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a learning objective.
Conclusion
A successful instructor needs to be familiar with as many
teaching methods as possible. Although lecture and
demonstration-performance may be the methods used most
often, being aware of other methods and teaching tools such
as guided discussion, cooperative learning, and computerassisted learning better prepares an instructor for a wide
variety of teaching situations.
Obviously, the aviation instructor is the key to effective
teaching. An experienced instructor’s knowledge and skill
regarding methods of instruction may be compared to a
maintenance technician’s toolbox. The instructor’s tools are
teaching methods. Just as the technician uses some tools more
than others, the instructor uses some methods more often
than others. As is the case with the technician, there are times
when a less used tool is the exact tool needed for a particular
situation. The instructor’s success is determined to a large
degree by the ability to organize material and to select and
utilize a teaching method appropriate to a particular lesson.
Application of the Lesson
Application is student use of the instructor’s presented
material. If it is a classroom presentation, the student may
be asked to explain the new material. If it is a new flight
maneuver, the student may be asked to perform the maneuver
that has just been demonstrated. In most instructional
situations, the instructor’s explanation and demonstration
activities are alternated with student performance efforts.
Usually the instructor has to interrupt the student’s efforts
for corrections and further demonstrations. This is necessary
because it is very important that each student perform the
maneuver or operation the right way the first few times to
establish a good habit. Faulty habits are difficult to correct
and must be addressed as soon as possible. Flight instructors
in particular must be aware of this problem since students
often do a lot of their practice without an instructor. Only
after reasonable competence has been demonstrated should
the student be allowed to practice certain maneuvers on solo
flights. Periodic review and assessment by the instructor is
necessary to ensure that the student has not acquired any
bad habits.
As the student becomes proficient with the fundamentals of
flight and aircraft maneuvers or maintenance procedures,
the instructor should increasingly emphasize ADM as
a means of applying what has been previously learned.
For example, the flight student may be asked to plan for
the arrival at a specific nontowered airport. The planning
should take into consideration the wind conditions, arrival
paths, communication procedures, available runways,
recommended traffic patterns, and courses of action in the
event the unexpected occurs. Upon arrival at the airport the
student makes decisions (with guidance and feedback as
necessary) to safely enter and fly the traffic pattern.
Assessment of the Lesson
Before the end of the instructional period, the instructor
should review what has been covered during the lesson and
require the students to demonstrate how well the lesson
objectives have been met. Review and assessment are
integral parts of each classroom, and/or flight lesson. The
instructor’s assessment may be informal and recorded only
for the instructor’s own use in planning the next lesson for the
students, or it may be formal. More often, the assessment is
formal and results recorded to certify the student’s progress
in the course. Assessment is explored in more detail in
chapter 5.
Instructional Aids and Training
Technologies
Instructional aids are devices that assist an instructor in the
teaching-learning process. Instructional aids are not selfsupporting; they support, supplement, or reinforce what
is being taught. In contrast, training media are generally
described as any physical means that communicates
an instructional message to students. For example, the
instructor’s voice, printed text, video cassettes, interactive
computer programs, part-task trainers, flight training devices,
or flight simulators, and numerous other types of training
devices are considered training media.
In school settings, instructors may become involved in the
selection and preparation of instructional aids, but they often
are already in place. For the independent instructor setting,
the instructor may need to select and prepare instructional
aids. Whatever the setting, instructors need to learn how to
　
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