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

What the DVSA say:

Your lesson structure should allow your pupil to progress at a manageable rate; stretching them without overwhelming them. 

For example, a pupil who is concerned about entering roundabouts should not be asked to tackle a fast-flowing multi-lane, multi-exit junction as their first attempt. Neither should they be restricted to very quiet junctions, unless you have identified a potential risk issue that you want to Check out first. 

Indications that all the elements of competence are in place could include:

• ensuring your pupil understands what you plan to do and agrees with that plan
• a lesson that reflects the information given by your pupil and the learning goals they want to tackle
• building in opportunities to Check the statements made by your pupil before moving to more challenging situations
• Checking theoretical understanding

Indications of lack of competence include:

• delivering a pre-planned, standard lesson that doesn’t take into account your pupil’s expressed needs or concerns
• failing to build in a suitable balance of practice and theory

What does this mean?

When you hatch plans with your learner for the next burst of activity (I always advise breaking into chunks of training) it is important that you reflect and review if it is working or not. Agreeing differing levels of challenge. It is important that the balance between challenge and ability is good. If the challenge is high and the ability is low they will become disheartened or disillusioned. If the ability is high and the challenge is low they will become bored or frustrated they aren’t making progress. so if we continually reflect on how it is going, then we can agree meaningful next steps. Do this stationary for a couple of minutes i believe to be the best option (the DVSA want stopping kept to a minimum, this doesn’t mean you are not allowed to stop)

So having hatched your plans, during this discussion, we evaluate if the plan is working or not. 

If the answer is yes, then congratulations to you both, we now need either less help, or more challenge. 

If the answer is no, then it isn’t an issue, it just means we didn’t quite get the balance right and we need more help or less of a challenge

We also need to ask ourselves at this point, is there anything else to add to the plan (safety critical incidents that were prevented or actually happened) are we going to add this to the plan, or replace the plan with this new stuff? 

At this point you can also evaluate your efforts, are you doing what should be done (seeing issues, raining awareness, discussing wheat needs to be done an out it, and hatching new plans)

Where else does this impact on the form?

Did the trainer identify the pupil’s learning goals and needs – during these discussions, new goals and needs are identified, do not make the mistake of thinking this only happens at the beginning of the session, it should be a dynamic, ever changing thing.

Was the agreed lesson structure appropriate for the pupil’s experience and ability – again as part of these discussions new lesson structures are agreed, it shouldn’t stay the same – if you do what you just did, you will get what you just got)

Were the practice areas suitable – have you used the practice area to good effect? A short repetitive route allows for revisiting of things. You also need to be able to mocve the lesson on, or take a step back from where you currently are, as a result of these discussions and plans.

Was the lesson plan adapted, when appropriate, to help the pupil work towards their learning goals – these discussions should lead to an adaption of the activities, either a reasoning or lowering of the level of challenge and/or levels of support. It may also lead to abandoning the lesson plan because it is either signed off, or it may be too much for us today (common when learners fall apart due to examiner presence)

Did the trainer ensure that the pupil fully understood how the responsibility for risk would be shared – naturally as the balance between challenge and ability is adjusted, we need to make sure the pupil understands why there was a need to change, and is fully on board with such plans

Was the trainer aware of the surroundings and the pupil’s actions – are you drawing the learners attention to the issues as they arise and having meaningful discussions about lesson development

Was any verbal or physical intervention by the trainer timely and appropriate – are you bringing their attention to whether the plan is working or not?

Was sufficient feedback given to help the pupil understand any potential safety critical incidents – You need to not only explain why changes are needed, but must have agreement from the pupil, ensuring they understand why there is a need to adapt the lesson.

Was the teaching style suited to the pupil’s learning style and current ability – if we get the balance between challenge and ability is right then we are delivering the right lesson.

Was the pupil encouraged to analyse problems and take responsibility for their learning – again as part of our discussions we help the pupil fully understand

Was the pupil given appropriate and timely feedback during the session – again our discussions here are regarded as appropriate and timely feedback

At the end of the session – was the pupil encouraged to reflect on their own performance – regular reviews after each burst of activity also lead to the end of the session reflection on the journey through the session.

In conclusion

We must be regularly reflecting with the pupil and reviewing how it is all going, adding in any safety critical issues, checking that we are making good progress and most importantly we should be demonstrating we are worthy of payment for the services we provide and not trundling around like school of mum and dad with things “eventually” getting fixed, there should be demonstrable progress throughout the session (some of that may be backward moving, for example, stalling should be dealt with (its safety critical as can cause rear end shunts) by taking backward steps to clutch control exercise therefore demonstrating you have seen it, said it, sussed it and sorted it. There should be end product from your efforts, not just things getting a bit better. You are a professional, things should get sorted under your guidance!

I hope that makes sense, and as ever, if it doesn’t or you have anything to add, please use the comments section below.