1. Flight Instructor ASEL
Ground Training Course
Ground Lesson 6
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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.
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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.
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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.
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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.
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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.
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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.
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8. Blocks of Learning
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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.
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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.
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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.
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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.
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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.
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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
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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.
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