. Projected Materials
Projected materials include motion pictures and filmstrips, slides, transparencies for overhead projection, and materials used in the opaque projector. The essential factor for their use is that the content must support the lesson.
Motion pictures can bring many realistic situations into the classroom. They are usually unsurpassed in their capacity for holding attention. There are many excellent films available on almost any subject.
. Models
Models or mockups can be used effectively in explaining operating principles of various types of equipment. They are especially adaptable to small group discussions in which students are encouraged to ask questions. A model is even more effective if it works like the original and can be taken apart and reassembled. As instructional aids, models are usually more practical than originals, because they are lightweight and easily moved.
Mockups are valuable in teaching such subjects as aircraft systems. They enable the instructor to transmit a clear picture of the position and functions of the components which make up the system.
The effective instructor must keep abreast of developments in instructional aids and in the potential uses for them by reading the professional journals about new instructional materials and by developing a creative imagination. There is always a better way to accomplish a training objective.
3.8 EVALUATION
Instructors determine when they have arrived at their goal through the evaluation process. Evaluation is one of the basic steps in the teaching process carried on throughout each period of instruction. Instructors' evaluation may consist of simple observations of students' rate of comprehension as evidenced by their performance, by the administration of oral or written quizzes, or by formal check flights.
3.9 EVALUATION PROCESS
The total evaluation process is the means of determining how well both the instructor and the student are progressing toward certain objectives. Overall objectives are clearly written in the appropriate Practical Test Standards, but the interim objectives for each period of classroom or flight instruction should be determined by the instructor. If the objective is stated in terms of observable, definable, measurable behavior which is appropriate to the student's experience, the evaluation process is simple. The student's performance is easily compared to the criteria stated in the objective. If the objective is defined in terms which cannot be observed and measured, however, no two instructors can evaluate the same performance in the same way.