Course Curriculum
How you will be assessed on your part 3 Test
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Introduction to Lesson Planning
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Did the trainer identify the pupil's learning goals and needs?
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StartWhat the ADI 1 Says
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StartScoring elements
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StartEncouraging the pupil to say what they want from the lesson (22:20)
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StartWhen early in the learning process, ensure there is understanding about responsibility for managing risk. (16:07)
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StartAsk questions to check the pupil’s understanding (16:12)
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StartContinue to check understanding as the lesson progresses (7:42)
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StartListen to what the pupil says (2:44)
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StartTake note of the pupil’s body language (6:07)
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StartNegative skills that will impact your scoring
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StartMake assumptions about the pupil’s experience or understanding
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StartFail to note negative or concerned emotions communicated through comments or body language
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StartUndermine the pupil’s confidence by continually asking questions clearly beyond their knowledge or understanding
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StartPush 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?
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StartWhat the ADI 1 Says
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StartIntroduction
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StartDo ensure the pupil understands what they plan to do and agrees with that plan. (7:08)
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StartDeliver a lesson that reflects the information given by the pupil and the learning goals they want to tackle
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StartBuild in opportunities to check the statements made by the pupil before moving to more challenging situations (19:11)
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StartCheck theoretical understanding (2:46)
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StartDelivering a pre-planned, standard lesson that doesn’t take into account the pupil’s expressed needs or concerns
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StartFailing to build in a suitable balance of practice and theory
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StartNew Lecture
Was the lesson plan adapted, when appropriate, to help the pupil work towards their learning goals?
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PreviewWhat the ADI 1 Says
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PreviewIntroduction (46:35)
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PreviewComparing the actual performance of the pupil with their claims and clarifying any differences
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PreviewResponding to any faults or weaknesses that undermine the original plan for the session (37:52)
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PreviewResponding to any concerns or issues raised by the pupil
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PreviewPicking up on non-verbal signs of discomfort or confusion
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PreviewDon'ts
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PreviewPersisting with a plan despite the pupil being clearly out of their depth
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PreviewPersisting with a plan despite the pupil demonstrating faults or weaknesses that should lead to a rethink of the plan
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PreviewChanging the plan without reason
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PreviewFailing to explain to the pupil why the plan has been changed
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PreviewChanging the course of a lesson (6:20)
Practical examples of lesson planning
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Introduction to risk management
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Did the trainer ensure that the pupil fully understood how the responsibility for risk would be sh
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StartWhat the ADI 1 Says
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StartIntroduction (10:46)
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StartOpening Statements (30:04)
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StartHow responsibility changes during the course of a lesson (36:22)
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StartDo's
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StartAsking the pupil what sorts of issues create risk, such as the use of alcohol or drugs (5:40)
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StartExplaining clearly what is expected of the pupil and what the pupil can reasonably expect of the PDI
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StartChecking 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
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StartLack of competence
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StartFailing to address the issue of risk management
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StartGiving incorrect guidance about where responsibility lies for management of risk
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StartFailing to explain how dual controls will be used
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StartUndermining the pupil’s commitment to being safe and responsible, e.g. by agreeing with risky attitudes to alcohol use
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StartAsking 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?
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StartWhat the ADI 1 Says
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StartDon'ts
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StartGiving directions too late
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StartDo's (5:03)
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StartClear, concise directions
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StartEnsuring the pupil understands what they plan to do and agrees with that plan
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StartDirections given at a suitable time so that the pupil can respond
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StartGiving confused directions
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StartGiving unnecessary directions
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StartFailing to recognise when the PDI’s input is causing overload or confusion
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StartNew Lecture
Was the trainer aware of the surroundings and the pupil's actions?
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StartWhat the ADI 1 Says
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StartIntroduction (10:46)
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StartTake in the outside world
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StartObserve the actions of the pupil, including comments and body language (3:20)
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StartJudge whether those actions are suitable in any given situation
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StartRespond accordingly
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StartAny 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?
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StartWhat the ADI 1 Says
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StartAn example of timely and appropriate intervention (4:13)
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StartDo's
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StartIntervening in a way that actively supports the pupil’s learning process and safety during the session.
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StartAllowing the pupil to deal with situations appropriately
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StartTaking control of situations where the pupil is clearly out of their depth (3:53)
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StartDon'ts
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StartIgnoring a developing situation and leaving the pupil to flounder (5:34)
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StartTaking control of a situation the pupil is clearly dealing with appropriately
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StartConstantly intervening when unnecessary
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StartIntervening inappropriately and creating distractions
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StartUndermining the pupil’s confidence
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StartReinforcing 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
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StartWhat the ADI 1 Says
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StartExamples of potential safety critical incidents (47:22)
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StartSafety Critical Incidents caused by other road users. (2:22)
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StartDo's (9:26)
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StartFinding a safe place to stop and examine the critical incident (5:12)
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StartAllowing the pupil time to express any fears or concerns the incident might have caused (1:01)
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StartSupporting the pupil to reflect clearly about what happened (2:36)
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StartProviding input to clarify aspects of the incident that the pupil does not understand (1:55)
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StartSupport the pupil to identify strategies for future situations (3:15)
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StartProviding input where the pupil does not understand what they should do differently
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StartChecking that the pupil feels able to put the strategy in place (1:49)
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StartAgreeing ways of developing that competence if the pupil feels the need
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StartDon'ts
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StartFailing to examine the incident (1:31)
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StartTaking too long to address issues generated by an incident (4:04)
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StartNot allowing the pupil to explore their own understanding (1:35)
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StartTelling the pupil what the solution is and not checking their understanding
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StartFailing to check the pupil’s ability to put in place the agreed strategy (4:16)
Teaching and Learning Strategies
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Was the teaching style suited to the pupil’s learning style and current ability?
