By using something the learner already knows as the point of departure, the instructor can lead into new ideas and concepts. For example, when developing a lesson on heading indicators, the instructor could begin with a discussion of the magnetic compass before proceeding to a description of gyroscopic indicators.

In some subjects, certain information or concepts are common to all who use the material. This fourth organizational pattern starts with common usage before progressing to the rarer ones. Even though some aircraft are equipped with a computerized navigational system, instructors should begin by teaching learners the basics of navigation since all pilots use the basic skills.

Under each main point in a lesson, the subordinate points should lead naturally from one to another. With this arrangement, each point leads logically to and serves as a reminder of the next. Meaningful transition from one main point to another keeps the learners oriented, aware of where they have been, and where they are going. This permits learners to sort or categorize information in their working or short-term memory and allows them to process and remember what they have been taught.

An effective conclusion retraces the important elements of the lesson and relates them to the objective. This review and wrap-up of ideas reinforces learning and improves retention. New ideas should not be introduced in the conclusion because they are likely to confuse the learners

By organizing the lesson material into a logical format, the instructor maximizes the opportunity for learners to retain the desired information. Since each teaching situation is unique, the setting and purpose of the lesson determines which teaching method is used.

Today’s instructor can choose from a wealth of ways to present instructional material: lecture, discussion, guided discussion, problem based, group learning, demonstration-performance, or e-learning. In a typical lesson, an effective instructor normally uses a combination of methods. The instructor determines which teaching method best conveys the information and when to use it. For example, Bob lectures in the opening scenario, but after teaching how to compute weight and balance, he uses group learning to reinforce the lecture.

In the lecture method, the instructor delivers knowledge via lectures to learners who are more or less silent participants. Lectures are best used when an instructor wishes to convey a general understanding of a subject. In general, lectures begin with an introduction of the topic to be discussed. The body of the lecture follows with a summary of the lecture’s main points at the end.

Lectures may introduce new subjects, summarize ideas, show relationships between theory and practice, and reemphasize main points. Thus, the lecture method is adaptable to many different settings, including small or large groups. Finally, lectures may be combined with other teaching methods to give added meaning and direction.

There are different varieties of lectures. During the illustrated talk, the speaker relies heavily on visual aids to convey ideas to the listeners. When using a briefing, the speaker presents a concise array of facts to the listeners who normally do not expect elaboration of supporting material. During a formal lecture, the speaker’s purpose is to inform, to persuade, or to entertain with little or no verbal participation by the learners. When using a teaching lecture, the instructor plans and delivers an oral presentation in a manner that allows some participation by the learners and helps direct them toward the desired learning outcomes.

The teaching lecture is favored by aviation instructors because it allows some active participation by the learners. In other methods of teaching such as demonstration-performance or guided discussion, the instructor receives direct reaction from the learners, either verbally or by some form of body language. However in the teaching lecture, the feedback is not nearly as obvious and is much harder to interpret. An effective instructor develops a keen perception for subtle responses from the class—facial expressions, manner of taking notes, and apparent interest or disinterest in the lesson. The effective instructor is able to interpret the meaning of these reactions and adjust the lesson accordingly.

The following four steps should be followed in the planning phase of preparation:

While developing the lesson, the instructor also should strongly consider the use of examples and personal experiences related to the subject of the lesson. The instructor may support any point with meaningful examples, comparisons, statistics, or testimony.