that the presentation is accomplished with order and unity.  Having a plan prevents the instructor from getting off the  track, omitting essential points, and introducing irrelevant  material. Students have a right to expect an instructor to give  the same attention to teaching that they give to learning. The  most certain means of achieving teaching success is to have  a carefully thought-out lesson plan. In spite of need for varied subject coverage, diverse teaching  methods, and relatively high level learning objectives, most  aviation lesson plans have the common characteristics already  discussed. They all should include objectives, content to  support the objectives, and completion standards. Various  authorities often divide the main headings into several  subheadings, and terminology, even for the main headings,  varies extensively. For example, completion standards may  be called assessment, review and feedback, performance  evaluation, or some other related term. It is an unfortunate truth that many commercial balloon  pilots are not as qualified and prepared for their instructional  responsibility as they should be. All commercial pilots are  required to study the necessary principles of instruction in  order to pass their knowledge test, and must perform a lesson  on a flight maneuver as a part of the practical test.  In teaching a ground school period, the instructor may find  that the procedures outlined in the lesson plan are not leading  to the desired results. In this situation, the instructor should  change the approach. There is no certain way of predicting  the reactions of different groups of students. An approach  that has been successful with one group may not be equally  successful with another. A lesson plan for an instructional flight period should  be appropriate to the background, flight experience, and  ability of the particular student. A lesson plan may have to  be modified considerably during flight, due to deficiencies  in the student’s knowledge or poor mastery of elements  essential to the effective completion of the lesson. In some  cases, the entire lesson plan may have to be abandoned in  favor of review. A commercial pilot who chooses to instruct needs to hold  himself to the same standards as the rest of the aviation  community. He should provide compete and thorough flight  training, as well as insuring that proper ground training is  conducted, so that the prospective pilot is well-grounded in  all facets of aviation. To do less minimizes the instructor’s  role in the educational process, and perpetuates poor training  in the ballooning community.  The information in this chapter provides a basis for an  instructor’s knowledge of the skills and techniques of the  instructional process. It is the responsibility of each individual  instructor to expand on that knowledge, and provide the best  instruction possible. After a lesson plan has been prepared for a training period,  a continuous revision may be necessary. This is true for a  number of reasons, including availability or non-availability  of instructional aids, changes in regulations, new manuals  and textbooks, and changes in the state-of-the art among  others. The format and style of a lesson plan depends on several  factors. Certainly the subject matter has a lot to do with  how a lesson is presented and what teaching method is used.  Individual lesson plans may be quite simple for one-on-one  training, or they may be elaborate and complicated for large,  structured classroom lessons. Preferably, each lesson should  have somewhat limited objectives that are achievable within  a reasonable period of time. This principle should apply to  both ground and flight training. As previously noted, aviation  training is not simple.  10-25 Lesson Plan Formats Revise the Lesson Plan Periodically Chapter Summary Adapt the Lesson Plan to the Class or Student