I think I went over the the top five and now I want you to consider what you think the reasons why those are the top five.
was the pupil given appropriate and timely feedback during the session
So those are the top five and I'm just wondering has anybody got any kind of idea or understanding why that might be?
So do you think it's that the ADI PDI is that they don't understand the competencies
or equally do you not think the examiner doesn’t knows how to assess the competences?
reasons why we think that PDIs ADIs are failing the field that's one of the questions
but my feeling is that it's because the ADIs PDIs have been given the wrong information and equally they simply don't understand what is required of those 17 competences
So you're all aware of the National Driver Training Standard and I'm sure you've all read it and you all understand it
However this is what the standards check the 17 competencies is based on
funnily enough so people ask me is the assessment criteria the same as the part three and standards check and the answer is yes the assessment criteria is exactly the same
There's only going to be a possible slight difference where the pass criteria for the standards check maybe going up by three or four points
regarding the examiner's assessment of those 17 competencies it's exactly the same.
Client centered learning underpins the 17 competencies
does anybody have a problem in understanding client centered I use the term client centered rather than coaching
Does anybody want me to explain further about client centered
I seem to have a problem with the difference of client centered and then client led
Are you able to maybe just clarify examples of both with me on this next slide Because if I show you this next slide it might answer that question If it doesn't I will elaborate a bit more
Basically when we designed the National Driver Training Standard we were in arguments with a lot of coaching people purely coaches who said we can't just use coaching It's got to be client centered because we're in a moving classroom And that moving classroom requires different forms of instructions at different times
you know direct instruction, taking action So we can't continue to ask questions be led by the 17 competencies which is risk management and that is all about yes you managing the risk
Now using client centered is basically it's kind of as you know it's a just a blended approach that suits the individual at that particular time
Now the thing is with client centered you can instruct explain demonstrate make paper bloody mashy models
You can do whatever you want providing that the pupil I call it the light bulb moment
They have that light bulb moment and a learning takes place
Now the client may want to receive some instruction in a certain way They might not want you to prompt them but be careful or you are simply not managing the risk
Although clientled is basically what the client wants it doesn't necessarily mean that the client is always right
That is why this section is about managing risk I see sometimes too much responsibility is passed back to the pupil because that's what the pupil wants but actually in doing that a safety critical incident has occurred because actually the pupil isn't ready to take on that responsibility
So for me this is about a joint discussion and is it is about the ADI offering and explaining whatever that might be learning and in in helping the pupil facilitate that learning process they will become actively engaged in in the in the whole thing and it is about them being engaged actively engaged in that lesson
Back in the day I say back in the day we used to tell tell tell and you know it was like a nodding dog syndrome Um and that's what it was you know we didn't understand fully how pupils learn um but we just used to tell and you know and sometimes that worked cuz actually sometimes people's learning style they wanted to be told
but having said all that due to the Hermes and the GDE matrix we kind of got educational and we found and quite rightly so that pupils need to be engaged in the learning process
That way learning takes place quicker but it is a joint adventure It is a joint venture It's it's both led It's about facilitating that learning process And sometimes it's a mixture of quite a lot of things that goes on until actually learning takes place
when we designed the 17 competencies I mean my middle name is simple and um because I tried to keep things as simple as I possibly can and you know I don't need to talk fancy language At the end of the day if people understand and learning takes place that's fine But it's like everything else My my eldest sister's a teacher and she's been a teacher for the 30 odd years and people put this American lingo They put their own fancy interpretations on things and to be truthful that gets a bit confusing and sometimes I'm reading on Facebook what does that mean Why don't you just keep this really simple Like you just said clientled and instructorled This is about really tell tell and ask ask ask um and is it is about you know sharing the responsibility sharing the way forward and sometimes people will will look at me and think oh how can you say that Lyn well I'm going to say it that the instructor does know best they do because at the end of the day you are more experienced in managing the risk and keeping the car safe than your pupil is Um but it's about the way that learning takes place Does that make sense Yeah Everyone's not Yes Okay Oops You've gone again Looking for now I've gone again Can you hear me now Yes Can you hear me now Okay So keeping this really simple when I used to sit in the back of the car I used to have an A4 sheet before the pads came in Used to sit in the back of the car and quite simply had an A4 book because you weren't allowed to take the your your sheet out And on lesson planning I had one heading was it the right lesson for the pupil Okay And I used to have a Y and a no