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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 a specific performance level of knowledge or skill. Clearly defined training objectives that the student understands are essential to the teaching process regardless of the teaching technique used.Presentation of a Lesson
Research into how people learn has led many experts to recommend ways to present lessons that keep the attention of a class. The steps in Figure 4-6 form a guideline for lesson presentation. Many of them can be combined during the actual presentation. For example, consider a video presentation given during the weight and balance lecture. The video adds a multimedia element to the lecture, is a good attention getter, and can be used to visually demonstrate the learning objective. Organization of Material
Even the most knowledgeable instructor must properly organize the material. Once a determination of objectives and standards has been made, an instructor formulates a plan of action to lead students through the course in a logical manner toward the desired goal. Usually the goal for students is a certificate or rating. It could be a private pilot certificate, an instrument rating, or an AMT certificate or rating. In all cases, a systematic plan of action requires the use of an appropriate training syllabus. Generally, the syllabus contains a description of each lesson, including objectives and completion standards. Refer to Chapter 6, Planning Instructional Activity, for detailed information on requirements for an aviation training syllabus and the building-block concept for curriculum development.
The main concern of the instructor is usually the more manageable task of organizing a block of training with integrated lesson plans. The traditional organization of a lesson plan is introduction, development, and conclusion.
Introduction
The introduction sets the stage for everything to come. Efforts in this area pay great dividends in terms of quality of instruction. In brief, the introduction is made up of three elements: attention, motivation, and an overview of what is to be covered. Attention
The purpose of the attention element is to focus each student’s attention on the lesson. The instructor begins by telling a story, showing a video clip, asking a question, or telling a joke. Any of these may be appropriate at one time or another. Regardless of which is used, it should relate to the subject and establish a background for developing the learning outcomes. Telling a story or a joke that is not related in some way to the subject distracts from the lesson. The main concern is to gain the attention of everyone and concentrate on the subject. [Figure 4-7]
4-9
Figure 4-7. The attention element causes students to focus on the upcoming lesson.past to the present. Time relationships are most suitable when history is an important consideration, as in tracing the development of radio navigation systems.Simple to Complex
The simple-to-complex pattern helps the instructor lead the student from simple facts or ideas to an understanding of the phenomena or concepts involved. In studying jet propulsion, for example, the student might begin by considering the action involved in releasing air from a toy balloon and finish by taking part in a discussion of a complex gas turbine engine.
Do not be afraid to omit “less important” information at first in order to simplify the learning process. If Class D, E, and G airspace are the only airspace types being utilized by a student, save the discussion of A, B, and C airspace until they have operating familiarity with the other types. Less information at first is easier to absorb.Known to Unknown
By using something the student already knows as the point of departure, the instructor can lead into new ideas and concepts. For example, in developing a lesson on heading indicators, the instructor could begin with a discussion of the vacuum-driven heading indicator before proceeding to a description of the radio magnetic indicator (RMI).Most Frequently Used to Least Used
In some subjects, certain information or concepts are common to all who use the material. This fourth organizational pattern starts with common usage before progressing to the rarer ones. Even though most aircraft are equipped with some sort of navigational system, instructors should teach students the basics of navigation. For example, basic map reading is a perishable skill that should be practiced often. Another example is dead reckoning, which forces pilots to be aware of there surroundings at all times. Basic VOR/NDB radio 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.
　
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