⦁ $_{Plan at least one lead-off question for each desired learning outcome. While preparing questions, the }$ 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  Guiding a Discussion—Instructor Technique  Introduction  Discussion  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.  5-15  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.  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.  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.  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 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.  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.  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. 