We start by looking at the aim of the instructor and that is to convey ideas, rules, regulations, etc. through all different forms of mediums. In order for this to be successfully carried out the instructor must be organised with a competent plan. A lot of the initial basic planning for flight and on ground training is provided for the instructor by various groups, for example the Civil Aviation Safety Authority (CASA) rules and regulations, Air Services Australia with their publications, the organisation that the person is working for has an operation manual with syllabus, various other text, manuals, etc. Whether they are a ground instructor or a flight instructor they must first look at the course of training then the syllabus and then construct a lesson plan.
To start with course training, the instructor must work out the objectives of the student and then they must ascertain the student’s standard. The lesson can be relatively broad but it must stay with in the laws of the Civil Aviation Orders and the Civil Aviation Regulations. The general overall objectives of the instructor should be to qualify their student to be competent to sit a flight test, efficiently and safely under set conditions with a specific aircraft in mind. At points during this the instructor should include in their lesson plans tests either oral, written or flight to ensure that adequate training is being given. However a quality instructor should not limit him or herself to the minimum benchmarks that are set, they should aim for the very best out of every student. Training should be the start of the education process leading to bigger and better things mainly safer skies.
The instructor needs to identify blocks of learning to achieve the overall objective. A lesson plan needs to be aimed directly at mastering each segment or learning block. “Lesson plans should represent units of learning which can be measured and evaluated – not a sequence of periods of instruction.” (Lister 1997). A successful lesson plan should contain sufficient learning to provide a challenge for the student, promise a reasonable return in accomplishment for training effort necessary and provide measurable objectives.
Lesson
planing is formed around the syllabus. The instructor breaks down syllabus into
sections of broad types of skills that need to accomplish. This is where lesson
plans will vary from student to student, as people will get to different
competencies at different times. Creating a need for every lesson plan to be
individual and tailored to the needs of the student.
A
lesson plan is an organised outline for a single instructional period; the
instructor should always have a hard copy of this. With in this lesson plan it
should spell out the skill and knowledge to be taught. The lesson plan shows an
order of proceedings and the technical way to do it. In creating this lesson
plan one must think of the medium in which to work. A standard lesson plan is
not good to use as everyone is different and requires different things. A lesson
outline that is run off ones memory is not a lesson plan and should not be used
as such as it is adequate.
The
lesson plan is designed to make sure the student receives adequate training in
all areas. It also helps the instructor keep a hand on where he or she is up to
during the lesson. Creating a fresh lesson plan for every student ensures that
the instructor is up to speed on the lesson that they are about to give. A
lesson plan when accurately used should:
1)
Assure a wise selection of material and elimination of unimportant
details.
2)
Make certain that due consideration is given to each part of the lesson.
3)
Aid the instructor in presenting the material in a suitable sequence for
the efficient learning.
4)
Provide an outline of teaching procedure to be used
5)
Serve as a mean of relating the lesson to the objective of the course of
training
6)
Give the inexperienced instructor confidence.
7)
Promote uniformity of instruction regardless of the instructor or the
date on which the lesson is given.
(Aviation
Instructor’s Handbook 1977)
A
lesson plan takes time and effort for preparation. A well-planned lesson
requires unity, content, scope, practicality, and relation to course training
and instructional steps. These are defined below by the Federal Aviation
Administration 1981.
·
Unity. Each lesson should be unified segment of instruction. A lesson is
concerned with certain limited objectives, which are stated in terms of desired
student learning outcomes. All teaching procedures and material should be
selected to attain these objectives.
·
Content. Each lesson should contain new material. However, the new facts,
principle, procedures, or skill should be related to the lesson previously
presented. A short review of earlier lessons is usually necessary, particularly
in flight training.
·
Scope. Each lesson should be reasonable in scope. A person can master
only a few principles or skills at a time, the number depending on complexity.
Presenting too much material in a lesson results in confusion; presenting too
little results in inefficiency.
·
Practicality. Each lesson should be planned in terms of the conditions
under which the training is to be conducted. Lesson plans conducted in an
airplane or ground trainer will differ from those conducted in a classroom.
Also, the kinds and quantities of instructional aids available have greater
influence on lesson planning and instructional procedures.
·
Relation to Course of Training. Each lesson should be planned and taught
so that its relation to the course objectives is clear to each student. For
example, a lesson on short takeoffs and landings should relate to both the
certification and safety objectives of the course of training.
·
Instructional Steps. Every lesson, when adequate developed, falls
logically into the four steps of teaching process; i.e., preparation,
presentation, application, and review, and evaluation.
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