Task C - The Teaching Process

FUDAMENTALS OF INSTRUCTION: TASK C
THE TEACHING PROCESS
Lesson Objective:
To determine that the student exhibits instructional knowledge of the teaching process by describing the
following elements:
 Preparation of a Lesson
 Organization of Material
 Training Delivery Methods
 Problem Based Learning
 Instructional Aids and Training Technologies
Timeframe and Schedule (25 min approximately):

 Discuss Lesson Objectives
 Present Lesson and Review Materials
 Answer Student Questions
 Lesson Conclusion and Post Lesson Quiz
Lesson Equipment and Tools:

 Lesson Presentation
 Whiteboard and Markers
 FAA Sources and References
Instructor Actions:
 Present Objectives and Standards
 Teach Lesson from Presentation
 Ask and Answer Student Questions
 Assign Student Homework
 Check Student’s Post Lesson Quiz Results
Student Actions:
 Participate in Lesson and Take Notes
 Ask and Respond to Questions and Scenarios
 Pass the Post Lesson Quiz
Completion Standards:
Student is able to understand and differentiate between the different lesson elements. Student is further
able to apply this acquired knowledge in flight training/flight operation scenarios effectively and
appropriately.
Lesson Sources:
Aviation Instructor’s Handbook – FAA-H-8083-9
PREPARATION OF A LESSON
A determination of objectives and standards precedes instruction. For the aviation instructor, the
objectives listed in the syllabus are the starting point.
Performance Based Objectives

These types of objectives define exactly what needs to be done and how it is done during each lesson.
Example: The performance of steep turns or other flight maneuvers.
Decision Based Objectives

These types of objectives rely on a more dynamic training environment and are ideally suited to scenario-
based trainings. Example: Students make decisions based on scenarios given by the instructor.
How can you keep your student’s attention? By following a lesson plan guideline and using the elements
seen below.
Before the Lesson

 Decide on the topic.
 Determine the amount of time.
 Write an outline.
 Develop a flow.
 Avoid overloading students.
 Rehearse the lesson.
 Think about delivery.
 Create a welcoming atmosphere.
 Be available before class.
 Set a positive tone for learning.
During the Lesson

 Grab student’s attention.
 Maintain eye contact.
 Make learning goals.
 Plan an activity for students.
 Progress smoothly through.
 Use time efficiently.
 Use multimedia in teaching.
 Break up the lesson with tasks.
 Move around during the lesson.
 Give the students time to answer your questions.
After the Lesson

 Plan an ending.
 Summarize the main points.
 Have a final task for students.
 Leave time for questions.
 Treat students with courtesy.
 Create accountability.
 Provide additional study resources.
 Encourage students to keep up.
 Be available to students.
 Critique your lesson.
ORGANIZATION OF MATERIAL
After determining objectives and standards, the instructor formulates a plan of action to lead and teach the
students through the lesson plan.
Lesson Introduction
The introduction sets the stage for everything to come. There are 3 main areas to focus on when creating
your lesson introduction.
1. Attention
a. The purpose of this element is to focus your student’s attention to the lesson material.
You may start by telling a story or a joke or showing a video to the class.
2. Motivation
a. Student’s need to feel motivated to learn. In other words they want to know that what
they are learning is important and will serve them in real life scenarios and situations.
3. Overview
a. Every lesson should contain an overview that tells the group or student what will be
covered (generally) in the lesson you are about to present. It should be a clear and concise
road map.
Lesson Development
This is the main part of the lesson. Here the instructor develops the subject matter in a manner that helps
students achieve the desired outcome.
1. Past to Present
a. In this pattern, lesson elements are organized and arranged in chronological order.
2. Simple to Complex
a. In this organization pattern, lesson elements are organized and arranged starting with the
most simple elements first and leading into more complex elements.
3. Known to Unknown
a. With this technique an instructor begins a lesson reviewing things a student already
knows and guides them into new, unknown topics and elements.
4. Most to Least Used
a. This organization flow is when the instructor begins by teaching the most commonly
used items and flows into elements that are not used as frequently.
Lesson Conclusion
An effective conclusion retraces the important elements of the lesson and relates them to the objectives.
New ideas should not be introduced in the conclusion as this can confuse students.
TRAINING DELIVERY METHODS

There are multiple ways to deliver lessons. Each with their pros and cons.
Lecture Method
In the lecture method, the instructor delivers knowledge via lectures to learners who are mostly silent
participants.
 Pros: Good for introducing new topics. Good for teaching large class sizes. Can be easily
combined with other training delivery methods.
 Cons: Not good for attention to detail. Not good for individualized teaching. Not good for finding
out how much students understand.
Guided Discussion Method

When students have a background in the topic being taught, instructors can lead students through a
discussion by asking a series of questions.
 Pros: Good for individualized teaching. Good for knowing how much a student understands.
Good for scenario-based trainings.
 Cons: Not good for introducing new ideas. Students must have some foreknowledge of the
subject matter prior to the lesson.
Computer Assisted Method

This is when students are able to study multimedia (videos, pictures, diagrams, audiobooks, podcasts,
etc.) on a personal computer or via the internet.
 Pros: Good for mobility and versatility. Good for introducing new topics and elements. Students
can study at their own pace. Students can review elements and topics.
 Cons: Not good for knowing what a student understands or seeing their progression. Can be
difficult to individualize the lesson to a particular student.
Demonstration-Performance Method
This is when an instructor demonstrates a mental or physical skill and then the student attempts to
reproduce that same skill in an effective manner.
 Pros: Good for demonstration. Good for introducing skills in flying maneuvers. Good for
monitoring student performance. Good for individualized teaching.
 Cons: Not good for mobility and versatility. Not good for teaching multiple students or larger
class sizes.
Drill and Practice Method

This is when an instructor has a student practice the same skill or skill set in a repeated manner. Practice
makes perfect!
 Pros: Good for demonstration. Good for introducing skills in flying maneuvers. Good for
monitoring student performance. Good for individualized teaching.
 Cons: Not good for mobility and versatility. Not good for teaching multiple students or larger
class sizes.
PROBLEM BASED LEARNING

Scenario based training is training that resembles real world experiences and scenarios in various types of
environments and settings. What makes a good scenario?
1. Has a clear set of objectives.
2. Is tailored to the needs of the student.
3. Capitalizes on the nuances of the local environment.
INSTRUCTIONAL AIDS AND TRAINING TECHNOLOGIES

Instructional aids can be extremely helpful in teaching students. They help student to visualize and create
a deeper understanding of the topic. What are some examples of instructional aids?
 Whiteboard and Markers
 Supplemental Printed Material
 Mock Ups and Models
 Toy Airplanes
 Flight Simulators
 Videos, Diagrams, and other Multimedia
LESSON SUMMARY
In this lesson we discussed the importance of the teaching process. We discussed how to prepare and
deliver training lessons, how to organize training materials, the various delivery methods, and the use of
instructional aids.
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FUDAMENTALS OF INSTRUCTION: TASK C

THE TEACHING PROCESS

Timeframe and Schedule (25 min approximately):

Lesson Equipment and Tools:

Performance Based Objectives

Decision Based Objectives

Before the Lesson

During the Lesson

After the Lesson

TRAINING DELIVERY METHODS

Guided Discussion Method

Computer Assisted Method

Drill and Practice Method

PROBLEM BASED LEARNING

INSTRUCTIONAL AIDS AND TRAINING TECHNOLOGIES

Click here to take the Lesson Quiz >

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