Teaching and Learning Strategies

The important thing to remember when considering teaching and learning styles is that it is not just about coaching. It is about client-centred learning and whether you can help your pupil to learn in an active way. Also, remember instruction  based around the core competencies used currently is pretty good. The DVSA is trying to increase the options available to an ADI. Coaching is a powerful extension of the range of options. It is not an automatic replacement for any of the existing ones.

There will be many times when it is useful to use a coaching technique. The principle that underpins coaching is that an engaged pupil is likely to achieve a higher level of understanding and that self-directed solutions will seem far more relevant. This applies in every situation, including instruction. Direct instruction is useful in helping a pupil in the early stages cope with new situations or supporting a pupil who is clearly struggling in a certain situation. Good coaching will use the correct technique at the correct time, matching the pupil’s needs. In some cases, you may need to give direct instruction through a particularly difficult situation. That instruction forms part of a coaching process if you then encourage your pupil to analyse the problem and take responsibility for learning from it. A good ADI will take every opportunity to reinforce learning.

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

You should take into account all that you understand about your pupil. You should recognise that different pupils will have different preferred approaches to learning, although these may only emerge fully over a number of lessons. Some pupils may be very willing to learn actively, and others may want opportunities to reflect before they make the next step in their learning. You should at least be able to give evidence of their sensitivity to these issues.

In a one-off session, this will probably be best demonstrated by offering a range of options. You should be able to adjust your approach if evidence emerges of a different preferred style. It is impossible to force learning on a pupil. Progress is always determined by what the pupil is comfortable with. The skill is recognising when the pupil stops learning. The pupil should set the pace of a session.

On the other hand, a pupil should not be talked out of experimenting if this is within safe bounds. When coaching, you should ensure that the tools used are suitable. If a question and answer technique is used this should match your pupil’s level of ability and encourage them to use a higher level of thinking to give a response. Asking closed questions of a pupil who is demonstrating a high level of ability, unless this is to check knowledge, is of little use. Asking open questions to a pupil of limited ability who is finding it difficult to achieve the task they have set for themselves may be very confusing. These are not hard and fast rules. The effectiveness of any question must be assessed given the circumstances at the time.

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

• Actively working to understand how you can best support your pupil’s learning process (you might not achieve a full understanding in the session – it is the attempt that demonstrates competence)
• Modifying teaching style when or if you 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 failure 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
• Linking learning in theory to learning in practice
• Encouraging and helping your pupil to take ownership of the learning process
• Responding to faults in a timely manner
• Providing enough uninterrupted time to practice new skills
• Providing your pupil with clear guidance about how they might practice outside the session

Indications of lack of competence include:

• Adopting a teaching style clearly at odds with your pupil’s learning style
• Failing to check with your pupil whether the approach you 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

If we utilise the chunking methodology (plan, execute, review, re-plan) then we are adapting constantly to the needs and to the level of knowledge skills and understanding of the learner. In this way, we can ensure we are always on-point in terms of what they require of us and what is required of them in the next segment of the session. It is a dynamic thing that evolves during the session dependent on what happens or does not happen.

It might also prove useful to regularly engage in conversations during your everyday working life about what the learner likes and what they do not like in terms of your delivery. I have learned a great deal about how my delivery is perceived by asking such questions and there have been some surprises.

Developing your range of offerings to your pupils will make you more attractive as a potential instructor to them and to new pupils. It will also help you to formulate the conversation you will have with the examiner when they ask, who have you brought and what are we covering today?

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

A key part of a client-centred approach is the development of active problem-solving in your pupil. This means that you must provide time for this to happen and must stop talking for long enough for your pupil to do the work. The key thing to remember, however, is that different pupils will respond to this invitation in different ways. Some may be able to do it instantly, in a discussion. Others may need to go away and reflect upon a particular problem. They may need to be pointed at readings or other inputs to help them get a handle on the issue. Pushing a pupil to come up with answers on the spot may be unproductive for some.

