Was the lesson plan adapted when appropriate to help the pupil work towards their learning goals?
Was the lesson plan adapted, when appropriate, to help the pupil work towards their learning goals?
You should be willing and able to adapt if your pupil:
- appears to be uncomfortable or unable to deal with, the learning experience you have set up
- suggests that it is not providing what they were looking for
If your pupil’s inability is creating a possible risk situation you must adapt quickly. This might require a few extra questions to clarify what is out of line. It may be that the problem is because of the teaching and learning style being used by you rather than because the overall plan is wrong. Whatever the reason for adapting the plan, you must make sure your pupil understands what they are doing and why.
Indications that all the elements of competence are in place could include:
- comparing the actual performance of your pupil with their claims and clarifying any differences
- responding to any faults or weaknesses that undermine the original plan for the session
- responding to any concerns or issues raised by your pupil
- picking up on non-verbal signs of discomfort or confusion
Indications of lack of competence include:
- persisting with a plan despite your pupil being clearly out of their depth
- persisting with a plan despite your pupil demonstrating faults or weaknesses that should lead to a rethink of the plan
- changing the plan without reason
- failing to explain to your pupil why the plan has been changed
Having put a plan together at the start of this chunk of training, I would execute the plan, then after a short time review if it was working or not, then make requisite adjustments and hatch a fresh plan for the next segment in line with the chunking methodology laid out earlier in this document.
There would also be a need to adapt should a safety critical incident occur, we would then need to decide if we were adding to the existing plan or replacing it with the newly identified issues.
This would depend on the level of the safety critical incident. I speak with ADIs who have failed because the learner wanted to just continue with the existing plan, it is your responsibility to take ownership of this and Help the learner to understand why the new issue is of importance and to agree that it would be sensible to have it as a new goal, we are client centred not client led and safety is our responsibility.
I also speak with people who have failed because the initial plan was going really well, and after a review at the 20 minute point they decided just to do more of the same.
After a review, the next segment of activity cannot be the same as the previous one (otherwise why are they paying you?)
This links to teaching and learning strategies as well as risk management