Review General

Instructor Skill
Pilot Training Division of PPI Curug
Highlight Content

 Effective Communication
 Teaching Methods
 Intructional Aids
 Evaluation
Schedule of Subject

DAY 2 :
 Effective Communication
 Teaching Methods
 Intructional Aids
 Evaluation
Standard Competency

Able to recall
General Instructor of Skill
 DAY 2
 Effective Communication
 Teaching Methods
 Intructional Aids
 Evaluation
General Instructor Skill
What is General Instructor
A general education instructor, also known as a general education teacher, is responsible for instructing students in the core
academic curriculum. They may work in all levels of education, starting from primary school to college.,
(https://www.zippia.com/general-education-instructor-jobs)

What is Instructing?

an ability to do an activity or job well, especially because you have practised it.
(https://dictionary.cambridge.org/dictionary/english/skill)
Effective Communication
• Effective communication is an essential element of instruction.

• An aviation instructor may possess a high level of technical knowledge, but he or she needs to cultivate the ability to
communicate effectively in order to share this knowledge with learners.

• Although communication is a complex process, aviation instructors need to develop a comfortable style of
communication that meets the goal of passing on desired information to learners.

• Communicating effectively is based on similarity of the idea transmitted by the source and received by the receiver.

• As the source, instructors have communicated effectively if the learner has understood the idea/concept/action
transmitted in the manner in which it was intended to be understood.

• It is also important to recognize that communication is a two-way process.

• Each instructor and learner may have a unique communication style, and bridging the gap between these styles is an
important aspect of providing instruction.
Effective Communication
Basic Elements of Communication
Communication takes place when one person transmits ideas or feelings to another person or group of people. The
effectiveness of
the communication is measured by the similarity between the idea transmitted and the idea received. The process of
communication is
composed of three elements:
⦁ Source (sender, speaker, writer, encoder, transmitter, or instructor)
⦁ Symbols used in composing and transmitting the message
⦁ Receiver (listener, reader, decoder, or learner)

The three elements are dynamically interrelated since each element is dependent on the others for effective communication
to take place. The relationship between the source and the receiver is also dynamic and depends on the two-way flow of
symbols between the source and the receiver. The source depends on feedback from the receiver to properly tailor the
communication to the situation. The source also provides feedback to the receiver to reinforce the desired receiver
responses.
Effective Communication
Barriers to Effective Communication
It is essential to understand the dynamics of communication, but the instructor also needs to be aware of several barriers to
communication that can inhibit learning. The nature of language and the way it is used often lead to misunderstandings.
These misunderstandings can be identified by four barriers to effective communication: lack of common experience,
confusion between the symbol and the symbolized object, overuse of abstractions, and external factors.

Lack of Common Experience

Lack of common experience between the communicator (instructor) and the receiver (learner) is probably the greatest
single barrier to effective communication. Communication can be effective only to the extent that the experiences
(physical, mental, and emotional) of the participants are similar. Many people seem to believe that words transport
meanings from speaker to listener in the same way that a truck carries bricks from one location to another. Words, however,
rarely carry precisely the same meaning from the mind of the instructor to the mind of the learner. In fact, words, in
themselves, do not transfer meanings at all. Whether spoken or written, words are merely stimuli used to
arouse a response in the learner.
Effective Communication
The learner’s past experience with the words
and things to which they refer determines how
the learner responds to what the instructor says.
An instructor’s words cannot communicate the
desired meaning to another person unless the
learner has had some experience with the
objects or concepts to which these words refer.
Since it is the learners’ experience that forms
vocabulary, it is also essential that instructors
speak the same language as the learners. When
the instructor’s terminology is necessary to
convey the idea, some time needs to be spent
making certain the learners understand that
terminology
Teaching Methods
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.
Lecture Method
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. 5-10 Lectures may introduce new subjects, summarize ideas, show relationships between theory and
practice, and reemphasize main points. Finally, lectures may be combined with other teaching methods to give added
meaning and direction. 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.
Teaching Methods
Discussion Method
The discussion method modifies the pure lecture form by using lecture and then discussion to actively integrate the learner
into the process. In the discussion method, the instructor provides a short lecture, which gives basic knowledge to the
learners. This short lecture is followed by instructor-learner and learner- learner discussion. By being actively engaged in
discussing the lecture, learners improve their recall and ability to use the information. The instructor may need to initiate
leading questions, comment on any disagreements, ensure that all learners participate, and summarize what has been
learned. Tying the discussion method into the lecture method not only provides active participation, it also allows learners
to develop higher order thinking skills. The give and take of the discussion method also helps learners evaluate ideas,
concepts, and principles.
Teaching Methods
Guided Discussion Method
Instructors can also use another form of discussion, the guided discussion method, to ensure the learner has correctly
received and interpreted subject information. This training method employs instructor-guided discussion with the instructor
maintains control of the discussion. The discussions reflect whatever level of knowledge and experience the learners have
gained. The goal of guided discussions is to draw out the knowledge of the learner. All members of the group should follow
the discussion. The instructor should treat everyone impartially, encourage questions, exercise patience and tact, and
comment on all responses with the goal of reinforcing a learning objective related to the lesson. The instructor acts as a
facilitator to encourage discussion between learners without sarcasm.
Instructional Aids and Training Technologies
Instructional aids are devices that assist an instructor in the teaching-learning process. Instructional aids are not self-
supporting; they support, supplement, or reinforce what is being taught. In contrast, training media are generally described
as any physical means that communicates an instructional message to learners. For example, the instructor’s voice, printed
text, video cassettes, interactive computer programs, part-task trainers, flight training devices, or flight simulators, and
numerous other types of training devices are considered training media. In school settings, instructors may be involved in
the selection and preparation of instructional aids, but they often are already in place. An independent instructor may select
or prepare instructional aids. Whatever the setting, instructors need to know how to use them effectively.
Instructional Aid Theory
There is general agreement about certain factors that seem pertinent to understanding the use of instructional aids.

