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While computers provide many training advantages, they also have limitations. Improper or excessive use of CBT should be avoided. Computer-based training should not be used by the instructor as stand-alone training any more than a textbook or video. Like video or a textbook, CBT is an aid to the instructor. The instructor must be actively involved with the students when using instructional aids. This involvement should include close supervision, questions, examinations, quizzes, or guided discussions on the subject matter. 

## Techniques of Flight Instruction 

In this section, the demonstration-performance method is applied to the telling-and-doing technique of flight instruction, as well as the integrated technique of flight instruction. 

## The Telling-and-Doing Technique 

This technique has been in use for a long time and is very effective in teaching physical skills. Flight instructors find it valuable in teaching procedures and maneuvers. The telling-and-doing technique is actually a variation of the demonstration-performance method. In the telling-and-doing technique, the first step is preparation. This is particularly important in flight instruction because of the introduction of new maneuvers or procedures. 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 preparation step is accomplished prior to the flight lesson with a discussion of lesson objectives and completion standards, as well as a thorough preflight briefing. [Figure 10-11] 

## Instructor Tells-Instructor Does 

Presentation is the second step in the teaching process. It is a continuation of preparing the student, which began in the detailed preflight discussion, and now continues by a 

carefully planned demonstration and accompanying verbal explanation of the procedure or maneuver. It is important that the demonstration conforms to the explanation as closely as possible. In addition, it should be demonstrated in the same sequence in which it was explained to avoid confusion and provide reinforcement. 

## Student Tells-Instructor Does 

This is a transition between the second and third steps in the teaching process. It is the most obvious departure from the demonstration-performance technique, and may provide the most significant advantages. In this step, the student actually plays the role of instructor, telling the instructor what to do and how to do it. Two benefits accrue from this step. First, being freed from the need to concentrate on performance of the maneuver and from concern about its outcome, the student should be able to organize his or her thoughts regarding the steps involved and the techniques to be used. In the process of explaining the maneuver as the instructor performs it, perceptions begin to develop into insights. Mental habits begin to form with repetition of the instructions previously received. Second, with the student doing the talking, the instructor is able to evaluate the student’s understanding of the factors involved in performance of the maneuver. 

## Student Tells-Student Does 

Application is the third step in the teaching process. This is where learning takes place and where performance habits are formed. If the student has been adequately prepared (first step) and the procedure or maneuver fully explained and demonstrated (second step), meaningful learning occurs. The instructor should be alert during the student’s practice to detect any errors in technique and to prevent the formation of faulty habits. 

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