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Has a specific pur
poseIs clear in meaningContains a single ideaStimulates thoughtRequires definite answersRelates to previously covered informationCharacteristics of an Effective Question
Figure 4-10. If the objectives of a lesson are clearly established in advance, instructors will find it much easier to ask appropriate questions that keep the discussion moving in the planned direction.
question to the same learner for response. A relay question is asked by a learner and the instructor requests another student to respond.
Questions are so much a part of teaching that they are often taken for granted. Effective use of questions may result in more student learning than any other single technique used by instructors. Instructors should avoid questions that can be answered by short factual statements or yes or no responses and ask open-ended questions that are thought provoking and require more mental activity. Since most aviation training is at the understanding level of learning or higher, questions should require students to grasp concepts, explain similarities and differences, and to infer cause-and-effect relationships. [Figure 4-10]Planning a Guided Discussion
Planning a guided discussion is similar to planning a lecture. Instructors will find the following suggestions helpful in planning a discussion lesson. (Note that these same suggestions include many that are appropriate for planning cooperative learning, to be discussed later in the chapter.)
• Select a topic the students can profitably discuss. Unless the students have some knowledge to exchange with each other, they cannot reach the desired learning outcomes by the discussion method. If necessary, make assignments that give the students an adequate background for discussing the lesson topic.
• Establish a specific lesson objective with desired learning outcomes. Through discussion, the students develop an understanding of the subject by sharing knowledge, experiences, and backgrounds. Consequently, the objective normally is stated at the understanding level of learning. The desired learning outcomes should stem from the objective.
• Conduct adequate research to become familiar with the topic. While researching, the instructor should always be alert for ideas on the best way to tailor a lesson for a particular group of students. Similarly, the instructor can prepare the prediscussion assignment more effectively while conducting research for the classroom period. During this research process, the instructor should also earmark reading material that appears to be especially appropriate as background material for students. Such material should be well organized and based on fundamentals.
• Organize the main and subordinate points of the lesson in a logical sequence. The guided discussion has three main parts: introduction, discussion, and conclusion. The introduction consists of three elements: attention, motivation, and overview. In the discussion, the instructor should be certain that the main points discussed build logically with the objective. The conclusion consists of the summary of the main points. By organizing in this manner, the instructor phrases the questions to help the students obtain a firm grasp of the subject matter and to minimize the possibility of a rambling discussion.
• Plan at least one lead-off question for each desired learning outcome. In preparing questions, the instructor should remember that the purpose is to stimulate discussion, not merely to get answers. Lead-off questions should usually begin with how or why. For example, it is better to ask “Why does an aircraft normally require a longer takeoff run at Denver than at New Orleans?” instead of “Would you expect an aircraft to require a longer takeoff run at Denver or at New Orleans?” Students can answer the second question by merely saying “Denver,” but the first question is likely to start a discussion of air density, engine efficiency, and the effect of temperature on performance.Student Preparation for a Guided Discussion
It is the instructor’s responsibility to help students prepare themselves for the discussion. Each student should be encouraged to accept responsibility for contributing to the discussion and benefiting from it. Throughout the time the instructor prepares the students for their discussion, they should be made aware of the lesson objective(s). In certain instances, the instructor has no opportunity to assign preliminary work and must face the students for the first time. In such cases, it is practical and advisable to give the students a brief general survey of the topic during the introduction. Normally, students should not be asked to discuss a subject without some background in that subject.Guiding a Discussion—Instructor Technique
The techniques used to guide a discussion require practice and experience. The instructor needs to keep up with the
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discussion and know when to intervene with questions or redirect the group’s focus. The following information provides a framework for successfully conducting the guided discussion.
　
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