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.  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. 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. 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. 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] 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  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. Student Tells-Instructor Does Techniques of Flight Instruction The Telling-and-Doing Technique Student Tells-Student Does Instructor Tells-Instructor Does Preparation Instructor tells  Instructor does Student tells Student does Student does Instructor evaluates Teaching Process Demonstration Performance Method Telling-and-Doing Technique Student tells Instructor does Preparation  Explanation  Presentation  Demonstration Application  Student performance supervision Review and evaluation  Evaluation $_{Figure 10-11.}$  Comparison of steps in the teaching process, the demonstration-performance method, and the telling-and-doing technique.  This comparison shows the similarities, as well as some differences. The main difference in the telling-and-doing technique is the important  transition, student tells—instructor does, which occurs between the second and third step. 10-15