statement of lesson objectives, the procedures and facilities  to be used during the lesson, the specific goals to be attained,  and the means to be used for review and evaluation. The  lesson plan should also include home study or other special  preparation to be done by the student. The instructor should  make certain that all necessary supplies, materials, and  equipment needed for the lesson are readily available and that  the equipment is operating properly. Preparation of the lesson  plan may be accomplished after reference to the syllabus or  practical test standards (PTS), or it may be in a preprinted  form as prepared by a publisher of training materials. These  documents list general objectives that are to be accomplished.  Objectives are needed to bring the unit of instruction into  focus. The instructor can organize the overall instructional  plan by writing down the objectives and making certain that  they flow in a logical sequence from beginning to end. The  objectives allow the instructor to structure the training and  permit the student to see clearly what is required along the  way.  One good way to write lesson plans is to begin by formulating  performance-based objectives. The instructor uses the  objectives as listed in the syllabus or the appropriate PTS  as the beginning point for establishing performance-based  objectives. These objectives are very helpful in delineating  exactly what needs to be done and how it is done during each  lesson. Once the performance-based objectives are written,  most of the work of writing a final lesson plan is completed.  One useful thought is the utilization of the “DAM principle”;  objectives, as well as goals, should be difficult, attainable,  and measurable.  Performance-based objectives are used to set measurable,  reasonable standards that describe the desired performance  of the student. This usually involves the term behavioral  objective, although it may be referred to as a performance,  instructional, or educational objective. All refer to the same  thing, the behavior of the student. Performance-based objectives consist of three parts:  description of the skill or behavior, conditions, and criteria.  Each part is required and must be stated in a way that  leaves every reader with the same picture of the objective,  how it is performed, and to what level of performance.  [Figure 10-7] Use of performance-based objectives also provides the  student with a better understanding of the big picture, as well  as knowledge of exactly what is expected. This overview  can alleviate a significant source of frustration on the part  of the student. Another form of presentation is the guided discussion  which is used in a classroom situation. It is a good method  for encouraging active participation of the students. It is  especially helpful in teaching subjects such as safety and  emergency procedures where students can use initiative and  imagination in addressing problem areas.  The demonstration-performance method is desirable for  teaching a skill, such as instruction on most flight maneuvers.  Showing a student pilot how to perform a steep descent, for  example, would be appropriate for this method. The instructor  would first demonstrate the maneuver, and then have the  student attempt the same maneuver.  The lecture method is suitable for presenting new material,  for summarizing ideas, and for showing relationships  between theory and practice. For example, it is suitable for  the presentation of a ground school lesson on performance  planning. This method is most effective when accompanied  by instructional aids and training devices. In the case of a  discussion on performance planning, a chalkboard, a marker  board, or flip chart could be used effectively. Instructors have several methods of presentation from  which to choose. The nature of the subject matter and the  objective in teaching it normally determine the method of  presentation.  Presentation Performance-Based Objectives 10-11 $_{Figure 10-7.}$  Performance-based objectives are made up of a  description of the skill or behavior, conditions, and criteria. Description of the  Skill or Beha vi or— desired outcome of training stated in  concrete terms that  can be measured. Co $_{n}$ditions— the frame $_{w}$ork under  which the skill or $_{beha}$vior will be demonstrated . Criteria — the standar ds  w h i c h $_{ }$w i l b e used to measure the accomplishment of the object ive .