Use of Questions in a Guided Discussion  In the guided discussion, learning is achieved through the skillful use of questions. Questions can be categorized by function and  characteristics.  The instructor often uses a lead-off question to open up an area for discussion. After the discussion develops, the instructor may ask a  follow-up question to guide the discussion. The reasons for using a follow-up question may vary. The instructor may want a learner to  explain something more thoroughly, or may need to bring the discussion back to a point from which it has strayed. An instructor may  answer a question with a question and direct that question back to the person posing the question or other participant.  Questions are so much a part of teaching that they are often taken for granted. Effective use of questions may result in more learning  than any other single technique used by instructors. Instructors should avoid questions that can be answered by short factual  statements or yes or no responses and ask open-ended questions that are thought provoking and require more mental activity. Since  most aviation training is at the understanding level or higher, questions should require learners to grasp concepts, explain similarities  and differences, and to infer cause-and-effect relationships.  [Figure 5-10]  Planning a guided discussion is similar to planning a lecture. (Note that the following suggestions include many that are appropriate  for planning cooperative learning, to be discussed later in the chapter.)  Planning a Guided Discussion  Figure 5-10.  If the objectives of a lesson are clearly established in advance, instructors will find it much easier to ask appropriate  questions that keep the discussion moving in the planned direction.  ⦁ $_{Select an appropriate topic. Unless the learners have some knowledge to exchange with each other, they }$ cannot reach the desired learning outcomes. If necessary, make assignments that give the learners an  adequate background for discussing the lesson topic.  ⦁ $_{State the specific lesson objective at the understanding level of learning. Through discussion, the learners }$ develop an understanding of the subject by sharing knowledge, experiences, and backgrounds. The desired  learning outcomes should stem from the objective.  ⦁ $_{Conduct adequate research to become familiar with the topic. The instructor should always be alert for }$ ideas that will enhance a lesson for a particular group of learners. Similarly, the instructor can consider  any prediscussion assignment while conducting research for the classroom period. During this research  process, the instructor should also earmark reading material that appears to be appropriate as background  material for learners. 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. During 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 learners obtain a firm  grasp of the subject matter and to minimize the possibility of a rambling discussion.  5-14 