5-23  ⦁ $_{Generally, instructional aids that are relatively simple are best. }$ ⦁ $_{The coverage should be straightforward and factual so it is easy for learners to remember and recall. }$ ⦁ $_{Ideally, instructional aids cover the key points and concepts. }$ ⦁ $_{Carefully selected charts, graphs, pictures, or other well-organized visual aids are examples of items that }$ help the learner understand, as well as retain, essential information.  Application of the Lesson  Assessment of the Lesson  Instructional Aids and Training Technologies  Reasons for Use of Instructional Aids  Instructional Aid Theory  There is general agreement about certain factors that seem pertinent to understanding the use of instructional aids.  Properly used instructional aids help gain and hold the attention of learners. Audio or visual aids can be very useful in supporting a  topic, and the combination of both audio and visual stimuli is particularly effective since the two most important senses are involved.  One caution—the instructional aid should keep learner attention on the subject; it should not be a distracting gimmick.  Clearly, a major goal of all instruction is for the learner to be able to retain as much knowledge of the subject as possible, especially  the key points. Numerous studies have attempted to determine how well instructional aids serve this purpose. Indications from the  studies vary greatly—from modest results, which show a 10 to 15 percent increase in retention, to more optimistic results in which  retention is increased by as much as 80 percent.  [Figure 5-16]  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 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.  Before the end of the instructional period, the instructor should review what has been covered during the lesson and ask the learners  to demonstrate how well the lesson objectives have been met. Review and assessment are integral parts of each classroom, or flight  lesson. The instructor’s assessment may be informal and recorded only for the instructor’s own use in planning the next lesson, or it  may be formal. Often, the assessment is formal and results recorded to certify the learner’s progress in the course. Assessment is  explored in more detail in Chapter 6.  As the learner becomes proficient with the fundamentals of flight and aircraft maneuvers or maintenance procedures, the instructor  should increasingly emphasize ADM as a means of applying what has been previously learned. For example, the flight learner may be  asked to plan for the arrival at a specific nontowered airport. The planning should take into consideration the wind conditions, arrival  paths, communication procedures, available runways, recommended traffic patterns, and courses of action in the event the unexpected  occurs. Upon arrival at the airport the learner makes decisions (with guidance and feedback as necessary) to safely enter and fly the  traffic pattern.  Application is the learner’s use of the presented material. If it is a classroom presentation, the learner may be asked to explain the new  material. If it is a new flight maneuver, the learner may be asked to perform the maneuver just been demonstrated. In most  instructional situations, the instructor’s explanation and demonstration activities alternate with learner performance efforts. Usually  the instructor offers corrections and further demonstrations. This is necessary because each learner needs to perform the maneuver or  operation the right way the first few times to establish a good habit. Faulty habits are difficult to correct and need to be addressed as  soon as possible. Flight instructors should know about this issue since learners often practice without an instructor. Periodic review  and assessment by the instructor is necessary to ensure that the learner has not acquired any bad habits, and learners should practice  maneuvers on solo flights only after demonstrating reasonable competence. 