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A determination of objectives and standards is necessary
before any important instruction can be presented. Although
some schools and independent instructors may develop
their own syllabus, in practice, many instructors use a
commercially developed syllabus that already has been
selected by a school for use in their aviation training program.
For the aviation instructor, the objectives listed in the syllabus
are a beginning point for instruction.
Training Objectives and Standards
Aviation training involves two types of objectives:
performance based and decision based. Performance-based
objectives are essential in defining exactly what needs
to be done and how it is done during each lesson. As the
student progresses through higher levels of performance and
understanding, the instructor should shift the training focus to
decision-based training objectives. Decision-based training
objectives allow for a more dynamic training environment
and are ideally suited to scenario type training. The instructor
uses decision-based training objectives to teach aviation
students critical thinking skills, such as risk management
and aeronautical decision-making (ADM).
The desired level of learning should also be incorporated
into the objectives, and these level of learning objectives
may apply to one or more of the three domains of
learning—cognitive (knowledge), affective (attitudes,
beliefs, and values), and psychomotor (physical skills).
Normally, aviation training aspires to a level of learning at
the application level or higher.
Standards are closely tied to objectives since they include
a description of the desired knowledge, behavior, or skill
stated in specific terms, along with conditions and criteria.
When a student is able to perform according to well-defined
standards, evidence of learning is apparent. Comprehensive
examples of the desired learning outcomes, or behaviors,
should be included in the standards. As indicated in chapter 2,
standards for the level of learning in the cognitive and
4-5
Figure 4-3. The syllabus defines the unit of training, states by
objective what the student is expected to accomplish during the unit
of training, shows an organized plan for instruction, and dictates the
assessment process for either the unit or stages of learning.
To develop student skill in flight
planning/obtaining a weather briefing
Observe wind and weather conditions
from the weather channel, radio, and/or
visually
Call flight service station for weather
briefing
Select launch site
Weather information form
Sectional chart and road map
Plotter
Compass
Pilot balloon (Pibal)
Discuss lesson
Obtain weather information
Observe surface winds with pibal
Determine launch site
Locate launch site on chart
Draw dead reckoning line in direction
of flight and mark off distance or time
on the line
Suggest landmarks to verify position
in flight
Ascertain airspace considerations
Critique plan
Obtain weather briefing from AFSS
(1-800-WX-BRIEF)
Recommend launch site based on
accurate weather information
recorded on form
Draw flight plan approved by instructor
Demonstrates ability to obtain complete
weather briefing from the Automated
Flight Service Station and correlate this
information with observed weather
conditions
Locates launch site on chart
Draws proposed course with time ticks
on dead reckoning line
Understands need for flexibility to
adjust flight plan
Selects landmarks in flight to verify
position
Objective:
Elements:
Equipment:
Instructor
Action:
Student Action:
Completion
Standards:
Lesson 1 Flight Planning
BFA Preflight Training Lesson Plan
psychomotor domains are easily established. However,
writing standards to evaluate a student’s level of learning
or overt behavior in the affective domain (attitudes, beliefs,
and values) is more difficult.
The overall objective of an aviation training course is
usually well established, and the general standards are
included in various rules and related publications. For
example, eligibility, knowledge, proficiency, and experience
requirements for pilots and AMT students are stipulated
in the regulations, and the standards are published in the
applicable PTS or oral and practical tests (O&Ps). It should
be noted that PTS and O&P standards are limited to the most
critical job tasks. Certification tests do not represent an entire
　
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