Development  Past to Present  Simple-to-Complex  Known to Unknown  Most Frequently Used to Least Used  Conclusion  Training Delivery Methods  Lecture Method  5-10  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.$_{ }$ 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. The instructor determines which teaching method best conveys the information and when to use it. For  example, Bob lectures in the opening scenario, but after teaching how to compute weight and balance, he uses group learning to  reinforce the lecture.  By organizing the lesson material into a logical format, the instructor maximizes the opportunity for learners to retain the desired  information. Since each teaching situation is unique, the setting and purpose of the lesson determines which teaching method is used.  An effective conclusion retraces the important elements of the lesson and relates them to the objective. This review and wrap-up of  ideas reinforces learning and improves retention. New ideas should not be introduced in the conclusion because they are likely to  confuse the learners  Under each main point in a lesson, the subordinate points should lead naturally from one to another. With this arrangement, each  point leads logically to and serves as a reminder of the next. Meaningful transition from one main point to another keeps the learners  oriented, aware of where they have been, and where they are going. This permits learners to sort or categorize information in their  working or short-term memory and allows them to process and remember what they have been taught.  In some subjects, certain information or concepts are common to all who use the material. This fourth organizational pattern starts  with common usage before progressing to the rarer ones. Even though some aircraft are equipped with a computerized navigational  system, instructors should begin by teaching learners the basics of navigation since all pilots use the basic skills.  By using something the learner already knows as the point of departure, the instructor can lead into new ideas and concepts. For  example, when developing a lesson on heading indicators, the instructor could begin with a discussion of the magnetic compass  before proceeding to a description of gyroscopic indicators.  Do not be afraid to omit less important information at first in order to simplify the learning process. If Class D, E, and G airspace are  the only airspace types being utilized by a learner, save the discussion of A, B, and C airspace until they have operating familiarity  with the other types. Less information at first is easier to absorb.  The simple-to-complex pattern helps the instructor lead the learner from simple facts or ideas to an understanding of the phenomena  or concepts involved. When beginning a study of jet propulsion the learner might start by considering the forces involved when  releasing air from a toy balloon and finish by taking part in a discussion of a complex gas turbine engine.  In this pattern of development, the subject matter is arranged chronologically, from the present to the past or from the past to the  present. Time relationships are most suitable when history is an important consideration, as in tracing the development of radio  navigation systems.  Development is the main part of the lesson. Here, the instructor develops the subject matter in a manner that helps the learners  achieve the desired outcomes. The instructor organizes the material logically to show the relationships of the main points. The  instructor may show these primary relationships by developing the main points in one of the following ways: from past to present,  simple to complex, known to unknown, and most frequently used to least used. 