Exploring different ways to use examples to respond to differences in

How you will be assessed on your part 3 Test

Introduction
ADI Part 3 Test Report Form
The 5 deadly fails
Control, Instruction and the test marking sheet. (103:38)

Introduction to Lesson Planning

Introduction

Did the trainer identify the pupil's learning goals and needs?

What the ADI 1 Says
Scoring elements
Encouraging the pupil to say what they want from the lesson (22:20)
When early in the learning process, ensure there is understanding about responsibility for managing risk. (16:07)
Ask questions to check the pupil’s understanding (16:12)
Continue to check understanding as the lesson progresses (7:42)
Listen to what the pupil says (2:44)
Take note of the pupil’s body language (6:07)
Negative skills that will impact your scoring
Make assumptions about the pupil’s experience or understanding
Fail to note negative or concerned emotions communicated through comments or body language
Undermine the pupil’s confidence by continually asking questions clearly beyond their knowledge or understanding
Push the pupil to address issues that they are not happy talking about, unless there is a clear need, such as an identified risk or a safety critical issue

Was the agreed lesson structure appropriate for the pupil's experience and ability?

What the ADI 1 Says
Introduction
Do ensure the pupil understands what they plan to do and agrees with that plan. (7:08)
Deliver a lesson that reflects the information given by the pupil and the learning goals they want to tackle
Build in opportunities to check the statements made by the pupil before moving to more challenging situations (19:11)
Check theoretical understanding (2:46)
Delivering a pre-planned, standard lesson that doesn’t take into account the pupil’s expressed needs or concerns
Failing to build in a suitable balance of practice and theory
New Lecture

Was the lesson plan adapted, when appropriate, to help the pupil work towards their learning goals?

What the ADI 1 Says
Introduction (46:35)
Comparing the actual performance of the pupil with their claims and clarifying any differences
Responding to any faults or weaknesses that undermine the original plan for the session (37:52)
Responding to any concerns or issues raised by the pupil
Picking up on non-verbal signs of discomfort or confusion
Don'ts
Persisting with a plan despite the pupil being clearly out of their depth
Persisting with a plan despite the pupil demonstrating faults or weaknesses that should lead to a rethink of the plan
Changing the plan without reason
Failing to explain to the pupil why the plan has been changed
Changing the course of a lesson (6:20)

Practical examples of lesson planning

Some lesson planning (16:41)

Introduction to risk management

Introduction to risk management (11:34)
What the ADI 1 Says
Understanding risk and risk management (10:17)

Did the trainer ensure that the pupil fully understood how the responsibility for risk would be sh

What the ADI 1 Says
Introduction (10:46)
Opening Statements (30:04)
How responsibility changes during the course of a lesson (36:22)
Do's
Asking the pupil what sorts of issues create risk, such as the use of alcohol or drugs (5:40)
Explaining clearly what is expected of the pupil and what the pupil can reasonably expect of the PDI
Checking that the pupil understands what is required of them when there is a change of plan or they are asked to r epeat an exercise
Lack of competence
Failing to address the issue of risk management
Giving incorrect guidance about where responsibility lies for management of risk
Failing to explain how dual controls will be used
Undermining the pupil’s commitment to being safe and responsible, e.g. by agreeing with risky attitudes to alcohol use
Asking the pupil to repeat a manoeuvre or carry out a particular exercise without making sure that they understand what role the P DI is going to play

Were directions and instructions given to the pupil clear and given in good time?

What the ADI 1 Says
Don'ts
Giving directions too late
Do's (5:03)
Clear, concise directions
Ensuring the pupil understands what they plan to do and agrees with that plan
Directions given at a suitable time so that the pupil can respond
Giving confused directions
Giving unnecessary directions
Failing to recognise when the PDI’s input is causing overload or confusion
New Lecture

Was the trainer aware of the surroundings and the pupil's actions?

