Course Development, Lesson Plans and Teaching Methods practice questions

Answer: C) Mockup

• AIncorrect. This is feedback.
• BIncorrect. This is a course outline.
• CCorrect. Mockups show how systems work in three dimensions.
• DIncorrect. This is printed material.

Answer: D) All teaching procedures and materials are selected to attain the lesson's limited objectives.

A lesson has unity when it is a single unified segment of instruction, with every procedure and material serving its limited, stated objectives. Scope, flexibility and content are separate characteristics.

• AIncorrect. This describes scope: a lesson should hold a reasonable amount of material for the learner to master.
• BIncorrect. This describes flexibility: the plan allows reasonable changes when circumstances require them.
• CIncorrect. This describes content (and its relation to the rest of the course), not unity.
• DCorrect. Unity means each lesson is a unified segment of instruction. It focuses on limited objectives stated as learner outcomes, and everything in it is chosen to reach them.

Answer: A) Keep it reasonable, because a learner can master only a few principles or skills at a time

A well-planned lesson is reasonable in scope. Too much material confuses the learner and too little is inefficient, because a learner can master only a few principles or skills at a time.

• ACorrect. The Aviation Instructor's Handbook says each lesson should be reasonable in scope, since a learner can master only a few principles or skills at a time, depending on how complex they are.
• BIncorrect. Putting a whole stage into one lesson is too much material, which leads to confusion. Covering a stage is the job of the syllabus, not of a single lesson.
• CIncorrect. The handbook warns that presenting too little material in a lesson leads to inefficiency.
• DIncorrect. This confuses scope with flexibility. A plan should allow some adjustment, but its scope should still be planned and limited to what the learner can reasonably master.

Answer: C) As the standard for knowledge, risk management, and skill that learners must meet

The ACS defines the FAA's knowledge, risk management, and skill standards for each certificate or rating. Instructors use it to train and prepare learners to meet those standards.

• AIncorrect. The ACS describes what must be met for certification. Instructors still need a syllabus and lesson plans to organize and deliver the instruction.
• BIncorrect. The ACS gives the standards for each task, not a required teaching method. The instructor chooses suitable methods.
• CCorrect. The ACS sets out what applicants must know, consider, and do. Instructors use it to train and prepare learners to meet those standards for the certificate or rating.
• DIncorrect. Aeronautical experience requirements are in 14 CFR part 61, and learners progress at different rates. The ACS defines performance standards, not individual hour totals.

Answer: B) A plan must fit the particular learner's background, experience, and ability, and the setting

Preprinted lesson plans are acceptable, but even good ones may need changes. Every lesson plan should fit the particular learner's background, experience, and ability, and the training situation.

• AIncorrect. The handbook says commercially developed lesson plans are acceptable for most training situations, including use by flight instructor applicants during certification.
• BCorrect. Even well-designed preprinted plans may need changes. A lesson plan should suit the particular learner and training situation, and may need to change during the lesson based on how the learner performs.
• CIncorrect. No such requirement exists. Instructors may use preprinted plans and are encouraged to adapt them creatively.
• DIncorrect. Well-designed commercial plans normally include objectives and standards. The reason to adapt them is to fit the individual learner and situation, not to add missing parts.

Answer: D) Demonstrate

• AIncorrect. Knowledge must be shown in an action.
• BIncorrect. Understanding isn't directly observable.
• CIncorrect. Appreciation isn't directly observable.
• DCorrect. It describes an observable action.

Answer: A) Attention may shift to the aids themselves, weakening focus on the lesson objective

Instructional aids should support the lesson objective, not replace or overshadow it. Too many aids can distract learners from what the lesson is meant to teach.

• ACorrect. Instructional aids should support the lesson objective. When there are too many of them, they compete with the core material and become a distraction.
• BIncorrect. Most learning happens through sight, which is why well-chosen visual aids help. The problem is having too many, not using visual aids at all.
• CIncorrect. A formal lecture is defined by little or no verbal participation from listeners, not by how many aids are used. Instructors should stay actively involved with learners when using aids.
• DIncorrect. Aids are chosen during lesson planning, based on the objectives and the key points that need support.

Answer: A) Summarize the main points the group raised and relate them to the lesson goal and real flying

A guided discussion should end with the instructor summarizing the discussion. The summary ties the main points together and relates them to the lesson objective and to practical application, which reinforces retention.

• ACorrect. In a guided discussion, the instructor's conclusion ties together the points discussed and relates them to the objective and to practical application. This reinforces learning and retention.
• BIncorrect. Lead-off questions start a discussion. Opening a new topic at the end leaves the current lesson without a wrap-up.
• CIncorrect. Without a conclusion from the instructor, learners may leave with scattered or wrong ideas and no clear link to what the lesson was meant to teach.
• DIncorrect. A majority vote does not make the facts correct, and it does not organize the key points or relate them to the lesson objective.

Answer: D) Learners tend to reproduce the instructor's technique, so the demonstration becomes the model for their performance

In the demonstration-performance method, learners model their own performance on what the instructor shows. The demonstration must therefore show the correct way to perform the task, to the required standard.

• AIncorrect. Learners tend to copy what they see, flaws included. The demonstration should show the correct way to perform the task. Error recognition can be taught separately.
• BIncorrect. Exaggerated inputs show a technique the learner shouldn't use. Learners who copy it pick up habits that miss the standard.
• CIncorrect. In the demonstration-performance method, the instructor first shows the correct way to perform the activity. A loose demonstration gives the learner the wrong model to work toward.
• DCorrect. Learners imitate what the instructor shows them. A demonstration done to standard gives them a correct model, and a sloppy one teaches poor habits.

Answer: B) A complete series of studies leading to a specific goal, such as a certificate of completion

The AIH defines a course of training as a complete series of studies leading to a specific goal, such as a certificate. Lesson plans and objectives cover single lessons inside that course.

• AIncorrect. This describes a lesson plan, which covers one instructional period, not an entire course.
• BCorrect. The AIH defines a course of training as a complete series of studies leading to a specific goal, such as a certificate of completion, graduation, or an academic degree.
• CIncorrect. This describes a lesson objective, which is one part of a lesson within a course.
• DIncorrect. Regulatory experience minimums can shape a course, but they are not the course of training itself.