“Instructors
need know more than they have time to teach.” (Robbins, 2000) The lesson plan
is not a substitute for thinking nor is it a something that is just read
straight out. It is solely a framework that allows for variables. With this in
mind if the instructor is not getting the results that they want or that the
student wants then may have to change their approach. Everybody learns at
different speeds and capacities, what works for one class may not work for the
next, emotion and culture play a very big part in the learn curve. The lesson in
flight is the most open to variables and if there is no progression by the
student usual because of a lack of knowledge then the flight should be
terminated and ground theory needs to be applied. Lesson plan should be
periodically reviewed to make sure they’re staying in touch with current
texts, manuals, and changes in regs. and the ever-increasing technology.
The
actual lesson plan should be divided in to seven basic sections whether it is
for a classroom, ground instruction, or a flight lesson. These seven sections
are:
Lesson
objective
Elements
involved
Schedule
Equipment
Instructor’s
actions
Student’s
action
Completion
standards
The
lesson objectives to clear and concise and they are often stated to show the
student in which direction they wish them to head. If this outcome gets reached
there is a further feeling of satisfaction for both parties. The instructor also
should state the reason why they are required to do this in order to reinforce
the big picture. Throughout training the student should be able to compare the
classrooms theory to the ground theory and then finally put it into practice. As
you will notice that a lot of subjects become inter linked, for example take off
interacts with climb, landing interacts with descent.
The
elements involved are based on the knowledge and skills required to meet the
lesson objective. This should include revision of previous lessons and assumed
knowledge along with the introduction of new material during the lesson. For
example, before a lesson on steep turns commences the instructor should hash
over the theory for steady turns. If teaching this on ground the use of visual
aids are very import.
An
instructor must work a time schedule into the lesson plan in order to cover all
areas admittedly some areas will need more time then others and it will differ
from person to person, but with out this time frame it will become extremely
difficult to stay on track. The instructor should break the lesson down into
different styles of presentation allowing for interaction, it is no use just
standing there and talking, as most people attention span will not last.
Remember human factor that people need a ten minutes break every hour, the brain
works best when it has a steady flow of air (oxygen). Always allow for a summary
of important points at the end and a quick interactive quiz.
Equipment
can be very useful for the aid of visualisation and other forms of
interpretation of concepts. Training aids for the classroom are things like,
videos, Internet, computers, power point slides and other reference material.
Training aids for the ground theory are things like chart, whiz wheels, models,
flight simulators, posters, and white boards. Training aids for the flight are
such things as the instruments, bugs on instruments, strings for turning, and
other visual cues. These are all very important for fast learning.
The
instructor actions should exactly what they want the student to copy. The
instructor should present a procedure showing knowledge and regulations that are
practical and easy to follow. If the student is performing badly it must also
reflect badly on the student. One must discuss they objectives with the student,
then discuss the relevant theories, ask the student to apply them, then
demonstrate this, ask the student to demonstrate it back, discuss any problem,
summarise the main points and ask for another demonstration. The instructor
needs to be professional at all times.
A
student is someone who wants to learn. They must see the instructor as someone
how is competent and a good role model. The student must remain focused at all
time and understand the realities of what it is that they are doing. “If you
fail to prepare, prepare to fail” (Parry 1995). Learning is a curve that has
both action and outcome. The student should have drive and motivation but the
instructor can always increase this.
And
finally the completion standards this is an absolute must. At the end of every
lesson the instructor must include a test with in his or her lesson plan in
order for the student to prove their standard, for the instructor to see any
problem areas that may be arising, and so the student can see a constant
improvement and to make sure that the student is well on there way to
successfully meeting their goals. From the point of view of the class room style
of testing a record should be kept of marks with an above 50% mark as pass,
where as the flight instructor should have a large file as the student records
which contains all positives and negatives of the students performance and this
does not work on the above 50% pass but the over and above the minimum standards
are to be meet. A flight instructor should also include in the lesson plan a
time for the debrief, this should be very clear and concise looking at the
flight in a very productive fashion. They should look at what was not so good
and then using a ‘positive reinforcement technique’ to talk about the good
parts of the flight.
Last
but not least at the end of the lesson the instructor should have some exercises
for the student to take home to revise what they learnt during that session and
he should have some topic that the student should read up on for the following
flight.
At
this point in time if the lesson plan worked and the instructor is professional
everybody should be better for having done the lesson and be looking forward for
their next flight, feeling like they have achieved something and they know what
they have done.
Lesson
planning is the key to good instruction and good instruction is a good example
of a good instructor. With out lesson planning instruction would not be of the
highest level that it can be. Lesson planning takes time and effort but l
believe that it is a good discipline for instructor to get into in order improve
the safety of the skies.
Bibliography
-
J. Pratt, A Pilots Guide, 1993.
-
Management, S. Robbins R Bergman I Stagg M Coulter, 2000 Prentice Hall
-
The Flying Training Manual, Trevor Thom, 1987 Aviation Theory Center
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
|
| MAIN PAGE | Mission Statement | Crash Pics | Acknowledgments |