and an N a yes or no Was it the right lesson for the pupil Cuz actually that's what lesson planning means Because in a nutshell if it ain't the right lesson for the pupil you'll fail And in another nutshell new research is saying or new again Can you hear me Yes 95% of people are failing on lesson planning because quite simply the lesson is more about the the ADI PDI rather than the pupil Okay So lesson planning in a sentence is was it the right lesson for the pupil Risk management what we're actually saying here is was the lesson safe Third and final teaching and learning strategies What we're saying here again is did the pupil learn anything Did learning take place And you've gone again quite specific I don't say I say did learning take place because people still think if I go from full talk through do I have to reach independence no you don't because again the teaching and learning strategies is whatever tools instruction you used did learning did they become better than they were at the beginning of the lesson does That makes sense Yeah Any questions before I move on Um no Fine to move on Lyn Okay So an an ADI assessment Cat B is fault based Okay So on as a CAT examiner somebody does a mirror her head goes back down We assess it driving fault serious fault or whatever and then our heads back up again Next fault it we heads back down So it is fault base We're just looking at the fault the fault Now ADI examiners uh is holistic assessment Okay And this is where it gets a little bit a little bit difficult to understand but please just fire away What is important to understand that all those 17 competencies are interrelated and you don't really view them isolation because each competence all 17 competants have elements that sit underneath them Some of them have five elements some of them have seven some of them have nine but they all have elements that underpin the competence Now examiner's assessment of the it's we call it of the integrated action not of the performance of each part So we look at all the elements that underpin that competence So basically what I'm saying here we observe the lesson and we look for the indications that we look for the elements which go up which go together being demonstrated Does that make sense Yeah Right Now if you have a look on the top right hand side of your form it says competence Yeah this hasn't changed since I designed it I've even got the old DSA here This has hasn't changed one iota This is the standard check form It's the part three Now it says competence though doesn't it Mhm Now it says if you're scoring three it says demonstrated in all elements Two demonstrated in most elements one demonstrated in a few elements Thank you So scrolling and on is there's no evidence So my question to you is do you all understand what the elements are that underpin all these 17 competences I think there's a bit of vagueness about the elements Lynn Okay In what way Well well I'm speaking from from a speaker for others actually Um um is there any vagueness Just a question to the team then Is there any vagueness about the elements that underpin all of this Have you seen them Do you know what they are Okay Do you want to explain The reason why I'm saying the reason why I bring this topic up is because so many times I see failure forms and then people say "Well I've I've failed on this competence." And then when I show them the assessment criteria they haven't failed on well they have failed on the competence but they failed because they haven't demonstrated the elements in that competence So our assessment is based on the elements and a lot of people haven't got that connection between the elements and the competence Am I making sense or talking gibberish No I think you're making sense Okay So if I moved on to the next slide which is again the elements again no elements one two three cuz you all want to score the top you all want to get an A So we all want to be in the three bracket that's where we want to be So my question to you all is if you understand what elements are and I've tried to break it down as simple as I can The elements are kind of like building blocks um which make up it's like building a wall It's all those bricks are in place to make that wall whole And it's when it's whole that basically means that each one of those bricks you've got in place are there for a reason because if you take one of those bricks out the whole of the wall probably Yeah So really the key activities demonstrate in order to score a three Does that make sense Has anybody got any questions I think it's safe to move on then Lyn Okay So again trying to break this down to help people understand the elements It's kind of let's pretend mirrors is the competence Let's pretend mirrors is the competence Now what makes up good mirror use Do as a driving instructor do we just say "Yeah mirrors Mirrors is good Mirrors." What kind of elements are there with mirrors What kind of things are there with mirrors Check the mirrors before signal Good Anything else with mirrors No Uh understanding of why they need to Good Yes Understanding of why So basically when you look at mirrors you look at awareness of mirrors near side offside using mirrors in pairs which mirrors when we use them Those are elements because when you come back from a driving test or when you teaching safe use of mirrors these are the things that make up safe use of mirrors Would you agree So signals properly timed necessary Again these are the elements Does that make sense Mhm So when was the last time that you bought that you bought a jigsaw Come on big wave Some of you might be "Wow I bought one yesterday for a child." Okay So what I'm getting at is you generally buy a jigsaw because of the picture on the front Would you agree That's what you generally buy it for Mhm And that jigsaw on the front That picture is the competence When you open the box when you open the box you have all the jigsaw pieces Those are the elements