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Under each main point in a lesson, the subordinate points should lead naturally from one to another. With this arrangement, each point leads logically to and serves as a reminder of the next. Meaningful transition from one main point to another keeps the students oriented, aware of where they have been, and where they are going. This permits effective sorting or categorizing chunks of information in the working or short-term memory. Organizing a lesson so the students grasp the logical relationships of ideas is not an easy task, but it is necessary if the students are to learn Motivation
The purpose of the motivation element is to offer the students specific reasons why the lesson content is important to know, understand, apply, or perform concepts of Thorndike’s law of readiness. For example, the instructor may talk about an occurrence where the knowledge in the lesson was applied. Or the instructor may remind the students of an upcoming test on the material. This motivation should appeal to each student personally and engender a desire to learn the material.Overview
Every lesson introduction should contain an overview that tells the group what is to be covered during the period. A clear, concise presentation of the objective and the key ideas gives the students a road map of the route to be followed. A good visual aid can help the instructor show the students the path that they are to travel. The introduction should be free of stories, jokes, or incidents that do not help the students focus their attention on the lesson objective. Also, the instructor should avoid a long apologetic introduction, because it only serves to dampen the students’ interest in the lesson.Development
Development is the main part of the lesson. Here, the instructor develops the subject matter in a manner that helps the students achieve the desired learning outcomes. The instructor must logically organize the material to show the relationships of the main points. The instructor usually shows these primary relationships by developing the main points in one of the following ways: from past to present, simple to complex, known to unknown, and most frequently used to least used.Past to Present
In this pattern of development, the subject matter is arranged chronologically, from the present to the past or from the
4-10
are several types of lectures, such as the illustrated talk where the speaker relies heavily on visual aids to convey ideas to the listeners. With a briefing, the speaker presents a concise array of facts to the listeners who normally do not expect elaboration of supporting material. During a formal lecture, the speaker’s purpose is to inform, to persuade, or to entertain with little or no verbal participation by the students. When using a teaching lecture, the instructor plans and delivers an oral presentation in a manner that allows some participation by the students and helps direct them toward the desired learning outcomes.
In general lectures, begin with an introduction of the topic to be discussed. It is also a good idea at this time to let students know whether or not questions during the lecture are welcomed. The body of the lecture follows with a summary of the lecture’s main points at the end.Teaching Lecture
The teaching lecture is favored by aviation instructors because it allows some active participation by the students. The instructor must determine the method to be used in developing the subject matter. The instructor also should carefully consider the class size and the depth of the presentation. As mentioned in chapter 3, covering a subject in too much detail is as bad or worse than sketchy coverage. Regardless of the method of development or depth of coverage, the success of the teaching lecture depends upon the instructor’s ability to communicate effectively with the class.
In other methods of teaching such as demonstration-performance or guided discussion, the instructor receives direct reaction from the students, either verbally or by some form of body language. However in the teaching lecture, the feedback is not nearly as obvious and is much harder to interpret. In the teaching lecture, the instructor must develop a keen perception for subtle responses from the class—facial expressions, manner of taking notes, and apparent interest or disinterest in the lesson. The effective instructor is able to interpret the meaning of these reactions and adjust the lesson accordingly.
Preparing the Teaching Lecture
Careful preparation is one key to successful performance as a classroom lecturer. This preparation should start well in advance of the presentation. The following four steps should be followed in the planning phase of preparation:
• Establishing the objective and desired outcomes
• Researching the subject
• Organizing the material
• Planning productive classroom activities
and remember what they have learned. Poorly organized information is of little or no value to the student because it cannot be readily understood or remembered.
　
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