Chapter 4. The Teaching Process

Presentation of a Lesson

Research into how people learn has led many experts to recommend ways to present lessons that keep the attention of a class. The steps in Figure 4-6 form a guideline for lesson presentation. Many of them can be combined during the actual presentation. For example, consider a video presentation given during the weight and balance lecture. The video adds a multimedia element to the lecture, is a good attention getter, and can be used to visually demonstrate the learning objective.

Organization of Material

Even the most knowledgeable instructor must properly organize the material. Once a determination of objectives and standards has been made, an instructor formulates a plan of action to lead students through the course in a logical manner toward the desired goal. Usually the goal for students is a certificate or rating. It could be a private pilot certificate, an instrument rating, or an AMT certificate or rating. In all cases, a systematic plan of action requires the use of an appropriate training syllabus. Generally, the syllabus contains a description of each lesson, including objectives and completion standards. Refer to Chapter 6, Planning Instructional Activity, for detailed information on requirements for an aviation training syllabus and the building-block concept for curriculum development.

The main concern of the instructor is usually the more manageable task of organizing a block of training with integrated lesson plans. The traditional organization of a lesson plan is introduction, development, and conclusion.


The introduction sets the stage for everything to come. Efforts in this area pay great dividends in terms of quality of instruction. In brief, the introduction is made up of three elements: attention, motivation, and an overview of what is to be covered.


The purpose of the attention element is to focus each studentís attention on the lesson. The instructor begins by telling a story, showing a video clip, asking a question, or telling a joke. Any of these may be appropriate at one time or another. Regardless of which is used, it should relate to the subject and establish a background for developing the learning outcomes. Telling a story or a joke that is not related in some way to the subject distracts from the lesson. The main concern is to gain the attention of everyone and concentrate on the subject. [Figure 4-7]

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