Planning instructional Activities- Fundamentals of Instruction


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  • Use of Building blocks approach provides the student with a boost in self-confidence. This normally occurs each time a block is completed.
  • When departing from the order prescribed in the Syllabus, it is the responsibility of the instructor to consider how the relationship of the blocks of learning are affected.
  • Planning instructional Activities- Fundamentals of Instruction

    1. 1. Flight Instructor ASEL Ground Training Course Ground Lesson 6 6/28/2013 1
    2. 2. Planning Instructional Activities  In the past, the aviation instructor was a capable pilot or aviation technician with a rather general understanding of basic teaching methods and techniques. More recently, the FAA has paid more attention to the instructor’s role as teacher and mentor, and has provided a much better grounding in instructional techniques. The instructor is now required to master the teaching methods, write lesson objectives, outline and write lesson plans, and motivate students by example. The instructor is responsible for what is taught in the aircraft and classroom. The amount of learning that takes place is a direct result of how well the lesson is prepared and the teaching skill of the instructor. 6/28/2013 2
    3. 3. Planning Instructional Activities  Whatever the method of teaching, the key to developing well-planned and organized aviation instruction includes using lesson plans and a training syllabus that meet all regulatory certification requirements. 6/28/2013 3
    4. 4. Course of Training  A course of training is a series of studies leading to attainment of a specific goal such as a certificate of completion, graduation or a degree.  An instructor plans instructional content around the course of training by determining the objective and standards for the course. 6/28/2013 4
    5. 5. Objectives  The desired level of learning should be incorporated into the objectives, and these level of learning objectives may apply to one or more of the three domains of learning—cognitive (knowledge), affective (attitudes, beliefs, and values), and psychomotor (physical skills). Normally, aviation training aspires to a level of learning at the application level or higher. 6/28/2013 5
    6. 6. Standards  Standards are closely tied to objectives since they include a description of the desired knowledge, behavior, or skill stated in specific terms, along with conditions and criteria. When a student is able to perform according to well-defined standards, evidence of learning is apparent. Comprehensive examples of the desired learning outcomes, or behaviors, should be included in the standards. 6/28/2013 6
    7. 7. Blocks of Learning  After the overall training objectives have been established, the next step is the identification of the blocks of learning which constitute the necessary parts of the total objective. Just as in building a pyramid, some blocks are submerged in the structure and never appear on the surface, but each is an integral and necessary part of the structure. Thus, the various blocks are not isolated subjects, but essential parts of the whole. 6/28/2013 7
    8. 8. Blocks of Learning 6/28/2013 8
    9. 9. Training Syllabus  Aviation instructors use Training Syllabus as a practical guide to help them make sure the training is accomplished in a logical sequence and that all of the requirements are completed.  The advancement of technology, more demanding training requirements, complicated rules and specific time requirements for training make the training syllabus a necessity. 6/28/2013 9
    10. 10. Training Syllabus  The format and organization of a Syllabus may vary, but it could always contain blocks of learning to be completed in the most efficient order.  The Syllabus is intended to be a summary of the course of training and be relatively brief, but comprehensive to cover essential information.  The Syllabus will usually include a Time Allocation Table, which shows the recommended training times for each lesson, and the minimum required time for each lesson. 6/28/2013 10
    11. 11. Training Syllabus  The essential learning information in a syllabus is outlined in a lesson-by-lesson format.  All syllabi would stress well-defined objectives and standards for each lesson.  The syllabus can be an effective tool for recordkeeping  The Syllabus must be flexible and used only as a guide. 6/28/2013 11
    12. 12. Lesson Plans  A lesson plan is an organized outline for a single instructional period. It is a necessary guide for the instructor because it tells what to do, in what order to do it, and what procedure to use in teaching the material of a lesson. Lesson plans should be prepared for each training period and be developed to show specific knowledge and/or skills to be taught. 6/28/2013 12
    13. 13. Lesson Plans  Lesson plans are designed to assure that each student receives the best possible instruction under the existing conditions. Lesson plans help instructors keep a constant check on their own activity, as well as that of their students. The development of lesson plans by instructors signifies, in effect, that they have taught the lessons to themselves prior to attempting to teach the lessons to students.  The quality of planning affects the quality of results. 6/28/2013 13
    14. 14. Lesson Plans  Characteristics of Lesson Plans  Unity-each lesson should be a unified segment of instruction.  Content-each lesson should contain new material.  Scope- each lesson should only cover a few principles of skills  Practicality- each lesson should be planned to match the training environment  Flexible- an instructor should be able to adjust and move things around in a lesson to fit the situation 6/28/2013 14
    15. 15. Lesson Plans  Characteristics of Lesson Plans  Relation to course of training- the relationship of the lesson to the course should be clear to the student  Instructional Steps- each lesson will fall into the four steps of the teaching process. 6/28/2013 15
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