⦁ Carefully selected charts, graphs, pictures, or other well-organized visual aids are examples of items that
help the learner understand, as well as retain, essential information.
⦁ Ideally, instructional aids cover the key points and concepts.
⦁ The coverage should be straightforward and factual so it is easy for learners to remember and recall.
⦁ Generally, instructional aids that are relatively simple are best.
Instructional Aids and Training Technologies
Instructional aids are devices that assist an instructor in the teaching-learning process. Instructional aids are not self-
supporting; they support, supplement, or reinforce what is being taught. In contrast, training media are generally described
as any physical means that communicates an instructional message to learners. For example, the instructor’s voice, printed
text, video cassettes, interactive computer programs, part-task trainers, flight training devices, or flight simulators, and
numerous other types of training devices are considered training media. In school settings, instructors may be involved in
the selection and preparation of instructional aids, but they often are already in place. An independent instructor may select
or prepare instructional aids. Whatever the setting, instructors need to know how to use them effectively.
Instructional Aid Theory
There is general agreement about certain factors that seem pertinent to understanding the use of instructional aids.

⦁ Carefully selected charts, graphs, pictures, or other well-organized visual aids are examples of items that
help the learner understand, as well as retain, essential information.
⦁ Ideally, instructional aids cover the key points and concepts.
⦁ The coverage should be straightforward and factual so it is easy for learners to remember and recall.
⦁ Generally, instructional aids that are relatively simple are best.
Instructional Aids and Training Technologies
Marker Board
The marker board is a classroom tool for instructors. Its versatility and effectiveness provide several advantages for most
types of instruction. First, the material presented can be erased, allowing the surface to be used again and again; and
second, the boards serve as an excellent medium for joint learner-instructor activity in the classroom.

Supplemental Print Material

Print media, including photographs, reproductions of pictures, drawings, murals, cartoons, and other print materials are
valuable supplemental aids. Charts, diagrams, and graphs are also in this category. Many of these items are suitable for
long-term use on bulletin boards and in briefing areas. Pictures, drawings, and photographs are especially effective because
they provide common visual imagery for both instructors and learners. In addition, they also provide realistic details
necessary for visual recognition of important subject material. In many cases, this type of supplemental training media may
be reproduced in a format for projection on a screen or other clear surface.
Instructional Aids and Training Technologies
Enhanced Training Materials
Training syllabi represent enhanced training material and contain provisions for instructor endorsements and
recordkeeping. Such syllabi not only present the course of training in a logical step-by-step, building block sequence, they
contain provisions to remind both learners and instructors of critical regulatory training benchmarks which are
approaching. When required endorsements and recordkeeping provisions are designed into training syllabi, it is much
easier, from the instructor's standpoint, to conduct required training, track learner progress, and certify records. The training
record can be reviewed and the training status easily assessed in case the learner transfers to another school or instructor.
Another example of enhanced, instructor-oriented material for pilot training is a maneuvers guide or handbook which
includes the ACS as an integral part of the description of maneuvers and procedures. Individual maintenance instructors, as
well as publishers, have compiled lists of typical questions and projects. Use of these questions and projects as part of the
syllabus helps an instructor ensure that all subject areas for a particular class have been covered.
Instructional Aids and Training Technologies
Projected Material
Whatever type of projected training aid used, it is essential for the content to be current and support the lesson. Use of
projected materials requires planning and practice. The instructor should set up and adjust the equipment and lighting
beforehand and then preview the presentation. During a classroom session, the instructor should provide learners with an
overview of the presentation before showing it. After the presentation, the instructor should allow time for questions and a
summary of key points. Computers have changed the way information is presented to today’s learner. A laptop computer
may be all that is needed for the one-on-one presentation. For groups, the instructor can tailor the presentation for the class
and use a large screen or other viewing system.
Instructional Aids and Training Technologies
Video
Instructors need to follow some basic guidelines when using video. The presentation is not designed to replace the
instructor. Prior planning will help determine the important points and concepts that should be stressed, either during the
presentation or summary. Instructors should be available to summarize the presentation and answer any questions learners
may have regarding content.

