5-13  An informal lecture includes active learner participation. Learning is best achieved if learners participate actively in a friendly,  relaxed atmosphere. The use of questions achieves active learner participation. In this way, the learners are encouraged to make  contributions that supplement the lecture. However, it is the instructor’s responsibility to plan, organize, develop, and present the  major portion of a lesson.  A lecture is a convenient way to instruct large groups. If necessary, a public address system can be used to amplify the speaker’s$_{ }$ voice. Lectures can be used to present information that would be difficult for the learners to get in other ways, particularly if they do  not have the time required for research, or if they do not have access to reference material. Lectures supplement other teaching  devices and methods. A brief introductory lecture can give direction and purpose to a demonstration or prepare learners for a  discussion by telling them something about the subject matter to be covered.  The lecture is particularly suitable for explaining any necessary background information. By using a lecture in this way, the instructor  can offer learners with varied backgrounds a common understanding of essential principles and facts. However, lectures do not allow  an instructor a precise measure of learner understanding of the material covered.  In a lecture, the instructor can present many ideas in a relatively short time. Logically organized ta sks $_{ }$and ideas can be presented  concisely and in rapid sequence.  To achieve desired learning outcomes through the lecture method, an instructor needs considerable skill in speaking. As indicated in  Chapter 3, The Learning Process, a learner’s rate of retention drops off significantly after the first 10-15 minutes of a lecture and  improves at the end. Research has shown that learning is an active process—the more involved learners are in the process, the more  they retain.  The lecture does not foster attainment of certain types of learning outcomes, such as motor skills, which need to be perfected via  hands-on practice. Thus, an instructor who introduces some form of active learner participation in the middle of a lecture greatly  increases retention.  The discussion method modifies the pure lecture form by using lecture and then discussion to actively integrate the learner into the  process. In the discussion method, the instructor provides a short lecture, which gives basic knowledge to the learners. This short  lecture is followed by instructor-learner and learner- learner discussion.  This method relies on discussion and the exchange of ideas. Everyone has the opportunity to comment, listen, think, and participate.  By being actively engaged in discussing the lecture, learners improve their recall and ability to use the information.  It is importan t for th e instructor to keep th e discussion focused on th e subjec t matter. Th e instructor may need to in itiate leading  questions, comment on any disagreements, ensure that all learners participate, and summarize what has been learned.  Tying the discussion method into the lecture method not only provides active participation, it also allows learners to develop higher  order thinking skills (HOTS). The give and take of the discussion method also helps learners evaluate ideas, concepts, and principles.  When using this method, instructors should keep their own discussion to a minimum since the goal is learner participation.  Instructors can also use another form of discussion, the guided discussion method, to ensure the learner has correctly received and  interpreted subject information. The learner needs a level of knowledge about the topic to be discussed, either through reading prior  to class or a short lecture to set up the topic to be discussed. This training method employs instructor-guided discussion with the  instructor maintains control of the discussion. It can be used during classroom periods and preflight and postflight briefings. The  discussions reflect whatever level of knowledge and experience the learners have gained.  The goal of guided discussions is to draw out the knowledge of the learner. The greater the participation becomes, the more effective  the learning will be. All members of the group should follow the discussion. The instructor should treat everyone impartially,  encourage questions, exercise patience and tact, and comment on all responses with the goal of reinforcing a learning objective  related to the lesson. The instructor acts as a facilitator to encourage discussion between learners without sarcasm.  Guided Discussion Method  Discussion Method  Advantages and Disadvantages of the Lecture 