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either through reading prior to class or a short lecture to set
up the topic to be discussed. This training method employs
instructor-guided discussion with the instructor maintaining
control of the discussion. It can be used during classroom
periods and preflight and postflight briefings. The discussions
reflect whatever level of knowledge and experience the
students have gained.
The goal of guided discussions is to draw out what the
students know. The instructor should remember that the more
intense the discussion and the greater the participation, the
more effective the learning. All members of the group should
follow the discussion. The instructor should treat everyone
impartially, encourage questions, exercise patience and
tact, and comment on all responses. Sarcasm and/or ridicule
should never be used, since they inhibit the spontaneity of the
participants. In a guided discussion, the instructor guides the
discussion with the goal of reinforcing a learning objective
related to the lesson. The instructor acts as a facilitator to
encourage discussion between students.
Use of Questions in a Guided Discussion
In the guided discussion, learning is achieved through the
skillful use of questions. Questions can be categorized
by function and by characteristics. Understanding these
distinctions helps the instructor become a more skilled user
of questions.
The instructor often uses a question to open up an area for
discussion. This is the lead-off question and its purpose is
to get the discussion started. After the discussion develops,
the instructor may ask a follow-up question to guide the
discussion. The reasons for using a follow-up question may
vary. The instructor may want a student to explain something
more thoroughly, or may need to bring the discussion back
to a point from which it has strayed.
In terms of characteristics, questions can be identified as
overhead, rhetorical, direct, reverse, and relay. The overhead
question is directed to the entire group to stimulate thought
and response from each group member. The instructor may
use an overhead question to pose the lead-off question. The
rhetorical question is similar in nature, because it also spurs
group thought. However, the instructor provides the answer
to the rhetorical question. Consequently, it is more commonly
used in lecturing than in guided discussion.
The instructor who wants to phrase a question for followup purposes may choose the overhead type. If, however,
a response is desired from a specific individual, a direct
question may be asked of that student. A reverse question is
a question asked by a learner and the instructor returns the
4-14
Has a specific purpose
Is clear in meaning
Contains a single idea
Stimulates thought
Requires definite answers
Relates to previously covered information
Characteristics 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
　
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