c.

The minimum qualifications and ratings for each instructor used for ground or flight training.

d. A training syllabus for each course of training.
43. TRAINING SYLLABUS CONTENT. A training syllabus is a “building block” progression of learning with provisions for regular review and evaluation at prescribed stages (see appendix 2). A training syllabus must contain the following information:
a. Any prerequisites necessary for enrollment in the course; e.g., minimum pilot certificates and ratings, if any, and the required class of medical certificate or statement of no medical deficiency (required for glider or balloon courses only).
6.
Any training, pilot experience, or special knowledge required for enrollment in the course.
c.
A description of each lesson, including its objectives and standards, and the measurable unit of student accomplishment or learning to be derived from the lesson or course. The syllabus must include stages of training and the completion standards for each stage. Course,
stage, and lesson objectives must be stated in relation to the performance expected of the student.
d. Each course, stage, lesson objective, and completion standard should meet the following general criteria:
(1)
 Overall objectives must describe what students are expected. to know or be able to do at the end of a particular course, stage, or lesson. They must be stated in terms of desired student learning outcomes.

(2)
 Course objectives must state in broad terms the knowledge and skill goals to be reached by the student at the end of the course.

(3)
 Stage objectives must be more limited and must state desired student goals in specific areas of knowledge and skill.

(4)
 Lesson objectives must clearly specify desired student outcomes for each lesson and must be consistent with the objective of the stage and course.

44. TRAINING AIDS (FAR 0
 141.41(b)). The instructor may elect to use training aids to improve teacher/student communication. Such instruction aids are defined by the Department of Audiovisual Instruction of the National Education Association as “Devices which assist an instructor in the teaching-learning processes by presenting supporting or supplementary material, usually intermittently. They are not self-supporting.” The key factor is that such aids support, supplement, or reinforce. Aids should be easily understood and compatible with the learning outcomes expected in the completion standards for the lesson. Aids have little value in the learning process if they cannot be heard or seen. Recordings of sound should be tested for correct volume and quality in the actual

16 Par 42 2118193
AC 141-1A

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environment in which they will be used. Visual aids should be visible to an entire class. Lettering and illustrations should be large enough to be seen easily by all students. Colors, when used, should be clearly contrasted and easily visible. The effectiveness of aids will be judged by their organization, sequencing, pattern of logic, and their overall effectiveness when used to obtain the objectives and standards prescribed in the training syllabus. Training aids, although valuable, cannot replace the instructor, who must ensure that prescribed training is given and that completion standards are attained.
　
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