CHAPTER TITLE: The Teaching Process
Below is a list of the figures (diagrams, charts, and pictures) from the AIH Chapter 5. They are listed in the order they are found in the Aviation Instructor's Handbook.
Aviation instructors organize course material and use procedures and methods that promote learning.
An effective instructor uses a variety of tools to evaluate how learners learn, as well as what they know.
The syllabus defines the unit of training, states by objective what the learner is expected to accomplish during the unit of training, shows an organized plan for instruction, and dictates the assessment process for either the unit or stages of learning.
Performance-based objectives are made up of a description of the skill or behavior, conditions, and criteria.
Examples of Airman Certification Standards.
Guidelines for presenting lessons.
The attention element causes learners to focus on the upcoming lesson.
Instructors should try a dry run with another instructor to get a feel for the lecture presentation.
Notes allow the accurate dissemination of complicated information.
If the objectives of a lesson are clearly established in advance, instructors will find it much easier to ask appropriate questions that keep the discussion moving in the planned direction.
As the learner grows in flight knowledge, he or she should be able to lead the postflight review while the instructor guides the discussion with targeted questions.
E-learning encompasses a variety of electronic educational media.
The instructor continually monitors learner performance when using CAL, as with all instructional aids.
The demonstration-performance method of teaching has five essential phases.
Studies generally agree that measurable improvement in learner retention of information occurs when instruction is supported by appropriate instructional aids.
Guidelines for effective instructional aids.
In a computer-assisted learning environment, the instructor still ensures that learning objectives are being achieved.