9-6 The Telling-and-Doing Technique  Evaluation Phase  Learner Performance and Instruction Supervision Phases  Figure 9-6.  The demonstration-performance method of teaching has four essential phases.  As discussed in Chapter 5, The Teaching Process, these two phases involve separate actions that are performed concurrently. The first  of these phases is the learner’s performance of the physical or mental skills that have been explained and demonstrated. The second  activity is the instructor’s supervision.$_{ }$ Learner performance requires learners to act and do. To gain skills, learners must practice. The instructor must, therefore, allot  enough time for meaningful activity. Through doing, learners can follow correct procedures and reach established standards. It is  important that learners be given an opportunity to perform the skill as soon as possible after a demonstration.  Then, the instructor reviews what has been covered during the instructional flight and determines to what extent the learner has met  the objectives outlined during the preflight discussion. The instructor should be satisfied that the learner is well prepared and  understands the task before starting. The instructor observes as the learner performs, and then makes appropriate comments.  In this phase, the instructor traditionally evaluates learner performance, records the learner’s performance, and verbally advises the  learner of the progress made toward the objectives. Regardless of how well a skill is taught, there may still be performance  deficiencies. When pointing out areas that need improvement, offer concrete suggestions that help. If possible, avoid ending the  evaluation on a negative note.  As discussed in Chapter 6, Assessment, collaborative assessment (or learner centered grading (LCG)) is a form of authentic  assessment currently used in aviation training with problem-based learning (PBL). PBL structures the lessons to confront learners  with problems that are encountered in real life and forces them to reach real-world solutions. Scenario-based training (SBT), a type of  PBL, uses a highly structured script of real-world experiences to address aviation training objectives in an operational environment.  Collaborative assessment is used to evaluate whether certain learning criteria were met during the SBT.  Collaborative assessment includes two parts—learner self-assessment and a detailed assessment by the flight instructor. The purpose  of the self-assessment is to stimulate growth in the learner’s thought processes and, in turn, behaviors. The self-assessment is followed  by an in-depth discussion between the instructor and the learner which compares the instructor’s assessment to the learner’s self- assessment.  The demonstration-performance method can be applied to the telling-and-doing technique of flight instruction in three steps.  However, the telling-and-doing technique includes specific variations for flight instruction.  [Figure 9-7] 