And it's your job to put those jigsaw pieces together to make up the whole picture If any of those jigsaw pieces let's pretend they were all there and you put them all together you're scoring a three If you miss any of those jigsaw pieces out you can't see the whole picture So now we scoring lower because all the competencies are interrelated So the elements are quite important Am I making sense Okay So again putting the whole pieces together makes up the competence So I'm going to ask you a question then and try not to cheat I'm going to ask you those elements there belong to which competence do they belong to Can you repeat that question again please Yeah All those elements there one two three four five elements they belong they sit underneath a competence they belong to them Which competence do they belong to Do you think anybody go on be brave learning teaching and learning did you say if you can be specific to the actual competence you know whether it was uh teaching style feedback given that which which competence Do they belong to because they belong to one The checking knowledge The checking I don't know Which one Checking knowledge Is that which one's that one on the I haven't got the form in front of me unfortunately Oh okay A checking knowledge The clue is actually if you read the bullet points providing feedback in response to questions from the pupil Seeking appropriate opportunities to provide feedback that reinforces understanding Providing feedback about failure to achieve something Providing feedback that the pupil can understand providing consistent feedback that reinforced by body language So which competence do you think that sits under Competency 14 Oh 14 1 2 3 4 5 6 7 8 9 10 11 12 13 Was the pupil given appropriate and timely feedback during the session Is that what you're saying Yeah Okay Anybody else Encouraged to analyze problems Take responsibility for learning Okay Yeah we're getting we're getting there We're getting there Okay So what is interesting is that I'm not saying you don't know I'm not saying that But if you on your part three or standards check was to demonstrate all these elements and you was quite competent in delivering all those bullet points you would score a three in was the pupil given appropriate and timely feedback during the session It's under teaching and learning strategies then that is where those competencies sit under that under that competence DVSA published these elements Well we p published them when we came up with the competencies They are out there They actually there's different headings that people have come up with and they are the elements of competence that the examiner is assessing And that is sometimes a slight problem where when I hear and repeat things people aren't associating them with the assessment But actually that top right hand side it says elements demonstrated in all elements and people need to to be mindful of that We'll go for one more which is actually my favorite one So which competence do you think this is taking in the outside world Observe the actions of the pupil including comments and body language Judge whether those actions are suitable in any given situation and respond accordingly No I will guarantee you if you are doing this for 40 minutes and you are doing it well then you will be on a three But do what competencies I I would say under risk management was a trainer aware of the surroundings and people's actions Okay Then can you just give me a just a sentence as to why you chose that competence Well just looking at the bullet points that the uh the question said take the outside taking the outside world observing the actions of people judging where the actions suitable and respond accordingly So this all sums it up to me outside everybody Yes Absolutely bang on in in the money Absolutely bang on And this is the core competence of a driving instructor because if you ain't got this right you may as well just go go home and be a dog walker because this is the core one Um would you agree Yeah because this would have a a this competence would have a ripple effect on a knock on effect to at least another four on this form So if you're not doing this right if you're scoring a two in this you will have a knock-on effect to a two in at least another three or four So let's have a look now at the top five reasons for failure and I will include the elements with these and the associated competence that it has a knock- on effect with Does anybody want to ask me anything before I move on to this I'm going too fast Do does people want me to explain things a bit better Am I talking nonsense You're talking so you know northern men Do is this something that people already are you fully competent at this Do you already know this It's really relevant I think it's Yeah I'm following you following it Okay Is that Victoria or would you prefer Vicky I would I didn't mind but yeah I think it's Yeah I'm following it Okay So was the lesson plan adapted then when appropriate help the pupil work towards their learning goal Um let's have a look Let's unpin this competence a little bit and help you to understand what it actually what it actually means Okay those are the elements These are the positive elements This is what the examiner is looking for underneath this competence Number two is one of the most important ones as well responding to any faults or weaknesses any faults or weaknesses that undermine the original plan for the session Now if you don't see the bloody fault how can you respond So you know it does have a knock on effect to any cons or issues by the centered and this is yes you need to respond and picking up on non-verbal signs or discomfort or confusion So elements that underpin that No if you score if you're not doing so good in this and it's affected you will have a knock-on effect to these three competencies So if you score a two in was the lesson plan adapted you will definitely score lower in those