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learning outcomes. Through discussion, the
students develop an understanding of the subject by
sharing knowledge, experiences, and backgrounds.
Consequently, the objective normally is stated at the
understanding level of learning. The desired learning
outcomes should stem from the objective.
• Conduct adequate research to become familiar with
the topic. While researching, the instructor should
always be alert for ideas on the best way to tailor a
lesson for a particular group of students. Similarly, the
instructor can prepare the prediscussion assignment
more effectively while conducting research for the
classroom period. During this research process, the
instructor should also earmark reading material that
appears to be especially appropriate as background
material for students. Such material should be well
organized and based on fundamentals.
• Organize the main and subordinate points of the lesson
in a logical sequence. The guided discussion has three
main parts: introduction, discussion, and conclusion.
The introduction consists of three elements: attention,
motivation, and overview. In the discussion, the
instructor should be certain that the main points
discussed build logically with the objective. The
conclusion consists of the summary of the main points.
By organizing in this manner, the instructor phrases
the questions to help the students obtain a firm grasp
of the subject matter and to minimize the possibility
of a rambling discussion.
• Plan at least one lead-off question for each desired
learning outcome. In preparing questions, the
instructor should remember that the purpose is to
stimulate discussion, not merely to get answers. Leadoff questions should usually begin with how or why.
For example, it is better to ask “Why does an aircraft
normally require a longer takeoff run at Denver than
at New Orleans?” instead of “Would you expect an
aircraft to require a longer takeoff run at Denver or
at New Orleans?” Students can answer the second
question by merely saying “Denver,” but the first
question is likely to start a discussion of air density,
engine efficiency, and the effect of temperature on
performance.
Student Preparation for a Guided Discussion
It is the instructor’s responsibility to help students prepare
themselves for the discussion. Each student should be
encouraged to accept responsibility for contributing to the
discussion and benefiting from it. Throughout the time
the instructor prepares the students for their discussion,
they should be made aware of the lesson objective(s). In
certain instances, the instructor has no opportunity to assign
preliminary work and must face the students for the first time.
In such cases, it is practical and advisable to give the students
a brief general survey of the topic during the introduction.
Normally, students should not be asked to discuss a subject
without some background in that subject.
Guiding a Discussion—Instructor Technique
The techniques used to guide a discussion require practice
and experience. The instructor needs to keep up with the
4-15
discussion and know when to intervene with questions
or redirect the group’s focus. The following information
provides a framework for successfully conducting the guided
discussion.
Introduction
A guided discussion lesson is introduced in the same manner
as the lecture. The introduction should include an attention
element, a motivation element, and an overview of key points.
To encourage enthusiasm and stimulate discussion, the
instructor should create a relaxed, informal atmosphere. Each
student should be given the opportunity to discuss the various
aspects of the subject, and feel free to do so. Moreover, the
student should feel a personal responsibility to contribute.
The instructor should try to make the students feel that their
ideas and active participation are wanted and needed.
Discussion
The instructor opens the discussion by asking one of the
prepared lead-off questions. Discussion questions should
be easy for students to understand, put forth decisively by
the instructor, and followed by silence. An instructor should
also be patient and give students a chance to react. While the
instructor should have the answer in mind before asking the
question, the students need to think about the question before
answering. Keep in mind that it takes time to recall data,
determine how to answer, or to think of an example.
The more difficult the question, the more time the students
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Aviation Instructor's Handbook航空教员手册(77)
