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statement of lesson objectives, the procedures and facilities to be used during the lesson, the specific goals to be attained, and the means to be used for review and evaluation. The lesson plan should also include home study or other special preparation to be done by the student. The instructor should make certain that all necessary supplies, materials, and equipment needed for the lesson are readily available and that the equipment is operating properly. Preparation of the lesson plan may be accomplished after reference to the syllabus or practical test standards (PTS), or it may be in a preprinted form as prepared by a publisher of training materials. These documents list general objectives that are to be accomplished. Objectives are needed to bring the unit of instruction into focus. The instructor can organize the overall instructional plan by writing down the objectives and making certain that they flow in a logical sequence from beginning to end. The objectives allow the instructor to structure the training and permit the student to see clearly what is required along the way. 

## Performance-Based Objectives 

One good way to write lesson plans is to begin by formulating performance-based objectives. The instructor uses the objectives as listed in the syllabus or the appropriate PTS as the beginning point for establishing performance-based objectives. These objectives are very helpful in delineating exactly what needs to be done and how it is done during each lesson. Once the performance-based objectives are written, most of the work of writing a final lesson plan is completed. One useful thought is the utilization of the “DAM principle”; objectives, as well as goals, should be difficult, attainable, and measurable. 

Performance-based objectives are used to set measurable, reasonable standards that describe the desired performance of the student. This usually involves the term behavioral objective, although it may be referred to as a performance, instructional, or educational objective. All refer to the same thing, the behavior of the student. 

Performance-based objectives consist of three parts: description of the skill or behavior, conditions, and criteria. Each part is required and must be stated in a way that leaves every reader with the same picture of the objective, how it is performed, and to what level of performance. [Figure 10-7] 

Use of performance-based objectives also provides the student with a better understanding of the big picture, as well as knowledge of exactly what is expected. This overview can alleviate a significant source of frustration on the part of the student. 

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## Presentation 

Instructors have several methods of presentation from which to choose. The nature of the subject matter and the objective in teaching it normally determine the method of presentation. 

The lecture method is suitable for presenting new material, for summarizing ideas, and for showing relationships between theory and practice. For example, it is suitable for the presentation of a ground school lesson on performance planning. This method is most effective when accompanied by instructional aids and training devices. In the case of a discussion on performance planning, a chalkboard, a marker board, or flip chart could be used effectively. 

The demonstration-performance method is desirable for teaching a skill, such as instruction on most flight maneuvers. Showing a student pilot how to perform a steep descent, for example, would be appropriate for this method. The instructor would first demonstrate the maneuver, and then have the student attempt the same maneuver. 

Another form of presentation is the guided discussion which is used in a classroom situation. It is a good method for encouraging active participation of the students. It is especially helpful in teaching subjects such as safety and emergency procedures where students can use initiative and imagination in addressing problem areas. 

