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Instructor tells Instructor doesStudent tellsStudent doesStudent doesInstructor evaluatesTeaching ProcessDemonstration PerformanceMethodTelling-and-Doing TechniqueStudent tellsInstructordoes Preparation Explanation Presentation Demonstration Application Student performance supervision Review and evaluation Evaluation
While computers provide many training advantages, they also have limitations. Improper or excessive use of CBT should be avoided. Computer-based training should not be used by the instructor as stand-alone training any more than a textbook or video. Like video or a textbook, CBT is an aid to the instructor. The instructor must be actively involved with the students when using instructional aids. This involvement should include close supervision, questions, examinations, quizzes, or guided discussions on the subject matter.Techniques of Flight Instruction
In this section, the demonstration-performance method is applied to the telling-and-doing technique of flight instruction, as well as the integrated technique of flight instruction.
The Telling-and-Doing Technique
This technique has been in use for a long time and is very effective in teaching physical skills. Flight instructors find it valuable in teaching procedures and maneuvers. The telling-and-doing technique is actually a variation of the demonstration-performance method. In the telling-and-doing technique, the first step is preparation. This is particularly important in flight instruction because of the introduction of new maneuvers or procedures. The flight instructor needs to be well prepared and highly organized if complex maneuvers and procedures are to be taught effectively. The student must be intellectually and psychologically ready for the learning activity. The preparation step is accomplished prior to the flight lesson with a discussion of lesson objectives and completion standards, as well as a thorough preflight briefing. [Figure 10-11]
Instructor Tells-Instructor Does
Presentation is the second step in the teaching process. It is a continuation of preparing the student, which began in the detailed preflight discussion, and now continues by a carefully planned demonstration and accompanying verbal explanation of the procedure or maneuver. It is important that the demonstration conforms to the explanation as closely as possible. In addition, it should be demonstrated in the same sequence in which it was explained to avoid confusion and provide reinforcement. Student Tells-Instructor Does
This is a transition between the second and third steps in the teaching process. It is the most obvious departure from the demonstration-performance technique, and may provide the most significant advantages. In this step, the student actually plays the role of instructor, telling the instructor what to do and how to do it. Two benefits accrue from this step. First, being freed from the need to concentrate on performance of the maneuver and from concern about its outcome, the student should be able to organize his or her thoughts regarding the steps involved and the techniques to be used. In the process of explaining the maneuver as the instructor performs it, perceptions begin to develop into insights. Mental habits begin to form with repetition of the instructions previously received. Second, with the student doing the talking, the instructor is able to evaluate the student’s understanding of the factors involved in performance of the maneuver.Student Tells-Student Does
Application is the third step in the teaching process. This is where learning takes place and where performance habits are formed. If the student has been adequately prepared (first step) and the procedure or maneuver fully explained and demonstrated (second step), meaningful learning occurs. The instructor should be alert during the student’s practice to detect any errors in technique and to prevent the formation of faulty habits.
10-16
At the same time, the student should be encouraged to think about what to do during the performance of a maneuver, until it becomes habitual. In this step, the thinking is done verbally. This focuses concentration on the task to be accomplished, so that total involvement in the maneuver is fostered. Student Does-Instructor Evaluates
The fourth step of the teaching process is review and evaluation. In this step, the instructor reviews what has been covered during the instructional flight and determines to what extent the student has met the objectives outlined during the preflight discussion. Since the student no longer is required to talk through the maneuver during this step, the instructor should be satisfied that the student is well prepared and understands the task before starting. This last step is identical to the final step used in the demonstration-performance method. The instructor observes as the student performs, then makes appropriate comments.
At the conclusion of the evaluation phase, record the student’s performance and verbally advise each student of the progress made toward the objectives. Regardless of how well a skill is taught, there may still be failures. Since success is a motivating factor, instructors should be positive in revealing results. When pointing out areas that need improvement, offer concrete suggestions that help. The instructor should make every effort to end the evaluation on a positive note. Critique and Evaluation
　
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