three because they're inter So it's not surprising they all sit under lesson planning Hi can I ask a quick question Um so let's say the the learner goes out and they're really nervous and a lot of things happen in so they coast or they forget a mirror check um you know so you're thinking to yourself what's more important it's sometimes when a few things happen how to cope with it or how to deal with it on you know in the standards check So your your question is do you ignore the fault Well um yes sometimes when they get the the student gets nervous then a few things will happen and and it's I suppose putting the most important uh when you um I suppose analyze risk one first when a commun you know kind of that's what I'm kind of worried about because when they go out they get nervous This is this is about um um you have specialists in nerves Uh when we sat in the back we there is no competence that says nerves We look at actions Okay Now the core reason for the fault might be due to the nerves But that's fine for you to pull up depending on what the fault is And if you believe the core reason is due to feelings and behavior rather than lack of knowledge and understanding then that's what you would deal with But you would still have to mention it because if you don't mention it or if you don't do something with it then I'll be s the back near killing that cyclist you know where do we draw the line here Um because you have to manage the risk and you have to set fire to these competencies cuz these competencies are your it's your performance You are demonstrating your ability to work with these competencies based on what your pupil does well what she doesn't oh sorry what they don't do well what they do well They they help you set fire ignite these competences for you to demonstrate Yeah Now so if your pupil is has done a fault I don't know moving off and and they're stalling and it the once you know that okay they've done it the once then you discuss come on you know how why do you think that happened you know is it and then listen to what they're saying uh and then you know come on is it is it that they they're bringing the clutch up too much and but you would know this by what happened Yeah Why did it happen Which is the the most important question with a fault Because that's the core reason So at the end of it yes you have to deal with it Yeah Because if you didn't then you would come down these competencies because at some stage if they continued to stall you have to adapt the lesson Yeah I can just summize summarize that then to answer Michelle's question there So um if your people's making basic mistakes like what you've mentioned Michelle and it's undermining the main goals of the lesson then as Lynn's rightly said we've now got to look at that and perhaps um just going back what Lynn said you've now got to go to that force competency in lesson planning and now adapt the lesson Yeah I mean at the end of the day when we look at faults when we look at mistakes I mean people don't like the terminology faults which drives me mad as well but it is the pupil does make hours whatever you want to call it errors of judgment but that I want to call it faults okay um they do make a fault and there's different reasons for that and there's different levels of faults and I Now at some stage if that fault is repeated obviously more than once uh sometimes in the back in the old day we call that an habitual fault it's an area of weakness then yes if your original goal was I don't know um more to I don't know it's a motor to a dual carriageway and they can't move off then of course you're going to deal and you're going to adapt and deal with the moving off before you go on to what you what your goal was cuz you're dealing with you're adapting the lesson in an old money I call it You're focusing on the fault because that's what adapting the lesson is focusing on the fault If you don't focus on it you've not adapted 80 to 90% of examiners feedback because I ask sometimes I ask people just to send them me on passes and fails especially know the electric version Obviously they ask the pupil's permission um because I like to have some analysis of examiners feedback and actually what this is all about But I can I could make a pie chart and show you that 9 to5 is it because they're not dealing with the phone And at the end of the day you know people should have uh let this you know didn't concentrate on the mirrors so busy looking at junctions They didn't deal and adapt That's why it's in the top five and has been in the top five is Thanks Have I answered that Sorry You still there Oh you still just got a question from Lou What happens if they make three faults in quick succession like stalling Um who's asking a question U Lou is asking a question and the question is what happens if they make three faults in quick succession like stalling followed by two quick pull um pull out and then a swerve So I think what le's asking is what happens if the people make three three faults Which one would you prioritize to discuss first almost the one that holds the most weight the safety critical the one that you need to manage more It's the priority it's a safety critical Um if it's a move off is it just a one-off You know this person you know the pattern of the drive At the end of the day a move off fault what kind of weight does it hold to uh adequate clearance and nearly knocking off the wing mirror you know uh you have to prioritize these faults And with a safety critical with a safety critical yes the lesson has to be adapted No two ways about it With a fault that's just happened the lesson doesn't necessarily have to be adapted If it's repeated and it's like an habitual fault then yes that lesson would would have to be adapted So the very fact that you adapt a lesson with regards to a safety critical tells you that's that's the one to focus on Does that help Yeah Yeah it does So yes So it it it is about um