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. 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]  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. 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. 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.  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.  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  10-12 Motivation Organizing Material Attention $_{Figure 10-8.}$  The introduction prepares the students to receive the  information in the lesson. Teaching Methods Introduction Review and Application Introduction Attention  • Establish common ground between instructor  and student • Capture and hold the attention of the class • Specify benefits the student can expect from  the lesson Motivation  • Establish receptive attitude toward lesson • Create smooth transition into lesson Overview  • Indicate what is to be covered and relate this  information to the overall course Element Purpose