Outline:

Introduction

Lesson plans are one of the most misunderstood tools in flight instruction. Many instructors treat them as scripts to read, documents to memorize, or paperwork required only for a checkride. This approach leads to rigid teaching, poor student engagement, and lessons that fall apart in real-world instruction.

This session reframes lesson plans as planning tools, not presentations. The focus is on how CFIs can move from a written outline to an effective, adaptive teaching session that accounts for the learner, the training environment, and the instructional objective. The goal is to help instructors teach confidently, flexibly, and professionally—without relying on canned scripts.

1. Why Lesson Plans Are Problematic in the Real World

   Summary:Traditional checkride-style lesson plans often fail because they are designed for evaluation, not instruction. They assume the instructor is providing all training from scratch and that every learner is the same. This disconnect causes instructors to struggle when moving from the checkride environment into real teaching.

   
   

   In reality, most students arrive with prior ground school, online courses, or varying levels of understanding. Effective instruction must adapt to the learner, not follow a one-size-fits-all document.

   • Checkride lesson plans assume no prior learning

   • They are disconnected from real flight training

   • They prioritize completeness over clarity

   • They encourage reading instead of teaching

   • They fail to scale across different learners

     
     

2. What a Lesson Plan Actually Is

   Summary:A lesson plan is an outline for a single instructional period—not a script. Its purpose is to help the instructor organize thoughts, sequence concepts logically, and ensure nothing critical is missed.

   
   

   When used correctly, a lesson plan supports the instructor without replacing judgment, personality, or adaptability.

   • An outline of what to cover and in what order

   • Focused on one lesson or maneuver

   • Designed for instructor reference

   • Flexible based on learner needs

   • A planning tool, not a presentation

     
     

3. What Should Be in a Lesson Plan

   Summary:A good lesson plan contains just enough structure to guide instruction without overwhelming the instructor or student. Each element exists to support learning, not paperwork.

   
   

   These components allow instructors to stay organized while remaining flexible during delivery.

   • Title: lesson or maneuver name

   • Objective: what will be accomplished

   • Motivation: why the lesson matters

   • Schedule: approximate time required

   • Equipment: instructional aids needed

   • Elements: key concepts in logical order

   • Instructor actions and student actions

   • Common errors

   • Learning outcome

     
     

4. Why Checkride Lesson Plans Don’t Work Outside the Checkride

   Summary:Checkride lesson plans are built for demonstration, not instruction. They assume the instructor must explain everything in detail, regardless of the learner’s background or progress.

   
   

   In real teaching, this leads to wasted time, disengaged students, and unnecessary complexity.

   • They ignore prior ground or online training

   • They assume all learners need the same depth

   • They fail to adjust for training stage

   • They look good on paper but fail in delivery

   • They encourage over-teaching

     
     

5. The Role of the Syllabus vs the Lesson Plan

   Summary:A syllabus is a roadmap for an entire course of training, while a lesson plan supports a single lesson. Confusing the two leads to poor sequencing and ineffective instruction.

   
   

   Understanding this distinction helps instructors place lessons in the proper training context.

   • Syllabus defines sequence and progression

   • Lesson plans support individual lessons

   • Part 141 syllabi specify minimum times

   • Most syllabi define total available time

   • Lesson plans must align with the syllabus

     
     

6. Using Images and Video Correctly

   Summary:Images and video can accelerate learning when used intentionally. However, they should support instruction—not replace the instructor.

   
   

   Effective instructors use visuals selectively and tailor them to the learner’s needs.

   • Images convey concepts quickly

   • Videos should be short snippets

   • The instructor remains the teacher

   • Visuals should match student learning style

     
     

7. How to Deliver a Lesson from a Lesson Plan

   Summary:Delivering a lesson is not about reading the plan. It is about translating key points into a clear, conversational teaching session that adapts in real time.

   
   

   The lesson should fit on a whiteboard and focus on what and how—not overwhelming theory.

   
   

   Don’t:

   • Read the lesson plan

   • Hand it to the student during instruction

   • Project a completed board before teaching

   Do:

   • Segment the board or slides

   • Use short bullet points

   • Teach one concept at a time

   • Check for understanding before moving on

     
     

8. One Size Does Not Fit All

   Summary:Effective teaching depends on understanding the learner. Lesson plans must adapt based on where the student is in training, how they learn, and what barriers may exist.

   
   

   This adaptability separates strong instructors from rigid ones.

   • Consider the learner’s place in the syllabus

   • Adjust for learning pace

   • Account for learning style

   • Recognize communication barriers

   • Modify depth and delivery accordingly

     
     

9. Critical Steps for Effective Lesson Planning

   Summary:Before teaching any lesson, instructors must rehearse delivery and validate that their instructional aids actually work in practice.

   
   

   This step prevents breakdowns during real instruction.

   • Teach the lesson out loud

   • Use the same aids you’ll use with the student

   • Confirm flow and timing

   • Identify weak explanations

   • Refine before delivery

     
     

10. Commercially Produced Lesson Plans Are Acceptable

    Summary:The FAA allows the use of commercially produced lesson plans, including for CFI practical tests. However, using them effectively still requires understanding and adaptation.

    
    

    If an instructor needs more than an outline and visuals, the issue is content mastery—not the lesson plan.

    • FAA permits commercial lesson plans

    • Acceptable for CFI practical tests

    • Must be adapted to the learner

    • Should not be read verbatim

    • Understanding matters more than ownership