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document that can and should be revised as changes occur
or are needed.
The following are some of the important characteristics that
should be reflected in all well-planned lessons.
Unity—each lesson should be a unified segment of instruction.
A lesson is concerned with certain limited objectives, which
are stated in terms of desired student learning outcomes. All
teaching procedures and materials should be selected to attain
these objectives.
Content—each lesson should contain new material. However,
the new facts, principles, procedures, or skills should be
related to the lesson previously presented. A short review
of earlier lessons is usually necessary, particularly in flight
training.
6-8
Scope—each lesson should be reasonable in scope. A person
can master only a few principles or skills at a time, the number
depending on complexity. Presenting too much material in
a lesson results in confusion; presenting too little material
results in inefficiency.
Practicality—each lesson should be planned in terms of
the conditions under which the training is to be conducted.
Lesson plans conducted in an airplane or ground trainer will
differ from those conducted in a classroom. Also, the kinds
and quantities of instructional aids available have a great
influence on lesson planning and instructional procedures.
Flexibility—although the lesson plan provides an outline
and sequence for the training to be conducted, a degree of
flexibility should be incorporated. For example, the outline
of content may include blank spaces for add-on material, if
required.
Relation to course of training—each lesson should be planned
and taught so that its relation to the course objectives is clear
to each student. For example, a lesson on short field takeoffs
and landings should be related to both the certification and
safety objectives of the course of training.
Instructional steps—every lesson, when adequately
developed, falls logically into the four steps of the teaching
process: preparation, presentation, application, and review
and evaluation.
How To Use a Lesson Plan Properly
Be familiar with the lesson plan. The instructor should study
each step of the plan and should be thoroughly familiar with
as much information related to the subject as possible.
Use the lesson plan as a guide. The lesson plan is an outline
for conducting an instructional period. It assures that
pertinent materials are at hand and that the presentation is
accomplished with order and unity. Having a plan prevents
the instructor from getting off track, omitting essential
points, and introducing irrelevant material. Students have
a right to expect an instructor to give the same attention to
teaching that they give to learning. The most certain means
of achieving teaching success is to have a carefully reviewed
lesson plan.
Adapt the lesson plan to the class or student. In teaching a
class, the instructor may find that the procedures outlined in
the lesson plan are not leading to the desired results. In this
situation, the instructor should change the approach. There is
no certain way of predicting the reactions of different groups
of students. An approach that has been successful with one
group may not be equally successful with another.
A lesson plan for an instructional flight period should
be appropriate to the background, flight experience, and
ability of the particular student. A lesson plan may have to
be modified considerably during flight, due to deficiencies
in the student’s knowledge or poor mastery of elements
essential to the effective completion of the lesson. In some
cases, the entire lesson plan may have to be abandoned in
favor of review.
Revise the lesson plan periodically. After a lesson plan has
been prepared for a training period, a continuous revision may
be necessary. This is true for a number of reasons such as
availability or non-availability of instructional aids, changes
in regulations, or new manuals and textbooks.
Lesson Plan Formats
The format and style of a lesson plan depends on several
factors. Certainly the subject matter helps determine how
a lesson is presented and what teaching method is used.
Individual lesson plans may be quite simple for one-on-one
training, or they may be elaborate and complicated for large,
structured classroom lessons. Preferably, each lesson should
have somewhat limited objectives that are achievable within a
reasonable period of time. This principle should apply to both
　
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