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Research also indicates SBT may lead to improved piloting and navigation skills over traditional maneuver-based training techniques. SBT trained participants demonstrated the same skills and knowledge as the maneuver-based trained participants, but the maneuvers were practiced in the context of a scenario. Many scenarios were coupled to the maneuver until the student not only had the requisite skills, but also related them to many conditions where they would be needed. The data also support that when a condition occurs requiring a maneuver, the SBT participant responded quickly and more accurately than the participant trained only under the maneuver-based approach. A participant lacking SBT instruction must search his or her memory to link a maneuver to a situation.
The incorporation of SBT as part of the lesson is discussed in more detail later in this chapter, as well as in Chapter 6, Planning Instructional Activity. Decision-Based Objectives
Decision-based objectives are designed specifically to develop pilot judgment and ADM skills. Improper pilot decisions cause a significant percentage of all accidents, and the majority of fatal accidents in light single- and twin-engine aircraft. Often combined with traditional task and maneuver training within a given scenario, decision-based objectives facilitate a higher level of learning and application. By using dynamic and meaningful scenarios, the instructor teaches the student how to gather information and make informed, safe, and timely decisions.
Decision-based training is not a new concept. Experienced CFIs have been using scenarios that require dynamic problem solving to teach cross-country operations, emergency procedures, and other flight skills for years.
Decision-based learning objectives and the use of flight training scenarios do not preclude traditional maneuver-based training. Rather, flight maneuvers are integrated into the flight training scenarios and conducted as they would occur in the real world. Those maneuvers requiring repetition may still be taught during concentrated settings. However, once they are learned, they are integrated into more realistic and dynamic flight situations.
Decision-based objectives are also important for the aviation instructor planning AMT training. An AMT uses ADM and risk management skills not only on the job site but also in the repair and maintenance of aircraft.
Other Uses of Training Objectives
Performance-based and decision-based objectives are also helpful for an instructor designing a lesson plan. Having decided on the objectives, an instructor can use this information to complete many of the steps on the lesson plan. For example, once the instructor decides how the student will accomplish the objective, most of the work that determines the elements of the lesson and the schedule of events has been done. The equipment necessary and the instructor and student actions anticipated during the lesson have also been specified. By listing the criteria for the training objectives, the instructor has already established the completion standards normally included as part of the lesson plan.
Use of training objectives also provides the student with a better understanding of the big picture, as well as knowledge of what is expected. This overview can alleviate a significant source of uncertainty and frustration on the part of the student.
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Bef
ore the LessonDuring the LessonAfter the LessonDecide on the topic.Determine the amount of time for the lesson.Write an outline.Develop a flow or order to the concepts being introduced.Avoid overloading the students with too much detail.Rehearse the lesson.Think about delivery—is a microphone needed?Arrive early, create a welcoming atmosphere for students.Be available to students before class.Set a positive tone for learning.Grab the students’ attention (have a beginning).Maintain sustained eye contact.Make learning goals explicit for each assignment.Plan an activity for students.Progress through the lesson smoothly, begin with an introduction, support the lesson in the middle, and flow into the conclusion.Use time efficiently and effectively.Use multimedia such as slide presentations, video clips, etc. Break the lesson up with small tasks for the students to help them concentrate. Move around during the lesson. Students today are conditioned by television and movies to movement.Give students time to answer questions before rephrasing them.Plan an ending to the lesson.Summarize the day’s main points.Have a final task for students to do at the end in case the lesson ends too soon.Leave time for questions at the end.Treat student questions with courtesy no matter how basic the question seems.Have students do something with the lecture material (accountability) outside of the class.Provide other resources for students.Encourage students to keep up and do well.Be available to students after class.Critique the lesson: jot down notes about what went well and what could have gone better.
Figure 4-6. Guidelines for presenting lessons.
　
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