What the ADI 1 Says
Introduction (10:46)
Take in the outside world
Observe the actions of the pupil, including comments and body language (3:20)
Judge whether those actions are suitable in any given situation
Respond accordingly
Any serious lapses in this area are likely to lead to a 0 marking.

Was any verbal or physical intervention by the trainer timely and appropriate?

What the ADI 1 Says
An example of timely and appropriate intervention (4:13)
Do's
Intervening in a way that actively supports the pupil’s learning process and safety during the session.
Allowing the pupil to deal with situations appropriately
Taking control of situations where the pupil is clearly out of their depth (3:53)
Don'ts
Ignoring a developing situation and leaving the pupil to flounder (5:34)
Taking control of a situation the pupil is clearly dealing with appropriately
Constantly intervening when unnecessary
Intervening inappropriately and creating distractions
Undermining the pupil’s confidence
Reinforcing the PDI as the person who is in sole control of the lesson

Was sufficient feedback given to help the pupil understand any potentially safety critical incident

What the ADI 1 Says
Examples of potential safety critical incidents (47:22)
Safety Critical Incidents caused by other road users. (2:22)
Do's (9:26)
Finding a safe place to stop and examine the critical incident (5:12)
Allowing the pupil time to express any fears or concerns the incident might have caused (1:01)
Supporting the pupil to reflect clearly about what happened (2:36)
Providing input to clarify aspects of the incident that the pupil does not understand (1:55)
Support the pupil to identify strategies for future situations (3:15)
Providing input where the pupil does not understand what they should do differently
Checking that the pupil feels able to put the strategy in place (1:49)
Agreeing ways of developing that competence if the pupil feels the need
Don'ts
Failing to examine the incident (1:31)
Taking too long to address issues generated by an incident (4:04)
Not allowing the pupil to explore their own understanding (1:35)
Telling the pupil what the solution is and not checking their understanding
Failing to check the pupil’s ability to put in place the agreed strategy (4:16)

Teaching and Learning Strategies

What the ADI 1 Says

Was the teaching style suited to the pupil’s learning style and current ability?

What the ADI 1 Says
Introduction (30:12)
Do's
Actively working to understand how they can best support the pupil’s learning process (they might not achieve a full understanding in the session – it is the attempt that demonstrates competence)
Modifying teaching style when or if they realise there is a need to do so
Providing accurate and technically correct demonstration, instruction or information - giving technically incorrect instruction or information is an automatic fail if that input might lead to a safety critical situation
Using practical examples and other similar tools to provide different ways of looking at a particular subject (2:44)
Linking learning in theory to learning in practice (8:56)
Encouraging and helping the pupil to take ownership of the learning process
Responding to faults in a timely manner (11:01)
Providing enough uninterrupted time to practice new skills
Providing the pupil with clear guidance about how they might practice outside the session
Don'ts
Failing to explore other ways to address learning points. (8:33)
Adopting a teaching style clearly at odds with the pupil’s learning style
Failing to check with the pupil whether the approach they are taking is acceptable
Failing to explore other ways of addressing a particular learning point
Concentrating on delivering teaching tools rather than looking for learning outcomes
Ignoring safety issues

Was the pupil encouraged to analyse problems and take responsibility for their learning?

What the ADI 1 Says
Introduction
How analysis has changed. (6:36)
Analysis and CCL
Do's (7:17)
Providing time, in a suitable location, to explore any problems or issues that arose during the lesson or that were raised by the pupil (10:06)
Providing timely opportunities for analysis; promptly in the case of risk critical incidents (7:17)
Taking time and using suitable techniques to understand any problems the pupil had with understanding an issue (11:49)
Suggesting suitable strategies to help the pupil develop their understanding, such as using practical examples or pointing them at further reading
Giving clear and accurate information to fill gaps in the pupil’s knowledge or understanding (5:25)
Leaving the pupil feeling that they had responsibility for their learning in the situation (2:25)
Don'ts
Leaving the pupil feeling that the PDI was in control of the teaching process
Failing to explore alternative ways of addressing a problem – in response to evidence of different learning preferences
Providing unsuitable or incorrect inputs
New Lecture
New Lecture

Were opportunities and examples used to clarify learning outcomes?

