Chunking the training?
I refer to this methodology constantly. So i thought I would pop a reference to it here. I will be publishing my thoughts on the competencies and how to meet them (in plain English) this content will be mostly member only. I will be posting some bits publicly to entice people to become members, but the vast majority of this content will be for members only.

It is a simple process designed to deliver results. It also has a proven track record.
It not only allows for development in small easily managed steps to allow us to meet the needs of the learner in terms of teaching and learning styles and preferences but allows us to manage the risk in bite sized, easy to understand steps.
It sets expectations of each other for each “chunk” of training meaning we are hitting the mark on all three of the upper-level competencies of Lesson Planning, Risk Management and Teaching and Learning Strategies. As you read through the document, think about how many of the 17 lower-level competencies can be met utilising this methodology.

So, we should help the learner (or help our PDI to help their learner) to:
Put together a plan
Execute the plan (8-10 minutes)
Pull over for review or conduct on the move if appropriate, and ask: Is the plan working?
If the answer is yes, then consider a bigger challenge or less help (or both)
If the answer is no, consider a lesser challenge or more help (or both)
Are we done with this today as we have either completed the plan or because it is too much for us?
Either way a new plan is required – so help your learner to put together this new plan
Whilst stopped also consider the following:
Did anything else occur that we need to discuss?
If the answer is yes, do we need to add this into the plan, or even replace existing plans as it is so safety critical?
Finally consider if what you are doing is working (are you observing the plan develop and inputting accordingly?)
A new plan should now be in place to take account of the above and off you go with the new plan, executing it for 8-10 minutes and then doing the same reflect and review process.
You could conduct the review on the move if the pupil is able to do this. You might ask which they would prefer, my own personal preferred option would be to stop as it allows clear blue thinking time for you both. I would be happy to conduct reviews on the move however for those that can manage it.
Video explanation of this process:
https://youtu.be/-MAUIqkFTa0