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in teaching the material of a lesson. Lesson plans should be
prepared for each training period and be developed to show
specific knowledge and/or skills to be taught.
A mental outline of a lesson is not a lesson plan. A lesson plan
should be put into writing. Another instructor should be able
to take the lesson plan and know what to do in conducting
the same period of instruction. Written out, the lesson plan
can be analyzed for adequacy and completeness.
Lesson plans make excellent recordkeeping forms that can
become a permanent part of a pilot’s training record. They
can be formatted for the instructor to carry in the aircraft and
include a checklist for indicating what portions of the lesson
were completed, date of completion, the flight instructor’s
signature, and time flown. The lesson plan can also have a
notation section for flight instructor comments.
A training folder for each student helps an instructor keep all
pertinent data in one place. The folder should include items
such as lesson plans, training requirements, flight or ground
instruction received, 14 CFR part 61 requirements met, solo
endorsements, and any other training information. These
records should be kept in a safe area for at least 3 years. Good
recordkeeping also provides each instructor with the number
of students he or she has trained, which is helpful information
for an instructor who needs to renew his or her certificate.
For sample lesson plans, please refer to Appendix A.
Purpose of the Lesson Plan
Lesson plans are designed to assure that each student
receives the best possible instruction under the existing
conditions. Lesson plans help instructors keep a constant
check on their own activity, as well as that of their students.
The development of lesson plans by instructors signifies, in
effect, that they have taught the lessons to themselves prior
to attempting to teach the lessons to students. An adequate
lesson plan, when properly used, should:
• Assure a wise selection of material and the elimination
of unimportant details.
• Make certain that due consideration is given to each
part of the lesson.
• Aid the instructor in presenting the material in a
suitable sequence for efficient learning.
• Provide an outline of the teaching procedure to be
used.
• Serve as a means of relating the lesson to the objectives
of the course of training.
• Give the inexperienced instructor confidence.
• Promote uniformity of instruction regardless of the
instructor or the date on which the lesson is given.
Characteristics of a Well-Planned Lesson
The quality of planning affects the quality of results.
Successful professionals understand that the price of
excellence is hard work and thorough preparation. The
effective instructor realizes that the time and energy spent in
planning and preparing each lesson is well worth the effort
in the long run.
A complete cycle of planning usually includes several
steps. After the objective is determined, the instructor must
research the subject as it is defined by the objective. Once the
research is complete, the instructor determines the method of
6-7
FLIGHT INSTRUCTION LOG (GLIDER)
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Flight Time (This flight)
Total Flight Time
Flight Number
Lesson Number
Student: Instructor:
Glider Assembly
Preflight Inspection
Ground Handling
Takeoff (Normal)
Crosswind Takeoff
Tow (High-Tow & Low-Tow)
Boxing the Wake
Slack Line Recovery
Straight Glides
Turns (Shallow & Medium)
Steep Turns (50 to 60 Degrees of Bank)
Slow Flight & Minimum Controllable Airspeed
Straight-Ahead Stalls
Turning Stalls
Accelerated Stalls
Spin Recovery
Traffic Pattern
Use of Spoilers
Forward Slips (With & Without Spoilers)
Landings (Normal)
Crosswind Landings (Simulated)
Off-Airport Landings (Simulated)
Airspeed Control
Vigilance & Collision Avoidance
Judgment
Use of Checklists
Figure 6-6. Glider training log.
instruction and identifies a useful lesson planning format. The
decision of how to organize the lesson and the selection of
suitable support material come next. The final steps include
assembling training aids and writing the lesson plan outline.
One technique for writing the lesson plan outline is to prepare
the beginning and ending first. Then, complete the outline
and revise as required. A lesson plan should be a working
　
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