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authentic assessment currently used in aviation training with
problem-based learning (PBL). PBL structures the lessons to
confront students with problems that are encountered in real
8-7
Figure 8-5. This comparison of steps in the teaching process, the demonstration-performance method, and the telling-and-doing technique
highlights similarities as well as differences. The main difference in the telling-and-doing technique is the important transition, student
tells—instructor does, which occurs between the second and third step.
Preparation
Instructor tells
Instructor does
Student tells
Student does
Student does
Instructor evaluates
Traditional Teaching Process
Demonstration-Performance
Method
Telling-and-Doing Technique
Student tells
Instructor
does
Preparation Explanation
Presentation Demonstration
Application Student performance supervision
Review and Evaluation Evaluation
life and forces them to reach real-world solutions. Scenariobased training (SBT), a type of PBL, uses a highly structured
script of real world experiences to address aviation training
objectives in an operational environment. Collaborative
assessment is used to evaluate whether certain learning
criteria were met during the SBT.
Collaborative assessment includes two parts—learner selfassessment and a detailed assessment by the flight instructor.
The purpose of the self-assessment is to stimulate growth
in the learner’s thought processes and, in turn, behaviors.
The self-assessment is followed by an in-depth discussion
between the instructor and the student which compares the
instructor’s assessment to the student’s self-assessment.
The Telling-and-Doing Technique
The demonstration-performance method can be applied to
the telling-and-doing technique of flight instruction in three
steps. However, the telling-and-doing technique includes
specific variations for flight instruction. [Figure 8-5]
Instructor Tells—Instructor Does
First, the flight instructor gives a carefully planned
demonstration of the procedure or maneuver with
accompanying verbal explanation. While demonstrating
inflight maneuvers, the instructor should explain the required
power settings, aircraft attitudes, and describe any other
pertinent factors that may apply. This is the only step in
which the student plays a passive role. It is important for the
demonstration to conform to the explanation as closely as
possible. In addition, it should be demonstrated in the same
sequence in which it was explained so as to avoid confusion
and provide reinforcement. Since students generally imitate
the instructor’s performance, the instructor must demonstrate
the skill exactly the way the students are expected to practice
it, including all safety procedures that the students must
follow. If, due to some unanticipated circumstances, the
demonstration does not closely conform to the explanation,
this deviation should be immediately acknowledged and
explained.
Most physical skills lend themselves to a sequential pattern
where the skill is explained in the same step-by-step order
normally used to perform it. When the skill being taught
is related to previously learned procedures or maneuvers,
the known to unknown strategy may be used effectively.
When teaching more than one skill at the same time, the
simple-to-complex strategy works well. By starting with the
simplest skill, a student gains confidence and is less likely
to become frustrated when faced with building skills that
are more complex.
Another consideration in this phase is the language used.
Instructors should attempt to avoid unnecessary jargon and
technical terms that their students do not know. Instructors
should also take care to clearly describe the actions students
are expected to perform. Communication is the key. It is
neither appropriate nor effective for instructors to try to
impress students with their expertise by using language that
is unnecessarily complicated.
As an example, a level turn might be demonstrated and
described by the instructor in the following way:
• Use outside visual references and monitor the flight
instruments.
• After clearing the airspace around the aircraft,
add power slightly, turn the aircraft in the desired
direction, and apply a slight amount of back pressure
on the yoke to maintain altitude. Maintain coordinated
flight by applying rudder in the direction of the turn.
8-8
• Remember, the ailerons control the roll rate, as well as
　
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