The most basic teaching method is the explanation. This has the advantage that, if the teacher is prepared, the explanation will be complete and nothing will be left out. However, retention by students is often poor unless the information is backed up by written material and practice. Of course it helps if the material is interesting to the students. The major drawback of the explanation method is that it is largely a passive process and does not take advantage of the ‘effect’ learning factor.
We can move from simple explanations to the explanation-demonstration approach. This is the ‘tell me- show me’ method. The ‘show’ part is generally viewed as the application of the knowledge. In other words, we have talked about the theory, lets try some practice. This approach again is perhaps more interesting to the student but still largely a passive method. We can help with this process by making good use of the intensity learning factor.
The next level up from the explanation is the developmental or questioning method. Learning is accomplished by guiding the students through a series of questions. This method is a bit more open-ended, as teachers must expect that, since the student is involved, the answers may not be what is expected. The task of the teacher becomes keeping the learning focused while not limiting the enthusiasm of the students. Good questions characteristically are easily understood, composed of common words, thought provoking, and on topic. Questioning inevitably opens doors and students will not respond seriously if they are all immediately closed in the search for the ‘right’ answer. Good questioners develop the skills to:
- Ask questions that are on topic.
- Ask the question clearly.
- Give time for a reply.
- Carefully consider the answer.
- Confirm correct responses.
- Keep the respondent on topic.
- Don’t bluff when questioned themselves.
Questions may be described as either open or closed. A closed question generally has a limited number of correct responses. In flight training these are generally used to confirm or test knowledge. Open questions in flight are usually used for planning purposes and the outcome may be one of several ‘right’ answers. Instructors should be careful in asking open questions in time critical situations. It is one thing for a question to direct thinking about a set of options and quite another to provoke learning. I offer a word of caution. Developmental learning requires time that may not be available in certain flying situations. It is often best used in the pre or post-flight briefings and in a limited fashion in green situations.
To really encourage learning however, a combination of the above methods with student practice is the best tactic. This is a more involved process called the demonstration-performance method. This requires the teacher to give an explanation and a demonstration, and then coach the student through a performance of the task. The student benefits the most when the performance and not the demonstration is the better part of this method. The instructor must learn the fine art of judging just what the student is capable of performing next. It is harder to undo the failures than to reinforce the successes.