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navigation procedures are also perishable and could save
lives if proficiency is maintained. Before using a global
positioning system (GPS) as the sole means of navigation,
students should be taught the basics.
Under each main point in a lesson, the subordinate points
should lead naturally from one to another. With this
arrangement, each point leads logically to and serves as a
reminder of the next. Meaningful transition from one main
point to another keeps the students oriented, aware of where
they have been, and where they are going. This permits
effective sorting or categorizing chunks of information in
the working or short-term memory. Organizing a lesson so
the students grasp the logical relationships of ideas is not
an easy task, but it is necessary if the students are to learn
Motivation
The purpose of the motivation element is to offer the students
specific reasons why the lesson content is important to know,
understand, apply, or perform concepts of Thorndike’s law
of readiness. For example, the instructor may talk about an
occurrence where the knowledge in the lesson was applied.
Or the instructor may remind the students of an upcoming test
on the material. This motivation should appeal to each student
personally and engender a desire to learn the material.
Overview
Every lesson introduction should contain an overview that
tells the group what is to be covered during the period. A
clear, concise presentation of the objective and the key ideas
gives the students a road map of the route to be followed. A
good visual aid can help the instructor show the students the
path that they are to travel. The introduction should be free of
stories, jokes, or incidents that do not help the students focus
their attention on the lesson objective. Also, the instructor
should avoid a long apologetic introduction, because it only
serves to dampen the students’ interest in the lesson.
Development
Development is the main part of the lesson. Here, the
instructor develops the subject matter in a manner that
helps the students achieve the desired learning outcomes.
The instructor must logically organize the material to show
the relationships of the main points. The instructor usually
shows these primary relationships by developing the main
points in one of the following ways: from past to present,
simple to complex, known to unknown, and most frequently
used to least used.
Past to Present
In this pattern of development, the subject matter is arranged
chronologically, from the present to the past or from the
4-10
are several types of lectures, such as the illustrated talk where
the speaker relies heavily on visual aids to convey ideas to
the listeners. With a briefing, the speaker presents a concise
array of facts to the listeners who normally do not expect
elaboration of supporting material. During a formal lecture,
the speaker’s purpose is to inform, to persuade, or to entertain
with little or no verbal participation by the students. When
using a teaching lecture, the instructor plans and delivers an
oral presentation in a manner that allows some participation
by the students and helps direct them toward the desired
learning outcomes.
In general lectures, begin with an introduction of the topic
to be discussed. It is also a good idea at this time to let
students know whether or not questions during the lecture are
welcomed. The body of the lecture follows with a summary
of the lecture’s main points at the end.
Teaching Lecture
The teaching lecture is favored by aviation instructors because
it allows some active participation by the students. The
instructor must determine the method to be used in developing
the subject matter. The instructor also should carefully
consider the class size and the depth of the presentation. As
mentioned in chapter 3, covering a subject in too much detail
is as bad or worse than sketchy coverage. Regardless of the
method of development or depth of coverage, the success of
the teaching lecture depends upon the instructor’s ability to
communicate effectively with the class.
In other methods of teaching such as demonstrationperformance or guided discussion, the instructor receives direct
reaction from the students, either verbally or by some form of
body language. However in the teaching lecture, the feedback
is not nearly as obvious and is much harder to interpret. In the
teaching lecture, the instructor must develop a keen perception
for subtle responses from the class—facial expressions, manner
of taking notes, and apparent interest or disinterest in the
　
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