⦁ $_{Plan at least one lead-off question for each desired learning outcome. While preparing questions, the }$ instructor should remember that the purpose is to stimulate discussion, not merely to get answers. Lead-off 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?” Learners 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. 

## Learner Preparation for a Guided Discussion 

It is the instructor’s responsibility to help learners prepare themselves for the discussion. Each learner should be encouraged to accept responsibility for contributing to the discussion and benefiting from it. Throughout the time the instructor prepares the learners 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. In such cases, it is practical and advisable to give the learners a brief general survey of the topic during the introduction. Normally, learners 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 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 

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 learner should be given the opportunity to discuss the various aspects of the subject, and feel free to do so. Moreover, the learner should feel a personal responsibility to contribute. The instructor should try to make the learners 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 learners to understand and put forth decisively. While the instructor should have the answer in mind before asking the question, the learners need to think about the question before answering. It takes time for learners to recall data, determine how to answer, or to think of an example. 

The more difficult the question, the more time the learners need to answer. If the instructor sees puzzled expressions, denoting that the learners do not understand the question, it should be rephrased in a slightly different form. The nature of the questions should be determined by the lesson objective and desired learning outcomes. 

Once the discussion is underway, the instructor should listen attentively to the ideas, experiences, and examples contributed by the learners during the discussion. Remember that during the preparation, the instructor listed some of the anticipated responses that would, if discussed by the learners, indicate that they had a firm grasp of the subject. By using “how” and “why” follow- up questions, the instructor should be able to guide the discussion toward the objective of helping learners understand the subject. 

After the learners discuss the ideas that support this particular part of the lesson, the instructor should summarize what they have accomplished using an interim summary. This usually occurs after the discussion of each learning outcome to bring ideas together and help in transition, showing how the discussion by the group related to and supported the objective. An interim summary reinforces learning in relation to a specific learning outcome. The interim summary may also be used to keep the group on the subject or to divert the discussion to another member. 

## Conclusion 

A guided discussion closes by summarizing the material covered. The instructor ties together the various points or topics discussed, and shows the relationships between the facts brought forth and the practical application of these facts. For example, while concluding a discussion on density altitude, an instructor might describe an accident, which occurred due to a pilot attempting to take off at a high-altitude airport with a fully loaded aircraft on a hot day. 

The summary should be succinct, but not incomplete. If the discussion has revealed that certain areas are not understood by one or more members of the group, the instructor should clarify or cover this material again. 

