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must be comfortable, confident in the instructor and the aircraft, and at ease if effective learning is to occur. Providing this atmosphere for learning is one of the first and most important tasks of the instructor. Although doing so may be difficult at first, successive accomplishment of recognizable goals and the avoidance of alarming occurrences or situations will rapidly ease the student’s mind. This is true of all flight students, but special handling by the instructor may be required for students who are obviously anxious or uncomfortable.
Demonstration-Performance Training Delivery Method
The demonstration-performance training delivery method was discussed briefly in Chapter 4, The Teaching Process, but the following in-depth discussion is geared to the flight instructor. This training method has been in use for a long time and is very effective in teaching kinesthetic skills so flight instructors find it valuable in teaching procedures and maneuvers. The demonstration-performance method is divided into four phases: explanation, demonstration, student performance with instructor supervision, and evaluation. [Figure 8-4]Explanation Phase
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 explanation phase is accomplished prior to the flight lesson with a discussion of lesson objectives and completion standards, as well as a thorough preflight briefing. Explanations must be clear, pertinent to the objectives of the particular lesson to be presented, and based on the known experience and knowledge of the students. Students need to know not only what they will learn, but also how they will learn it—that is, how the lesson will proceed and how they will be evaluated. In teaching a skill, the instructor must convey to the students the precise actions they are to perform. In addition to the necessary steps, the instructor should describe the end result of these efforts. The explanation phase also should include coverage of appropriate safety procedures. Before leaving this phase, the instructor should encourage students to ask questions about any step of the procedure that they do not understand.
Demonstration Phase
The instructor must show students the actions necessary to perform a skill. As little extraneous activity as possible should be included in the demonstration if students are to clearly understand that the instructor is accurately performing the actions previously explained. If, due to some unanticipated circumstances the demonstration does not closely conform to the explanation, this deviation should be immediately acknowledged and explained.
Student Performance and Instructor Supervision Phases
As discussed in chapter 4, these two phases involve separate actions that are performed concurrently. The first of these phases is the student’s performance of the physical or mental skills that have been explained and demonstrated. The second activity is the instructor’s supervision.
Student performance requires students to act and do. To learn skills, students must practice. The instructor must, therefore, allot enough time for meaningful student activity. Through doing, students learn to follow correct procedures and to reach established standards. It is important that students be given an opportunity to perform the skill as soon as possible after a demonstration.
Then, 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. The instructor should be satisfied that the student is well prepared and understands the task before starting. The instructor observes as the student performs, and then makes appropriate comments.
Evaluation Phase
In this phase, the instructor traditionally evaluates student performance, records the student’s performance, and verbally advises the student of the progress made toward the objectives. Regardless of how well a skill is taught, there may still be performance deficiencies. When pointing out areas that need improvement, offer concrete suggestions that help. If possible, avoid ending the evaluation on a negative note.
As discussed in Chapter 5, Assessment, collaborative assessment (or learner centered grading (LCG)) is a form of 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
　
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