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need to answer. If the instructor sees puzzled expressions,
denoting that the students do not understand the question, it
should be rephrased in a slightly different form. The nature
of the questions should be determined by the lesson objective
and desired learning outcomes.
Once the discussion is underway, the instructor should listen
attentively to the ideas, experiences, and examples contributed
by the students during the discussion. Remember that during
the preparation, the instructor listed some of the anticipated
responses that would, if discussed by the students, indicate
that they had a firm grasp of the subject. As the discussion
proceeds, the instructor may find it necessary to guide the
direction to stimulate the students to explore the subject in
greater depth or to encourage them to discuss the topic in
more detail. By using “how” and “why” follow-up questions,
the instructor should be able to guide the discussion toward
the objective of helping students understand the subject.
When it appears the students have discussed the ideas that
support this particular part of the lesson, the instructor should
summarize what the students have accomplished using an
interim summary. This type of summary is one of the most
effective tools available to the instructor. It can be made
immediately after the discussion of each learning outcome
to bring ideas together and help in transition, showing how
the ideas developed by the group relate to and support the
idea discussed. The interim summary may be omitted after
discussing the last learning outcome when it is more expedient
for the instructor to present the first part of the conclusion. An
interim summary reinforces learning in relation to a specific
learning outcome. In addition to its uses as a summary and
transitional device, the interim summary may also be used
to keep the group on the subject or to divert the discussion
to another member.
Conclusion
A guided discussion is closed by summarizing the material
covered. In the conclusion the instructor should tie together
the various points or topics discussed, and show the
relationships between the facts brought forth and the practical
application of these facts. For example, in concluding a
discussion on density altitude, an instructor might give a fairly
complete description of an accident which occurred due to a
pilot attempting to take off in an overloaded airplane from a
short runway at a high-altitude airport on a hot day.
The summary should be succinct, but not incomplete. If the
discussion has revealed that certain areas are not understood
by one or more members of the group, the instructor should
clarify or cover this material again.
Advantages
As with any training method that involves discussion, students
are encouraged to listen to and learn from their instructor and/
or each other. Also as mentioned earlier, discussion involves
critical thinking skill. Open-ended questions of the type used
in guided discussion lend themselves readily to concepts of
risk management and ADM. The constant use of “What If?”
discussions provide the student with increased exposure to
proper decision-making.
From the description of guided discussion, it is obvious
this method works best in a group situation, but it can be
modified for an interactive one-on-one learning situation.
[Figure 4-11] Planning the guided discussion as well as
learning how to ask the type of questions used in guided
discussions are assets for any aviation instructor.
Problem-Based Learning
In 1966, the McMaster University School of Medicine
in Canada pioneered a new approach to teaching and
curriculum design called problem-based learning (PBL).
In the intervening years, PBL has helped shift the focus of
learning from an instructor-centered approach to a studentcentered approach. (See Appendix F.) There are many
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The pilot is
responsible for
maintaining the
aircraft in an
airworthy
condition...
Figure 4-11. As the student grows in flight knowledge, he or she
should be able to lead the postflight review while the instructor
guides the discussion with targeted questions.
definitions for PBL, but for the purposes of this handbook,
it is defined as the type of learning environment in which
lessons are structured in such a way as to confront students
with problems encountered in real life that force them to
reach real world solutions.
PBL starts with a carefully constructed problem to which
there is no single solution. The benefit of PBL lies in helping
　
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