning process. If Class D, E,
and G airspace are the only airspace types being utilized by
a student, save the discussion of A, B, and C airspace until
they have operating familiarity with the other types. Less
information at first is easier to absorb.
Known to Unknown
By using something the student already knows as the point of
departure, the instructor can lead into new ideas and concepts.
For example, in developing a lesson on heading indicators,
the instructor could begin with a discussion of the vacuumdriven heading indicator before proceeding to a description
of the radio magnetic indicator (RMI).
Most Frequently Used to Least Used
In some subjects, certain information or concepts are common
to all who use the material. This fourth organizational pattern
starts with common usage before progressing to the rarer
ones. Even though most aircraft are equipped with some
sort of navigational system, instructors should teach students
the basics of navigation. For example, basic map reading is
a perishable skill that should be practiced often. Another
example is dead reckoning, which forces pilots to be aware
of there surroundings at all times. Basic VOR/NDB radio
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Aviation Instructor's Handbook航空教员手册(71)
