Mark Berry
Software Engineer, Commercial Pilot (CSEL), currently training to be a Certificated Flight Instructor. Included are teaching material that I am preparing for the CFI practical test. Feel free to use or copy if useful.
The Teaching Process
Fundamentals of Instruction: Task 1 - C
The teaching process is broken down into four steps:
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Preparation
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Presentation
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Application
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Review/Evaluation
Preperation
Lessons must be planned with objectives, procedures and facilities, goals to be attained, and at the end a review/evaluation component. For evaluation to be effective (or even reasonably possible) there must be performance based objectives identified.
Performance Based Objectives
- Set measurable, reasonable standards describing the learner’s desired performance
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Prepare lesson with performance-based objectives (PTS/ACS or syllabus objectives can be used)
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3 Elements of Performance Based Objectives:
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Description of the Skill/Behavior
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Conditions
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Criteria
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Decision Based Objectives
- Facilitate a higher level of learning and application
- By using dynamic and meaningful scenarios, the instructor teaches the learner how to gather information and make informed, safe, and timely decisions
A lesson plan must be:
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Planned – Objectives, procedures and facilities
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Not much will discourage a student faster than realizing the teach didn't prepare for the lesson.
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Specify goals to be attained
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Ideally the student know why they are working towards the goal.
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Have a process of review/evaluation
Teaching is facilitated by organizing the material to be taught into a regular consistent organization. The organization recommended for flight instruction follows the following pattern :
- Introduction
- Attention
- Overview
- Development
- Conclusion
Set the stage for the material to be presented by giving a brief broad description of the task/goal.
Introduction
- Attention – Story, video clip, etc. to direct attention to the lesson
- Motivation – Specific reasons why the info is important
- Overview – A clear, concise presentation of objectives and key ideas
This is the main body of the lesson and should follow certain consistent patterns.
Development
- Delivery Methods:
- Past to present
- Simple to complex
- Known to unknown
- Most frequently used to least
Retraces key elements and relates them to an objective. This "puts a bow on" the lesson.
Conclusion
Training Delivery Methods
- Lecture
- Guided Discussion
- Computer Assisted
- Demonstration-Performance
- Drill and Practice
Several Methods of Presentation
Lecture
Delivered by an instructor to a group of students.
- Suitable for presenting new material, for summarizing ideas, and for showing relationships
- Most effective when combined with instructional aids and training devices
Guided Discussion Method
- Goal is to draw out the knowledge of the learner
- The instructor acts as a facilitator
- Helpful in areas where learners can use initiative and imagination in addressing problems
Computer Assisted Learning
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Couples the computer with multimedia software to create a training device
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Reduces manpower
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Learners can move at their own rate
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Not practical for an entire training program
Demonstration-Performance Method
- Best used for the mastery of mental or physical skills that require practice
- Many lessons can combine the lecture and demonstration-performance methods
- Five Phases:
- Explanation
- Demonstration
- Learner Performance
- Instructor Supervision
- Evaluation
Drill and Practice Method
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Connections are strengthened with practice
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Learn by practicing and applying what they have been told and shown
Be familiar with as many methods as possible
Problem Based Learning
A learning environment where lessons involve problems encountered in real life and ask learners to find real-world solutions
- Starts with a carefully constructed problem to which there is no single solution
- Benefit lies in helping the learner gain a deeper understanding of the information and improving their ability to recall the information
What Makes Effective Problems?
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Relate to the real world so learners want to solve them
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Require learners to make decisions
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Open ended, not limited to one answer
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Connected to previously learned knowledge and new knowledge
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Reflect lesson objectives
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Challenge learners to think critically
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Put the learner in hypothetical emergency situations and have them talk through solving the problem and getting the aircraft safely to the ground
Teaching HOTS
(Higher Order thinking Skills)
- Set up the problem
- Determine learning outcomes for the problem
- Solve the Problem or Task
- Reflect on Problem solving process
- Consider additional solutions through guided discovery
- Reevaluate solution with additional options
- Reflect on this solution and why it is the best
- Consider what best means
Basic Approach and General Guidelines to Teaching HOTS:
Scenario Based Training
Presents realistic scenarios that allow learners to mentally rehearse and explore practical applications of their knowledge
What makes a good scenario?
- Is not a test
- Will not have one right answer
- Does not offer an obvious answer
- Should not promote errors
- Should promote situational awareness and opportunities for decision making
Collaborative Problem Solving
- Two or more working together to solve a problem
- Instructor provides assistance only when needed
Case Study Method
- A case study is a written or oral account of a real-world situation that contains a message that educates the learner
- The instructor presents the case to the learners who then analyze it, come to conclusions, and offer possible solutions
- The NTSB is a great place for case studies
Instruction Aids and Training Technologies
- Assist the instructor in the teaching-learning process
- Clarify relationships between material objects and concepts
- Help learners remember information
- Hold their attention
- Can utilize multiple senses (help learning)
- Help solve language barriers
- Clearly establish the objective
- Gather necessary data
- Organize the material
- Select the ideas to be supported with aids
Guidelines for Use of Instructional Aid
Types of Aids
- Chalk/Marker Board
- Supplemental Print Material
- Enhanced Training Materials
- Projected Material
- Video
- Interactive Systems
- Computer Assisted Learning
- Models, Mockups, Cut-Aways
Questions?
The Teaching Process Fundamentals of Instruction: Task 1 - C
The Teaching Process 1.C
By Mark Berry
The Teaching Process 1.C
The student should develop knowledge of the elements related to the teaching process as required in the CFI PTS.
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