Was the pupil given appropriate and timely feedback during session?

What Does The ADI 1 Say

“Feedback is an essential part of learning but the process must be balanced. A 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 actually 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 the 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. The pupil should have a realistic sense of their own performance.

Feedback is a two-way street. It should, ideally, be prompted by the pupil with the ADI responding to the pupil’s questions or comments. The pupil’s feedback should never be overlooked or disregarded.

Positives the examiner is looking for in this competency.

Providing feedback in response to questions from the 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 the pupil achieve an understanding of what they need to do to improve.

Providing feedback that the pupil can understand.

Providing consistent feedback that is reinforced by body language.

Feedback in this context is any input you provide to the pupil. Your input should be positive but honest. There is nothing wrong with pointing out a fault to a learner that hasn’t been able to spot it themselves, but this can be made positive by turning it into a learning opportunity.

When coaching a pupil, their self awareness and realistic outlook on their current ability is crucial for continued progress and learning, your feedback and advice can help ensure the pupil is aware enough so they can then come up with solutions and ways forward.

What To Avoid

Providing feedback a long time after an incident so that the pupil cannot link the feedback to what happened.

Providing feedback that overlooks a safety critical incident. (This is a classic example of being too nice. Saying “it was ok’ it wasn’t that bad” after causing some to slam on the brakes may seem nice and comforting, but it isn’t helpful and you will lose credibility with the pupil. That also doesn’t mean we scold the pupil for the incident. We merely need to be honest about the facts of the situation and then explore the learning and solutions with the pupil.)

Continuously providing feedback when this may be distracting the pupil.

Failing to check the pupil’s understanding of feedback.

Providing feedback that is irrelevant to the pupil’s learning objectives, for example commenting on their personal appearance.

Refusing to hear reasonable feedback about the ADI’s own performance.