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Personal computers are a part of every segment of our society today. Since a number of computer-based programs are currently available from publishers of aviation training materials, a brief description of new technologies and how to use them effectively is provided near the end of this section.Organizing Material
Regardless of the teaching method used, an instructor must properly organize the material. Lessons do not stand alone within a course of training. There must be a plan of action to lead instructors and their students through the course in a logical manner toward the desired goal. Usually the goal for students is a certificate or rating. A systematic plan of action requires the use of an appropriate training syllabus. Generally, the syllabus must contain a description of each lesson, including objectives and completion standards.
Although instructors may develop their own syllabus, in practice many instructors use a group-developed syllabus such as that developed and available through the Balloon Federation of America. Thus, the main concern of the instructor usually is 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. [Figure 10-8] Attention
The purpose of the attention element is to focus each student’s attention on the lesson. The instructor may begin by telling a story, making an unexpected or surprising statement, 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 can only distract from the lesson. The main concern is to gain the attention of everyone and concentrate on the subject. Motivation
The purpose of the motivation element is to offer the student specific reasons why the lesson content is important to know, understand, apply, or perform. For example, the instructor may talk about an occurrence where the knowledge in the
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Figure 10-9. Instructors should try a dry run with another instructor to get a feel for the lecture presentation.
lesson was applied. Or the instructor may remind the student 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 explains 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, humor, 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 frequently used.
Under each main point in a lesson, the subordinate points should lead naturally from one to the other. With this arrangement, each point leads logically into, and serves as a reminder of, the next. Meaningful transitions from one main point to another keep 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 and remember what they have learned. Poorly organized information is of little or no value to the student because it cannot be readily understood or remembered.Conclusion
An effective conclusion retraces the important elements of the lesson and relates them to the objective. This review and wrap-up of ideas reinforces student learning and improves the retention of what has been learned. New ideas should not be introduced in the conclusion because at this point they are likely to confuse the students.
By organizing the lesson material into a logical format, the instructor has maximized the opportunity for students to retain the desired information. However, each teaching situation is unique. The setting and purpose of the lesson determines which teaching method—lecture, guided discussion, demonstration-performance, cooperative or group learning, computer-based training, or a combination—is used.Lecture Method
　
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