Lesson Overview

The student should develop knowledge of the elements related to the teaching process as required in the CFI PTS.

References : Aviation Instructor’s Handbook (Chapter(s) : 4)

Elements

  1. Preparation of a Lesson

  2. Organization of Material

  3. Training Delivery Methods

  4. Problem Based Learning

  5. Instruction Aids and Training Technologies

  6. Review and Evaluation
Schedule

  1. Discuss Objectives

  2. Review material

  3. Development

  4. Conclusion
Equipment

  1. White board and markers

  2. References
IP Actions

  1. Discuss lesson objectives

  2. Present Lecture

  3. Ask and Answer Questions

  4. Assign homework
SP Actions

  1. Participate in discussion

  2. Take notes

  3. Ask and respond to questions
Completion Standards

The student understands the preparation of a lesson, the different presentation methods, how the student applies the knowledge, and the importance and use of a review and evaluation.

Instructor Notes

Attention

This is how one should structure a lesson in order to properly ensure the necessary knowledge is retained.
Overview

Review Objectives and Elements/Key ideas.
What

The teaching process can be divided into steps; preparation, presentation, application, and review and evaluation.
Why

Effective teaching is necessary in order to provide a proper learning experience for students.

Lesson Details

The teaching process is broken down into four steps: Preparation, Presentation, Application, Review/Evaluation. These steps can include numerous aspects, such as how to organize material, techniques for presentation of material, use of scenario based training, collaborative problem solving, evaluating of case studies, and use of instructional aidds.

Preparation of a Lesson

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. The instructor should set measurable reasonable standards that describe the desired performance. These standards should be clear and repeatable. These standards can be drawn from the PTS or other syllabus and should include three parts: a description of the skill/behavior, conditions under which the skill/behavior is to be demonstrated, and a criteria for success. The PTS provides specific performance criteria for all desired learning components expected by the FAA.

Another dimension of evaluation are decision based objectives which demonstrate a higher level of learning and application. b. By using dynamic and meaningful scenarios, the instructor teaches the student how to gather information and make informed, safe, and timely decisions.

Organization of Material

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

Set the stage for the material to be presented by giving a brief broad description of the task/goal.

Attention

Story, video clip, etc to direct attention to the lesson and give the student a reason why they should care.

Overview

A clear presentation of the objectives, goals, and key ideas of the lesson.

Development

This is the main body of the lesson and should follow certain consistent patterns. It should be organized starting with the past to the present, from the simple to the complex, from the known to the unknown, from the most frequently used to the least frequently used. This helps move the student from an area of familiarity into the new unfamiliar material being taught.

Conclusion

Retraces key elements and relates them to an objective. This "puts a bow on" the lesson.

Training Delivery Methods

There are numerous approaches to delivering the material to the students. One choice is the lecture method, which is suitable for presenting new material and can be most effective with instructional aids and training devices. Another choice is the guided discussion method which encourages active participation of the students in the discussion. One technique is to ask open ended questions to encourage independent thought and contributions. There is also the use of computer assisted learning where computer software is used to convey material. It can reduce manpower needed for teaching and can allow the student to proceed in a self-paced manner. There is the demonstration-performance method where the material is initially given in the classroom, and then demonstrated in the aircraft. Finally there is the drill and practice method, which helps strengthen connections with practice.

Problem Based Learning

This approach to teaching and learning presents the students with problems to be solved. Problems need to relate to the real world, require students to make decisions, can be open-ended, and should be connected to previously learned knowledge. These problems must reflect lesson objectives and challenge the student to think critically. One example is to put a student in a hypothetical emergency situation and have them think through solving the problem of getting the aircraft safely on the ground.

HOTS

The HOTS (High Order Teaching Skills) approach is appropriate for risk management, ADM, automation management, situational awareness, and controlled flight into terrain. The HOTS approach is structured as follows :

  1. Set up the problem

  2. Determine learning outcomes for the problem

  3. Solve the Problem or Task

  4. Reflect on Problem solving process

  5. Consider additional solutions through guided discovery

  6. Reevaluate solution with additional options

  7. Reflect on this solution and why it is the best

  8. Consider what best means

Scenario Based Training

This approach attempts to create a realistic environment in which scenarios can be worked through. A "good scenario" is characterized by being structures not as a test, having one right answer, doesn’t offer and obvious answer, should not promote errors, and promotes situational awareness and opportunities for decision making.

Collaborative Problem Solving

The goal of this approach is to get students working together to solve problems. It promotes independent problem solving, and the instructor only intervenes when absolutely needed.

Case Studies

A very common practice is reviewing case studies (often in the form of accident reports). These real-life situations experienced by others can be reviewed, analyzed, and discussed by the students and instructors. Insights can be drawn from these situations, with the NTSB reports being a good source for material to review.

Instruction Aids and Training Technologies

Carefully selected instructional aids can grab student’s attention, help them better remember details, can at times engage multiple senses, and in certain situations help overcome language barriers. Instructional aids should support a clearly defined objective, and should incorporate all necessary data in an organized manner.

There are numerous types of aids, from the simple to the complex. These include a board and markers, printed material, projected material, videos, interactive CD/DVDs, computer assisted learning tools, and models/mockups.

Conclusion

Teaching is a complex process with numerous techniques available to achieve the desired goals. Understanding these techniques, tools, and practices can help ensure a successful outcome.

ACS Requirements

To determine that the applicant exhibits instructional knowledge of the teaching process by describing:

  1. Preparation of a lesson.

  2. Organization of material.

  3. Training delivery methods:

  4. Lecture method.

  5. Guided discussion method.

  6. Computer assisted learning method.

  7. Demonstration-performance method.

  8. Drill and practice method.

  9. Problem based learning.

  10. Instruction aids and training technologies.