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## Review and Application 

Application is where the student uses what the instructor has presented. After a classroom presentation, the student may be asked to explain the new material. The student also may be asked to perform a procedure or operation that has just been demonstrated. In most instructional situations, the instructor’s explanation and demonstration activities are alternated with student performance efforts. The instructor makes a presentation and then asks the student to try the same procedure or operation. 

Usually the instructor has to interrupt the student’s efforts for corrections and further demonstrations. This is necessary, because it is very important that each student perform the maneuver or operation the right way the first few times. This is when habits are established. Faulty habits are difficult to correct and must be addressed as soon as possible. Flight instructors in particular must be aware of this problem since students do a lot of their practice without an instructor. Only after reasonable competence has been demonstrated should the student be allowed to practice certain maneuvers on solo flights. Then, the student can practice the maneuver again and again until correct performance becomes almost automatic. Periodic review and evaluation by the instructor is necessary to ensure that the student has not acquired any bad habits. 

## Teaching Methods 

The information presented in previous sections has been largely theoretical, emphasizing concepts and principles pertinent to the learning process, human behavior, and effective communication in education and training programs. This knowledge, if properly used, enables instructors to be more confident, efficient, and successful. The discussion which follows departs from the theoretical with some specific recommendations for the actual conduct of the teaching process. Included are methods and procedures which have been tested and found to be effective. 

Personal computers are a part of every segment of our society today. Since a number of computer-based programs are currently available from publishers of aviation training materials, a brief description of new technologies and how to use them effectively is provided near the end of this section. 

## Organizing Material 

Regardless of the teaching method used, an instructor must properly organize the material. Lessons do not stand alone within a course of training. There must be a plan of action to lead instructors and their students through the course in a logical manner toward the desired goal. Usually the goal for students is a certificate or rating. A systematic plan of action requires the use of an appropriate training syllabus. 

Generally, the syllabus must contain a description of each lesson, including objectives and completion standards. 

Although instructors may develop their own syllabus, in practice many instructors use a group-developed syllabus such as that developed and available through the Balloon Federation of America. Thus, the main concern of the instructor usually is 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. 

## Introduction 

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. [Figure 10-8] 

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## Attention 

The purpose of the attention element is to focus each student’s attention on the lesson. The instructor may begin by telling a story, making an unexpected or surprising statement, 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 can only distract from the lesson. The main concern is to gain the attention of everyone and concentrate on the subject. 

## Motivation 

The purpose of the motivation element is to offer the student specific reasons why the lesson content is important to know, understand, apply, or perform. For example, the instructor may talk about an occurrence where the knowledge in the 