Interactive Systems
Interactive” refers broadly to computer software that responds quickly to certain choices and commands by the user. A
typical system consists of interactive material and a computer. With search-and-find features incorporated, the system is a
powerful information source. The software may include additional features such as image banks with full color photos and
graphics, as well as questions or directions which are programmed to create interactivity for learners as they progress
through the course. The questions or directions are programmed using a branching technique, which provides several
possible courses of action for the user to choose in order to move from one sequence to another. For example, a program
may indicate, “That was incorrect. Go back to… and try again.”
Instructional Aids and Training Technologies
Computer-Assisted Learning (CAL)
In its basic form, CAL is a combination of more than one instructional media, such as audio, text, graphics, and video
usually shown on a PC. With CAL, the roles of both learner and instructor change.

• Learners become more involved and instructors may no longer occupy a center-stage position in a typical classroom
setting.
• The instructor, although no longer the center of attention, continues to maintain adequate control over the learning
environment to ensure learning objectives are being achieved.
• A more advanced application of computer-based training may involve less instructor control.
• A laboratory-type environment may be configured with separate study areas for each learner.
• Learners in these centers are often monitored by a teacher's aide or other trained personnel who can provide guidance,
answer questions, and act as a conduit to the instructor who is responsible for the training.
• In this case, the responsible instructor needs to establish procedures to make sure the required training is accomplished,
since he or she certifies learner competency at the end of the course.
Instructional Aids and Training Technologies
Models, Mock-ups, and Cut-Aways

• The scale model represents an exact reproduction of the original, while simplified models do not represent reality in all
details.
• Although a model may not be a realistic copy of an actual piece of equipment, it can be used effectively in explaining
operating principles of various types of equipment.
• Models are especially adaptable to small group discussions in which learners are encouraged to ask questions.
• A model is even more effective if it works like the original, and if it can be taken apart and reassembled.
• With the display of an operating model, the learners can observe how each part works in relation to the other parts.
• As instructional aids, models are usually more practical than originals because they are lightweight and easy to
manipulate.
• A mock-up is a three-dimensional or specialized type of working model made from real or synthetic materials.
Evaluation Versus Critique
• In the initial stages of skill acquisition, practical suggestions are more valuable to the learner than a grade.

• The observations on which the evaluations are based also can identify the learner's strengths and weaknesses, a
prerequisite for making constructive criticism.

• As a learner practices a skill, it is important he or she perform the skill correctly and that the skill being practiced is one
that needs to be developed to maturity.

• An instructor ensures a skill is practiced correctly by monitoring the practice and providing feedback about the skill
development.

• Providing compliments on aspects of the skill that were performed correctly help keep the evaluation positive.

• Allowing the learner to critique his or her performance enhances learner-centered training.

• Instructors should note learners can develop deviations from the intended method of performance at any stage of skill
acquisition.
Overlearning of Knowledge
• A learner's everyday knowledge about weight and balance concepts tends to center on the routine use of familiar charts
found in the aircraft.
• Eventually, the learner's performance is characterized less by an understanding of weight and balance concepts, and
more by an automatic process in which rows and columns of familiar charts give desired numbers.
• The development of automated skills can impede further learning or lead to forgetting general knowledge.
• In one study, learner pilots and flight instructors were asked to solve weight and balance problems using charts taken
from two different aircraft: a small single-engine airplane they flew on a daily basis and a different small single-engine
airplane in which they had no experience.
• Instructors should remain aware of skills learners develop as a result of overlearning and help make sure that their
actions continue to be accompanied by a use of their underlying knowledge.
• As a learner progresses, the key difference between knowledge and skill becomes apparent.
• Skill acquisition involves learning many individual steps that eventually meld into a seemingly continuous automated
process, at which point the learner has entered the procedural knowledge realm, and may no longer be consciously
aware of the individual steps.
Summary of Instructor Actions
To help learners acquire skills, the instructor should:
• Explain that the key to acquiring and improving any skill is continued practice.
• Monitor learner practice of skills and provide immediate feedback.
• Avoid conversation and other distractions when learners are practicing individual skills.
• Explain that learning plateaus are common and that continued practice leads to continued improvement.