Were opportunities and examples used to clarify learning outcomes?

While training in technique is core to the learning process it is important to reinforce this input and to link it with theory. The best way to do this is to use real-world situations during the lesson. The use of practical examples and scenarios on a lesson gives your pupil a better understanding of when, how and why to use a particular technique.

This can be done, for example, by asking your pupil to think about why mirrors are important when changing direction.

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

• using examples identified on a lesson in a suitable way and at a suitable time to confirm or reinforce understanding
• exploring different ways to use examples to respond to differences in preferred learning style
• using examples that are within your 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

Indications of lack of competence include:

• using examples your pupil cannot really understand through lack of experience
• using complex examples that your pupil doesn’t have the ability to respond to
• failing to give your pupil time to think through the issues and come to their own conclusion
• imposing an interpretation

Have we pointed to things around us that may help to illustrate things to help the learner make sense of the subject? You might also re-frame things for example “if you were the driver of a car behind us, and we were not signalling, where might they think we were going?” to illustrate a positional issue. You might also use examples around you of both good and bad practice. We can also paint scenarios that may help understanding. For example, “if you were the driver of the blue car, what would you think the red car might be about to do?” etc.