What the ADI 1 Says
Do's
Using examples identified on a lesson in a suitable way and at a suitable time to confirm or reinforce understanding (9:59)
Exploring different ways to use examples to respond to differences in preferred learning style
Using examples that are within the pupil’s range of experience and ability to understand
Recognising that some pupils will be able to respond instantly while others will want to think about the issue
Don'ts
Using examples the pupil cannot really understand through lack of experience (2:22)
Using complex examples that the pupil doesn’t have the ability to respond to
Failing to give the pupil time to think through the issues and come to their own conclusion
Imposing an interpretation

Was the technical information given comprehensive, appropriate and accurate?

What the ADI 1 Says
Do's
Giving clear, timely and technically accurate demonstrations or explanations
Checking understanding and, if necessary, repeating the demonstration or explanation
Finding a different way to demonstrate or explain if the pupil still does not understand
Don'ts
Providing inaccurate or unclear information, too late or too early in the learning process
Failing to check understanding
Failing to explore alternative ways of presenting information where the pupil does not understand the first offering

Was the pupil given appropriate and timely feedback during the session?

What the ADI 1 Says
Do's
Providing feedback in response to questions from the pupil
Seeking appropriate opportunities to provide feedback that reinforces understanding or confirms achievement of learning objectives
Providing feedback about failure to achieve learning objectives that helps the pupil achieve an understanding of what they need to do to improve
Providing feedback that the pupil can understand (1:51)
Providing consistent feedback that is reinforced by body language
Don'ts
Providing feedback a long time after an incident so that the pupil cannot link the feedback to what happened
Providing feedback that overlooks a safety critical incident
Continuously providing feedback when this may be distracting the pupil
Failing to check the pupil’s understanding of feedback
Providing feedback that is irrelevant to the pupil’s learning objectives, for example commenting on their personal appearance
Refusing to hear reasonable feedback about the P DI’s own per formance
An example of poor feedback! (2:22)

Were the pupil’s queries followed up and answered?

What the ADI 1 Says
When the pupil speaks (1:07)
Do's
Responding openly and readily to queries
Providing helpful answers or directing the pupil to suitable sources of information
Actively checking with pupils if their comments or body language suggest they may have a question
Encouraging the pupil to explore possible solutions for themselves (2:25)
Don'ts
Refusing to respond to queries
Providing inaccurate information in response to queries
Avoiding the question or denying responsibility for answering it
New Lecture

Did the trainer maintain an appropriate, non- discriminatory manner throughout the session?

What the ADI 1 Says
Do's
Keeping a respectful distance and not invading the pupil’s personal space (1:18)
Asking the pupil how they wish to be addressed
Asking a disabled driver to explain what the PDI needs to know about their condition
Adopting an appropriate position in the car
Using language about other road users that is not derogatory and that does not invite the pupil to collude with any discriminatory attitude (8:00)
Don'ts
Invading somebody’s physical space (0:32)
Space invaders
Touching the pupil, including trying to shake hands, unless it is necessary for safety reasons
Using somebody’s first name unless they have said that this is acceptable
Commenting on the pupil’s appearance or any other personal attribute unless it has a direct impact on their ability to drive safely, such as wearing shoes that make it difficult for them to operate the vehicle’s pedals
Introduction
New Lecture

End of the session - was the pupil encouraged to reflect on their own performance?

What the ADI 1 Says
Introduction (5:02)

A final note from the ADI 1

A final note from the ADI 1

Summary

Knowledge v Skill v Understanding (25:49)

Deciphering a Test Marking Sheet

Assessing a Test Report

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Exploring different ways to use examples to respond to differences in preferred learning style

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