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

• Providing time, in a suitable location, to explore any problems or issues that arose during the lesson or that were raised by your pupil
• Providing timely opportunities for analysis; promptly in the case of risk critical incidents
• Taking time and using suitable techniques to understand any problems your pupil had with understanding an issue
• Suggesting suitable strategies to help your pupil develop their understanding, such as using practical examples or pointing them at further reading
• Giving clear and accurate information to fill gaps in your pupil’s knowledge or understanding
• Leaving your pupil feeling that they had responsibility for their learning in the situation

Indications of lack of competence include:

• Leaving your pupil feeling that you were 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

As part of our chunking, we are constantly reviewing and reflecting and adapting lessons based on what we see and what we experience. As part of the review, there would be an exchange of ideas which should lead to very fruitful onward plans ensuring all involved know what is happening, what is expected of them and more importantly, why it is happening.

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 realworld 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 does not 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.

Was the technical information given comprehensive, appropriate, and accurate?

As noted above giving incorrect or insufficient information, with the result that a safety-critical situation might occur, will result in an automatic failure.

Remember that good information is:

• Accurate
• Relevant
• Timely

Failure to meet any one of these criteria makes the others redundant. Most sessions will require some technical input from you to help your pupil solve problems or to fill a gap in their knowledge. This input must be accurate and appropriate.

Information given must be comprehensive when associated with a recurring weakness in your pupil’s driving. Simply telling your pupil that they have done something wrong is unlikely to help them overcome the problem.
Any practical demonstration of technique must be clear and suitable. Your pupil should be engaged and given the opportunity to explore their understanding of what they are being shown. Information given unnecessarily may not be helpful, for example continually telling your pupil what to do and not allowing your pupil an opportunity to take responsibility.

Unclear or misleading advice should also be avoided. Comments such as ‘you are a bit close to these parked cars’ could be used to introduce coaching on a weakness but are of little use on their own as they are unclear. How close is ’a bit’ and is it significant?

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

• 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 your pupil still does not understand

Indications of lack of competence include:

• 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 your pupil does not understand the first offering

Was the information you gave relevant, meaningful, and useful?

Common mistakes here are ADIs saying things like “green means go” or trying to bluff their way through a good question from the learner that they clearly do not know the answer to. The key is to ensure that the information we give is accurate (carry Driving the Essential Skills and the Highway Code with you always) and if we do not know the answer to a question be honest and look it up. Do not try to kid your way through it, the examiner will spot that instantly.

Always be sure that the information you have provided is correct and makes sense to the learner and if necessary, confirm such by asking relevant questions or reaching for the relevant reference materials. You must have a good working knowledge of the Highway Code and Driving Law.

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

Feedback is an essential part of learning, but the process must be balanced. Your pupil needs to have a clear picture of how they are doing, against their learning objectives, throughout the lesson. They should be encouraged when performing well and coached when a problem or learning opportunity occurs. However, a constant stream of words, however technically accurate, given at an unsuitable time may be de-motivating or dangerous. Sitting quietly and saying nothing can also be a very powerful form of feedback in some situations. All feedback should be relevant, positive, and honest. It is not helpful if your pupil is given unrealistic feedback, which creates a false sense of their own ability.

Where possible, feedback should not be negative. Rather than saying somebody has a weakness, consider expressing it as a learning opportunity. However, if they need to be told something is wrong or dangerous there is no point in waffling. Your pupil should have a realistic sense of their own performance.
Feedback is a two-way street. Your pupil should, ideally, prompt it with you responding to your pupil’s questions or comments. Your pupil’s feedback should never be overlooked or disregarded.

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

• Providing feedback in response to questions from your 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 your pupil achieve an understanding of what they need to do to improve
• providing feedback that your pupil can understand
• providing consistent feedback that is reinforced by body language

Indications of lack of competence include:

• Providing feedback, a long time after an incident so that your pupil cannot link the feedback to what happened
• Providing feedback that overlooks a safety-critical incident
• Continuously providing feedback when this may be distracting your pupil
• Failing to check your pupil’s understanding of feedback
• Providing feedback that is irrelevant to your pupil’s learning objectives, for example commenting on their personal appearance
• Refusing to hear reasonable feedback about your own performance

Again, as part of our chunking methodology, we are constantly engaged in two-way feedback. If we are engaging in this after short bursts of activity it is likely to be timely if it helps the learner to make sense of the situation we are discussing and to make plans for the next burst of activity based on our reflection, and then learning takes place then it was likely appropriate.

