Skip to main content

The Teaching Process

The Teaching Process​

Teaching is the process of organizing and presenting material in such a way that a learner can understand it.

The four basic steps are:

  1. Preparation
  2. Presentation
  3. Application
  4. Assessment

Aviation Instructor's Handbook pg. 5-1

Essential Skills​

  1. People skills: Use effective communication, listen
  2. Subject matter expertise: Be an expert in the field that you're teaching
  3. Management skills: Plan, lead, organize, supervise
  4. Assessment skills: Effective evaluation of student progress

Course of Training​

A curriculum or training plan designed for the attainment of a specific goal, like a rating or certificate.

Aviation Instructor's Handbook pg. 5-4

Preparation of a Lesson​

Objective and Standards​

Determining the objective of a lesson should precede.

Two types of objectives:

  • Performance-based: Reasonable, measurable standards from which a learner can be judged
    • Can be used to determine when to move to the next stage of instruction
  • Decision-based: Evaluate pilot judgement and risk management
    • Used to teach topics like cross-country flying, emergency procedures, ADM

Importance of the ACS​

  • The ACS/PTS is carefully designed with
    • Specific content that closely mimics real flying skills
    • Specific criteria that are reflective of acceptable standards
  • An instructor should evaluate maneuvers based on the ACS performance standards, but present them in an appropriate scenario

Aviation Instructor's Handbook pg. 5-6

Organization of Materials​

Basic lesson structure:

  • Introduction
    • Attention: Tell a story, tell a joke, get students' attention
    • Motivation: Explain why lesson material is important
    • Overview: Give an overview about what will be covered
  • Development, main part of lesson
    • Past to present: Present material chronologically
    • Simple to complex: Start with basics, omit unneeded complexities
    • Known to unknown: Use what a learner already knows as a point of departure
    • Most frequency to least frequently used: Start with the most used skills or knowledge
  • Conclusion
    • Quick wrap-up with a recap

Aviation Instructor's Handbook pg. 5-9

Delivery Methods​

Lecture method​

  • Be prepared
  • Use suitable language
  • Use extemporaneous delivery
  • Pros/cons
    • Good for background information
    • Good for large groups
    • Requires speaking skill
    • Doesn't have good error-checking

Aviation Instructor's Handbook pg. 5-10

Discussion method​

  • Additional discussion to a lecture
  • Discussion can be instructor-learner or learner-learner
  • Good for engaging higher-order thinking skills from the materials

Guided discussion method​

  • Instructor directs the discussion along a certain path
  • Questions
    • Use lead-off questions to open an area for discussion
    • Use follow-up questions to continue the discussion

Aviation Instructor's Handbook pg. 5-13

Cooperative or Group Learning​

  • Organize learners into small groups and have them work together
  • Requires active participation and social skills
  • Conditions
    • Use small, heterogenous groups
    • Give clear instructions or objectives
    • Recognition for group success
    • Sufficient time for learning

Aviation Instructor's Handbook pg. 5-21

Demonstration-Performance Method​

Learners observe a skill, then try to reproduce it.

  1. Explanation phase: Convey precisely what we're trying to do
  2. Demonstration phase: Demonstrate the actions necessary
  3. Learner performance: Have the learner perform the actions, coaching as needed, evaluating
  4. Evaluation phase: Instructor identifies how well the skill was learned

Useful when teaching in an airplane:

  1. Instructor does, instructor says
  2. Instructor does, student says
  3. Student does, student says

Aviation Instructor's Handbook pg. 5-21

Drill and Practice​

  • Student learn by applying what they have been taught
  • This requires repeated practice to apply their skills

Aviation Instructor's Handbook pg. 5-22

Problem-Based Learning​

A technique which gives learners complex, realistic, open-ended problems to solve.

  • Motivates learning because problems are realistic
  • Require learners to make decisions
  • Not a single correct answer
  • Should be connected to previous knowledge
  • Requires critical thinking

Aviation Instructor's Handbook pg. 5-16

Electronic Learning​

  • E-learning has many advantages:
    • Time flexible
    • Low cost
    • Easily updatable
    • Self-paced
  • Disadvantages
    • Lack of peer interaction
    • Lack of personalized feedback

Aviation Instructor's Handbook pg. 5-18

Instructional Aids / Training Technologies​

An instructional aids are any devices or props that help the instructor.

  • Theory
    • Use carefully selected charts, graphs, or visual aids
    • Cover key points and concepts
    • Straightforward and factual
    • Relatively simple is best
  • Reasons for user
    • Can help hold learner's attention, like an engaging AV component
    • Can help reduce language or learning barriers
    • Can help instruction occur faster
  • Guidelines
    • Plan ahead
    • Support a clear lesson objective
    • Build on previous learning
    • Appeal to learners
    • Check aids for completeness and accuracy
  • Types
    • Dry erase board
    • Printed materials
    • Enhanced training materials, like custom syllabi or checklists
    • Projected materials
    • Video
    • Interactive systems
    • Computer-assisted learning
    • Mockups, models, cut-aways

Aviation Instructor's Handbook pg. 5-23