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

• Prepare lesson with performance-based objectives (PTS/ACS or syllabus objectives can be used)

• 3 Elements of Performance Based Objectives:

  • Description of the Skill/Behavior

  • Conditions

  • Criteria

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:

• Planned – Objectives, procedures and facilities

  • Not much will discourage a student faster than realizing the teach didn't prepare for the lesson.

• Specify goals to be attained

  • Ideally the student know why they are working towards the goal.

• 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.

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

• Couples the computer with multimedia software to create a training device

• Reduces manpower

• Learners can move at their own rate

• 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

• Connections are strengthened with practice

• 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?

• Relate to the real world so learners want to solve them

• Require learners to make decisions

• Open ended, not limited to one answer

• Connected to previously learned knowledge and new knowledge

• Reflect lesson objectives

• Challenge learners to think critically

• 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

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