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StartWhat the ADI 1 Says
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StartIntroduction (30:12)
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StartDo's
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StartActively 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)
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StartModifying teaching style when or if they realise there is a need to do so
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StartProviding 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
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StartUsing practical examples and other similar tools to provide different ways of looking at a particular subject (2:44)
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StartLinking learning in theory to learning in practice (8:56)
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StartEncouraging and helping the pupil to take ownership of the learning process
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StartResponding to faults in a timely manner (11:01)
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StartProviding enough uninterrupted time to practice new skills
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StartProviding the pupil with clear guidance about how they might practice outside the session
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StartDon'ts
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StartFailing to explore other ways to address learning points. (8:33)
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StartAdopting a teaching style clearly at odds with the pupil’s learning style
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StartFailing to check with the pupil whether the approach they are taking is acceptable
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StartFailing to explore other ways of addressing a particular learning point
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StartConcentrating on delivering teaching tools rather than looking for learning outcomes
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StartIgnoring safety issues
Was the pupil encouraged to analyse problems and take responsibility for their learning?
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StartWhat the ADI 1 Says
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StartIntroduction
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StartHow analysis has changed. (6:36)
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StartAnalysis and CCL
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StartDo's (7:17)
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StartProviding 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)
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StartProviding timely opportunities for analysis; promptly in the case of risk critical incidents (7:17)
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StartTaking time and using suitable techniques to understand any problems the pupil had with understanding an issue (11:49)
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StartSuggesting suitable strategies to help the pupil develop their understanding, such as using practical examples or pointing them at further reading
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StartGiving clear and accurate information to fill gaps in the pupil’s knowledge or understanding (5:25)
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StartLeaving the pupil feeling that they had responsibility for their learning in the situation (2:25)
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StartDon'ts
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StartLeaving the pupil feeling that the PDI was in control of the teaching process
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StartFailing to explore alternative ways of addressing a problem – in response to evidence of different learning preferences
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StartProviding unsuitable or incorrect inputs
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StartNew Lecture
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StartNew Lecture
Were opportunities and examples used to clarify learning outcomes?
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StartWhat the ADI 1 Says
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StartDo's
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StartUsing examples identified on a lesson in a suitable way and at a suitable time to confirm or reinforce understanding (9:59)
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StartExploring different ways to use examples to respond to differences in preferred learning style
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StartUsing examples that are within the pupil’s range of experience and ability to understand
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StartRecognising that some pupils will be able to respond instantly while others will want to think about the issue
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StartDon'ts
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StartUsing examples the pupil cannot really understand through lack of experience (2:22)
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StartUsing complex examples that the pupil doesn’t have the ability to respond to
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StartFailing to give the pupil time to think through the issues and come to their own conclusion
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StartImposing an interpretation
Was the technical information given comprehensive, appropriate and accurate?
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StartWhat the ADI 1 Says
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StartDo's
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StartGiving clear, timely and technically accurate demonstrations or explanations
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StartChecking understanding and, if necessary, repeating the demonstration or explanation
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StartFinding a different way to demonstrate or explain if the pupil still does not understand
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StartDon'ts
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StartProviding inaccurate or unclear information, too late or too early in the learning process
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StartFailing to check understanding
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StartFailing 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?
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StartWhat the ADI 1 Says
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StartDo's
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StartProviding feedback in response to questions from the pupil
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StartSeeking appropriate opportunities to provide feedback that reinforces understanding or confirms achievement of learning objectives
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StartProviding feedback about failure to achieve learning objectives that helps the pupil achieve an understanding of what they need to do to improve
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StartProviding feedback that the pupil can understand (1:51)
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StartProviding consistent feedback that is reinforced by body language
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StartDon'ts
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StartProviding feedback a long time after an incident so that the pupil cannot link the feedback to what happened
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StartProviding feedback that overlooks a safety critical incident
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StartContinuously providing feedback when this may be distracting the pupil
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StartFailing to check the pupil’s understanding of feedback
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StartProviding feedback that is irrelevant to the pupil’s learning objectives, for example commenting on their personal appearance
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StartRefusing to hear reasonable feedback about the P DI’s own per formance
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StartAn example of poor feedback! (2:22)
Were the pupil’s queries followed up and answered?
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StartWhat the ADI 1 Says
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StartWhen the pupil speaks (1:07)
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StartDo's
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StartResponding openly and readily to queries
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StartProviding helpful answers or directing the pupil to suitable sources of information
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StartActively checking with pupils if their comments or body language suggest they may have a question
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StartEncouraging the pupil to explore possible solutions for themselves (2:25)
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StartDon'ts
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StartRefusing to respond to queries
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StartProviding inaccurate information in response to queries
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StartAvoiding the question or denying responsibility for answering it
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StartNew Lecture
Did the trainer maintain an appropriate, non- discriminatory manner throughout the session?
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StartWhat the ADI 1 Says
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StartDo's
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StartKeeping a respectful distance and not invading the pupil’s personal space (1:18)
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StartAsking the pupil how they wish to be addressed
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StartAsking a disabled driver to explain what the PDI needs to know about their condition
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StartAdopting an appropriate position in the car
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StartUsing language about other road users that is not derogatory and that does not invite the pupil to collude with any discriminatory attitude (8:00)
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StartDon'ts
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StartInvading somebody’s physical space (0:32)
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StartSpace invaders
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StartTouching the pupil, including trying to shake hands, unless it is necessary for safety reasons
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StartUsing somebody’s first name unless they have said that this is acceptable
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StartCommenting 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
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StartIntroduction
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StartNew Lecture
End of the session - was the pupil encouraged to reflect on their own performance?
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A final note from the ADI 1
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Summary
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Deciphering a Test Marking Sheet
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