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has five essential phases.
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
　
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