After a few seconds, Ken asks the student to look at the instruments and recover from the unusual attitude. After recovery, Ken asks the student whether he knew the aircraft was turning and descending. Most students tell him that they thought the aircraft was turning in the opposite direction from what it actually was and that they were attempting to correct for it. That's how they got into the spiral.
Once the airplane is again flying straight and level, Ken and the student discuss what just happened, emphasizing that pilots can't rely on their senses to fly the airplane when they have no outside references. The senses are usually wrong, and distractions such as fixating on a sectional chart or reaching into the back seat for something will quickly lead to an unusual attitude. The instruments are all the pilot has to maintain straight-and-level flight.
After leaving the airshow, I tried Ken's technique during my next several instructional flights. It worked like a charm, usually resulting in a steep spiral to the right in less than 30 seconds. The students, without exception, expressed shock at how their senses had misled them and how easy it is for the airplane to go out of control when you don't have outside references or instruments. The verbal response when they looked up at the instruments was usually, "Wow," or something unprintable.
Some 20 years after his first lesson, my first student taught me a technique that has made me a better instructor. It proves the adage that you learn as much from your students as they learn from you.