Planning instructional activity

• Development of a course training
• “Failure to plan, is a plan to fail”
• A course of training is a series of studies leading to attainment of a specific goal
• Determination of objectives and standards is necessary.
• Standards include
• Desired knowledge, behavior, or skill stated in specific terms, along with conditions and criteria.
• Most standards are in the PTS.
  

• Desired level of learning should be incorporated into the objectives.
• Objective of any pilot training course is to qualify the student to be a competent, efficient, safe pilot under stated conditions.

• Content and use of a training syllabus
• Step-by-step, building block progression of learning with provisions for regular review and evaluations at prescribed stages of learning.
• Accomplished in a logical sequence and all the requirements are completed and properly documented.
• Appropriate objectives and standards should be established for the overall course
• Can be used for record keeping
• Must be flexible, and should be used primarily as a guide
• Order of training can and should be altered to suit the progress of a student.
  

• Intended to be a summary of a course of training.
• Helps in development of lesson plans.

• Purpose, characteristics, proper use, and items of a lesson plan
• Purpose
• Organized outline for a single instructional period.
• Designed to assure that each student receives the best possible instruction under the existing conditions.
• Wise selection of material and the elimination of unimportant details.
• The development of lesson plans means the instructor has taught the lessons to themselves prior to attempting to teach the lessons to students.

• Characteristics
• Unity
• Desired student learning outcomes.

• Content
• Each lesson should contain new material. However, the new facts, principles, procedures, or skills should be related to the lesson previously presented.

• Practicality
• Planned in terms of the conditions under which the training is to be conducted.

• Flexibility
• A degree of flexibility should be incorporated. For example, the outline of content may include blank spaces for add-on material, if required.
  

• Scope
• A person can master only a few principles or skills at a time, the number depending on complexity.

• Relation to Course of Training
• Each lesson should be planned and taught so that its relation to the course objectives are clear to each student.

• Instructional Steps
• Every lesson, falls logically into the four steps of the teaching process- preparation, presentation, application, and review and evaluation.

• Using a lesson plan
• Be familiar with the lesson plan
• Use as a guide
• Essential points.

• Adapt the lesson plan to the class or student
• Students learn differently.

• Items of a lesson plan
• Objective - preparation - stage of teaching process.
• Elements - elements of knowledge and skill necessary for fulfillment of the lesson objective.
• Schedule.
• Equipment.
• Instructor action.
• Student action - desired student action.
• Completion standard.
  
  
  
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