At the end of the session – was the pupil encouraged to reflect on their own performance?
What Does The ADI 1 Say
“At the end of the session the pupil should be encouraged to reflect on their performance and discuss their feelings with the ADI. The ADI should encourage honest self-appraisal and use client-centred techniques to highlight areas that need development if the pupil has not recognised them. Once development areas have been identified the pupil should be encouraged to make them part of future development.
Positives the examiner is looking for in this competency.
Encourage the pupil to reflect honestly.
Use tools and techniques that encourage self-evaluation skills. (This could be scaling, mind maps, coaching questions, ect.)
Allow the pupil to set future goals based on today’s drive. (“Based on today’s drive what’s the next step for you?”)
What to avoid.
Leave the pupil feeling that you were in control of the debrief. (The learner should be doing most of the talking here.)
Provide unrealistic feedback. (There is no benefit to telling the pupil everything was rainbows and unicorns when they’ve clearly been struggling for the last hour. Find the positives and acknowledge the learning opportunities. Even if the positives are just that you have uncovered a need for learning and you can therefore make progress.)
Rush the debrief, even if time is short (This can catch a lot of instructors out. You look at the clock and see you only have 1 minute left or the time has run out. So you rush the debrief doing all the talking or even just skip it altogether. The examiner would rather overrun a few minutes and see a nice conclusion to the lesson than have you ruin it all at the end rushing.)
Standards Check and ADI Part 3 Competencies
- Did the trainer identify the pupil’s learning goals and needs?
- Was the agreed lesson structure appropriate for the pupil's experience and ability?
- Were the practice areas suitable?
- Was the agreed lesson structure appropriate for the pupil's experience and ability?
- Did the trainer ensure the pupil fully understood how the responsiblity for risk would be shared?
- Were directions and instructions given to the pupil clear and given in good time?
- Was the trainer aware of the surrondings and the pupils actions?
- Was any verbal or physical intervention by the trainer timely and appropriate?
- Was sufficient feedback given to help the pupil understand any safety critical incidents?
- Was the teaching style suited to the pupil’s learning style and current ability?
- Was the pupil encouraged to analyse problems and take responsibility for their learning?
- Were opportunities and examples used to clarify learning outcomes?
- Was the technical information given comprehensive, appropriate and accurate?
- Was the pupil given appropriate and timely feedback during session?
- Were the pupil’s queries followed up and answered?
- Did the trainer maintain an appropriate non-discriminatory manner throughout the session?
- At the end of the session – was the pupil encouraged to reflect on their own performance?
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