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Decision-Based Objectives
Decision-based objectives are designed specifically to
develop pilot judgment and ADM skills. Improper pilot
decisions cause a significant percentage of all accidents, and
the majority of fatal accidents in light single- and twin-engine
aircraft. Often combined with traditional task and maneuver
training within a given scenario, decision-based objectives
facilitate a higher level of learning and application. By using
dynamic and meaningful scenarios, the instructor teaches the
student how to gather information and make informed, safe,
and timely decisions.
Decision-based training is not a new concept. Experienced
CFIs have been using scenarios that require dynamic problem
solving to teach cross-country operations, emergency
procedures, and other flight skills for years.
Decision-based learning objectives and the use of flight
training scenarios do not preclude traditional maneuver-based
training. Rather, flight maneuvers are integrated into the
flight training scenarios and conducted as they would occur
in the real world. Those maneuvers requiring repetition may
still be taught during concentrated settings. However, once
they are learned, they are integrated into more realistic and
dynamic flight situations.
Decision-based objectives are also important for the aviation
instructor planning AMT training. An AMT uses ADM and
risk management skills not only on the job site but also in
the repair and maintenance of aircraft.
Other Uses of Training Objectives
Performance-based and decision-based objectives are also
helpful for an instructor designing a lesson plan. Having
decided on the objectives, an instructor can use this
information to complete many of the steps on the lesson plan.
For example, once the instructor decides how the student will
accomplish the objective, most of the work that determines
the elements of the lesson and the schedule of events has
been done. The equipment necessary and the instructor and
student actions anticipated during the lesson have also been
specified. By listing the criteria for the training objectives, the
instructor has already established the completion standards
normally included as part of the lesson plan.
Use of training objectives also provides the student with a better
understanding of the big picture, as well as knowledge of what
is expected. This overview can alleviate a significant source of
uncertainty and frustration on the part of the student.
4-8
Before the Lesson
During the Lesson
After the Lesson
Decide on the topic.
Determine the amount of time for the lesson.
Write an outline.
Develop a flow or order to the concepts being introduced.
Avoid overloading the students with too much detail.
Rehearse the lesson.
Think about delivery—is a microphone needed?
Arrive early, create a welcoming atmosphere for students.
Be available to students before class.
Set a positive tone for learning.
Grab the students’attention (have a beginning).
Maintain sustained eye contact.
Make learning goals explicit for each assignment.
Plan an activity for students.
Progress through the lesson smoothly, begin with an
introduction, support the lesson in the middle, and flow
into the conclusion.
Use time efficiently and effectively.
Use multimedia such as slide presentations, video
clips, etc.
Break the lesson up with small tasks for the students to
help them concentrate.
Move around during the lesson. Students today are
conditioned by television and movies to movement.
Give students time to answer questions before
rephrasing them.
Plan an ending to the lesson.
Summarize the day’s main points.
Have a final task for students to do at the end in case the
lesson ends too soon.
Leave time for questions at the end.
Treat student questions with courtesy no matter how
basic the question seems.
Have students do something with the lecture material
(accountability) outside of the class.
Provide other resources for students.
Encourage students to keep up and do well.
Be available to students after class.
Critique the lesson: jot down notes about what went well
and what could have gone better.
Figure 4-6. Guidelines for presenting lessons.
As indicated in chapter 1, training objectives apply to all
three domains of learning—cognitive (knowledge), affective
(attitudes, beliefs, values), and psychomotor (physical skills).
In addition, since each domain includes several educational
or skill levels, training objectives may easily be adapted to
　
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