Relation to course of training—each lesson should be planned and taught so that its relation to the course objectives is clear to each  learner. For example, a lesson on short-field takeoffs and landings should be related to both the certification and safety objectives of  the course of training.  Instructional steps—every lesson, when adequately developed, falls logically into the four steps of the teaching process: preparation,  presentation, application, and review and evaluation.  Be familiar with the lesson plan. The instructor should study each step of the plan and should be thoroughly familiar with as much  information related to the subject as possible.  Use the lesson plan as a guide. The lesson plan is an outline for conducting an instructional period. It assures that pertinent materials  are at hand and that the presentation is accomplished with order and unity. Having a plan prevents the instructor from getting off  track, omitting essential points, and introducing irrelevant material. Learners 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 reviewed  lesson plan.  Adapt the lesson plan to the class or learner. In teaching a class, 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 learners. 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  learner. A lesson plan may have to be modified considerably during flight, due to deficiencies in the learner’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.  Revise the lesson plan periodically. 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 such as availability or non-availability of instructional aids, changes in regulations, or  new manuals and textbooks.  The format and style of a lesson plan depends on several factors. Certainly, the subject matter helps determine 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. However, as  previously noted, aviation training is not simple. It involves all three domains of learning, and the objectives usually include the  higher levels of learning, at least at the application level.  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. All should include objectives, content to support the objectives, and  completion standards. Various authorities often divide the main headings into several subheadings; 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.  Commercially developed lesson plans are acceptable for most training situations, including use by flight instructor applicants during  their practical tests. However, all instructors should recognize that even well-designed preprinted lesson plans may need to be  modified. Therefore, instructors are encouraged to use creativity when adapting preprinted lesson plans or when developing their own  lesson plans for specific learners or training circumstances.  In the traditional lesson plan illustrated by  Figure 7-6,  the objective is “The learner will learn to control for wind drift.” According to$_{ }$ the plan, the instructor reviews topics already covered including heading, speed, angle of bank, altitude, terrain, and wind direction  plus velocity. This explanation is followed by a demonstration and repeated practice of a specific flight maneuver, such as turns  around a point or S-turns across the road until the maneuver can be consistently accomplished in a safe and effective manner within a  specified limit of heading, altitude, and airspeed. At the end of this lesson, the learner is only capable of practicing the maneuver with  assistance from the instructor.  How to Use a Lesson Plan Properly  Lesson Plan Formats  7-9 