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One good way to write lesson plans is to begin by formulating performance-based objectives. The instructor uses the objectives as listed in the syllabus or the appropriate PTS as the beginning point for establishing performance-based objectives. These objectives are very helpful in delineating exactly what needs to be done and how it is done during each lesson. Once the performance-based objectives are written, most of the work of writing a final lesson plan is completed. One useful thought is the utilization of the “DAM principle”; objectives, as well as goals, should be difficult, attainable, and measurable.
Performance-based objectives are used to set measurable, reasonable standards that describe the desired performance of the student. This usually involves the term behavioral objective, although it may be referred to as a performance, instructional, or educational objective. All refer to the same thing, the behavior of the student.
Performance-based objectives consist of three parts: description of the skill or behavior, conditions, and criteria. Each part is required and must be stated in a way that leaves every reader with the same picture of the objective, how it is performed, and to what level of performance. [Figure 10-7]
Use of performance-based objectives also provides the student with a better understanding of the big picture, as well as knowledge of exactly what is expected. This overview can alleviate a significant source of frustration on the part of the student.Presentation
Instructors have several methods of presentation from which to choose. The nature of the subject matter and the objective in teaching it normally determine the method of presentation.
The lecture method is suitable for presenting new material, for summarizing ideas, and for showing relationships between theory and practice. For example, it is suitable for the presentation of a ground school lesson on performance planning. This method is most effective when accompanied by instructional aids and training devices. In the case of a discussion on performance planning, a chalkboard, a marker board, or flip chart could be used effectively.
The demonstration-performance method is desirable for teaching a skill, such as instruction on most flight maneuvers. Showing a student pilot how to perform a steep descent, for example, would be appropriate for this method. The instructor would first demonstrate the maneuver, and then have the student attempt the same maneuver.
Another form of presentation is the guided discussion which is used in a classroom situation. It is a good method for encouraging active participation of the students. It is especially helpful in teaching subjects such as safety and emergency procedures where students can use initiative and imagination in addressing problem areas.
10-12
Figure 10-8. The introduction prepares the students to receive the information in the lesson.
Introduction
Attention • Establish common ground between instructor and student • Capture and hold the attention of the class • Specify benefits the student can expect from the lessonMotivation • Establish receptive attitude toward lesson • Create smooth transition into lessonOverview • Indicate what is to be covered and relate this information to the overall courseElement PurposeReview and Application
Application is where the student uses what the instructor has presented. After a classroom presentation, the student may be asked to explain the new material. The student also may be asked to perform a procedure or operation that has just been demonstrated. In most instructional situations, the instructor’s explanation and demonstration activities are alternated with student performance efforts. The instructor makes a presentation and then asks the student to try the same procedure or operation.
Usually the instructor has to interrupt the student’s efforts for corrections and further demonstrations. This is necessary, because it is very important that each student perform the maneuver or operation the right way the first few times. This is when habits are established. Faulty habits are difficult to correct and must be addressed as soon as possible. Flight instructors in particular must be aware of this problem since students do a lot of their practice without an instructor. Only after reasonable competence has been demonstrated should the student be allowed to practice certain maneuvers on solo flights. Then, the student can practice the maneuver again and again until correct performance becomes almost automatic. Periodic review and evaluation by the instructor is necessary to ensure that the student has not acquired any bad habits.Teaching Methods
The information presented in previous sections has been largely theoretical, emphasizing concepts and principles pertinent to the learning process, human behavior, and effective communication in education and training programs. This knowledge, if properly used, enables instructors to be more confident, efficient, and successful. The discussion which follows departs from the theoretical with some specific recommendations for the actual conduct of the teaching process. Included are methods and procedures which have been tested and found to be effective.
　
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