Were the pupil’s queries followed up and answered?

Direct questions or queries from your pupil should be dealt with as soon as possible. The response may involve providing information or directing your pupil to a suitable source. Remember that, wherever possible, your pupil should be encouraged to discover answers themselves. However, if you do need to provide information you must ensure that your pupil completely understands the information given. Pupils may not always have the confidence to ask direct questions. You should be able to pick up comments or body language that indicates uncertainty or confusion and use suitable techniques to explore possible issues.

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

• Responding openly and readily to queries
• Providing helpful answers or directing your pupil to suitable sources of information
• Actively checking with your pupil if their comments or body language suggest they may have a question
• Encouraging your pupil to explore possible solutions for themselves

Indications of lack of competence include:

• Refusing to respond to queries
• Providing inaccurate information in response to queries
• Avoiding the question or denying responsibility for answering it

Again, as part of the continuous feedback loop inherent in the chunking methodology, there will be queries from the pupil, as well as things they may ask as they experience things. Be sure that you answer questions honestly, check the information makes sense to them and most importantly, does it answer their question (do not assume!).

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

You should maintain an atmosphere in which your pupil feels comfortable to express their opinions. You should create an open, friendly environment for learning, regardless of the pupil’s age, gender, sexual orientation, ethnic background, religion, physical abilities, or any other irrelevant factor. This implies active respect for the pupil, their values and what constitutes appropriate behaviour in their culture. You must not display inappropriate attitudes or behaviours towards other road users and should challenge your pupil if they display these behaviours.

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

• Keeping a respectful distance and not invading your pupil’s personal space
• Asking your pupil how they wish to be addressed
• Asking a disabled driver to explain what you need 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 your pupil to collude with any discriminatory attitude

Indications of lack of competence include:

• Invading somebody’s physical space
• Touching your pupil, including trying to shake hands, unless it is necessary for safety reasons
• Using a person’s first name unless they have said that this is acceptable
• commenting on your 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

This is a very straightforward one, were you the consummate professional during the session. Obviously, there is no room for any of the things protected in the discrimination act of 2010, namely Age, Disability, Gender Reassignment, Marriage & Civil Partnership, Pregnancy & Maternity, Race, Religion or Belief, or Sexual Orientation, this is not 1970.

You also need to ensure that everything you did was geared to the pupil’s goals and needs and you conducted yourself professionally. Examples on behaving in a nonprofessional manner (and yes these really do happen on standards checks and part three exams) shouting at other road users, using bad language, making derogatory remarks (whether joking or not) about taxi drivers, Volvo drivers, BMW drivers, women drivers, old drivers, Asian drivers etc are simply not allowed.

It is also important that today we behave in a manner deemed professional. These people are paying customers and not your friends, therefore, it is not acceptable to be over familiar with your learners calling them “mate” “babe” or “flower” etc. By the same token, it is not acceptable to be discussing things outside of driving instruction such as their or your relationship.

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

At the end of the session, your pupil should be encouraged to reflect on their performance and discuss their feelings with you about the session and what was learned from it. You should encourage honest self-appraisal and use client-centred techniques to highlight areas that need development if your pupil has not recognised them. Once development areas have been identified your pupil should be encouraged to make them part of future development. Utilising the chunking methodology, we will have set out our plans for the session at the start, this may have been a wider goal that we set out as a series of mini-goals, but it is at this stage that we would discuss the session, what we have achieved, marking off any targets in their logbook. Then setting out plans for the next session.

Be sure to allow time for this at the end. The examiner will give you a time to return, ask if you are not sure if this is back and finished at that time or back and debrief at that time. They will probably mean back and finished but do check if you are unsure

By utilising this chunking methodology (short burst, goal driven training) you will help the pupil make rapid progress as you will constantly be adapting all that you do geared to their goals and needs on that day. We should be working towards this type of training all the time as it is a much more professional way of doing things. It does not mean that you cannot both have fun and enjoy it, but it is done in an extremely professional way.