Were the practice areas suitable?
What Does The ADI 1 Say
“The PDI should use an area or route that allows the pupil to practise safely and helps them to achieve their goals. It should provide some stretch and challenge, but without taking the pupil out of their competence zone.”
Positives the examiner is looking for in this competency.
• A range of opportunities to address the agreed learning objectives.
(You will want to choose an area that will provide lots of chances to practice your topic. For example, if you want to practice roundabouts you will want an area with a few roundabouts. Try to plan loops, so the learner can repeat situations building on their learning. You don’t want a 25-minute route out and back.)
• Challenges, but is realistic in terms of the pupil’s capabilities and confidence.
(This about finding the sweet spot in the pupil’s learning. If the roads/areas you choose are too challenging then the pupil won’t be learning, just surviving. If they are too easy the pupil will be bored and not learning. You can increase the difficulty of an easy route by expanding the pupil’s thought process and deeper thinking.)
Don’t plan a long route.
Don’t plan a long route out and back. The main issue with this is “what are you learning?” With so many topics coming up, you will be either constantly trying to survive or giving a little bit of info on a lot of topics, rather than in-depth knowledge on a particular topic.
Try to plan a loop/loops and exploit all the learning opportunities.
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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