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method, students observe the skill and then try to reproduce
it. It is well suited for the aircraft maintenance instructor who
uses it in the shop to teach welding, and the flight instructor
who uses it in teaching piloting skills.
Every instructor should recognize the importance of student
performance in the learning process. Early in a lesson that
is to include demonstration and performance, the instructor
should identify the most important learning outcomes. Next,
explain and demonstrate the steps involved in performing the
skill being taught. Then, allow students time to practice each
step, so they can increase their ability to perform the skill.
The demonstration-performance method is divided into five
phases: explanation, demonstration, student performance,
instructor supervision, and evaluation. [Figure 4-15]
Explanation Phase
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. 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.
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 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
Because these two phases, which involve separate actions,
are performed concurrently, they are discussed here under
a single heading. 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. In flight training, the instructor may
allow the student to follow along on the controls during the
demonstration of a maneuver. Immediately thereafter, the
instructor should have the student attempt to perform the
maneuver, coaching as necessary. In the opening scenario,
students performed a task (weight and balance computation)
as a group, and prior to terminating the performance phase,
they were allowed to independently complete the task at least
once with supervision and coaching as necessary.
Evaluation Phase
In this phase, the instructor judges student performance. The
student displays whatever competence has been attained,
and the instructor discovers just how well the skill has
been learned. To test each student’s ability to perform, the
instructor requires students to work independently throughout
this phase and makes some comment about how each
performed the skill relative to the way it was taught. From
this measurement of student achievement, the instructor
determines the effectiveness of the instruction.
Drill and Practice Method
A time-honored training delivery method, drill and practice
is based on the learning principle of exercise discussed in
chapter 2, which holds that connections are strengthened with
practice. It promotes learning through repetition because those
things most often repeated are best remembered. The human
mind rarely retains, evaluates, and applies new concepts or
practices after a single exposure. Students do not learn to
weld during one shop period or to perform crosswind landings
during one instructional flight. They learn by applying what
they have been told and shown. Every time practice occurs,
learning continues. Effective use of drill and practice revolves
4-22
around knowing what skill is being developed. The instructor
must provide opportunities for students to practice and, at
the same time, make sure that this process is directed toward
　
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