focusing on on the more se severe and prioritizing and actually sometimes I would I would might wonder why so many faults are in such short concess such short intervals Is it that your roots wrong Is it that you pass back too much responsibility Are you using care So there's you know there's all kind all other kind of things might be involved here Does that make sense Okay So Sean are we ready to move on to the next one Um let me just let me just check the room Um yes still Yeah Okay On to the next one Y Okay So again this is what DVSA is saying that really you try to stick to plan A We all start off with plan A which is the goal you know the wheels move either from the DTC on your part three or the wheels move when you pick your pupil up and we all start off with a plan A Now the problem is that driving instructors stick with the plan A They don't go to plan B or plan C They want to stick rigidly to what those goals were and what they've set out initially And it don't work like that Now DVSA are basically saying is that if it ain't working we got to adapt the lesson If other things are happening we need to adapt the lesson So basically here I've put your pupil commits a serious driving fault on the way to carrying out the goal I don't know mini roundabouts And they commit a serious fault That serious fault could be meeting vehicles for example and not judging the gap thinking that they could go through a non-existing gap And my question is then would you adapt the lesson I think there's a few people um nodding there in in agreement but with a yes Good Okay Well the answer is yes Okay And what instructional techniques do you generally use Because there is a sequence that that fills up this as well which leads onto other competencies because once a safety critical incident occurs you pull the pupil up Okay And these in the old days is what we use a client- centered approach and the they are for me called the core instructional techniques So the safety critical incident happens Okay you pull the pupil up Ideally that is why your roots in an ideal world should be that that you can when I people tell me they've got lessons on you know okay but remember safety critical we need to stop and discuss because I still hear and read on Facebook that you can't stop on on a on your 40minute lesson which is rubbish cuz you can stop So you have to stop and discuss in the main 90% of the time So in a client centered way yes this is where the client centered bit comes in where you encourage the pupil and some of you are using this already to self-identify selfanalyze and basically self-correct That's all to do with client centered learning and it's all based on that fault identification People have different language People say they pull up pull up on the left just along here Talk to me or tell me what happened back there That's your fault ID And again forgive me if some of you using this already but yes that's your fault ID And why do you think the incident occurred which is the most important question is the why cuz that's the core of the problem Then you discuss the consequences What are the consequences of what's just happened Again most important thing is is there anything you could do to make it safer next time or what would you do differently We all have different language but this is about getting the pupil's understanding of what they would do differently next time And then the the last one is sharing risk and responsibility was one of some of your questions This is about sharing risk and responsibility because then you say so what help do you want from me Be specific to the fault Be specific to the cause of the problem And if you do that the risk is managed That's one competence The responsibility is shared The correct level of instruction given You're not over instructing You're not under instructing meeting the needs ability and experience of the pupil which is that all that top competence in lesson planning and also what you've done here was sufficient feedback given to help the pupil understand any potential safety critical incidents Well yeah they talked about what happened why it happened consequences what they would do differently What else did they discuss Well what else did they want in as much as did they want a prompt Did they want full talk through sharing risk and responsibility All clammed together if you're kind of using that kind of same format about those core competences Does that make sense So the examiner considers was the lesson plan adapted to help the pupil meet their goals Were the lesson details rec re renegotiated were necessary to provide a realistic goal Was the lesson plan adapted because the pupil was doing better or worse than expected Because sometimes people pick full license hold solders or they pick pupils that are really good and soon as the wheels move within 10 minutes the goal has been reached So you need to adapt If you don't adapt then yes you will fail on this competence just about safety critical making sure that your lesson meets the needs your pupil So if the pupil's finding it difficult to achieve the goal was the way forward discussed with the pupil and again which we've just discussed if was adapted did the pup understand what happened why it happened did the trainer monitor the pupil's progress throughout the lesson and consider re-evaluating the plan because it's continuous assessment Does that make sense Mhm Okay So again examiner were any static critical incidents actual or potential discussed with the pupil And most importantly did the pupil understand what happened They've got to know what happened And they've got to know if you look at that last bullet point what went wrong why it went wrong and how to avoid the situation reoccurring and the possible ways to do it safely next time And that in a nutshell is the procedure for a safety critical And if you do that then yes you're adapting the lesson I'll let you I'll let you read that what the DVSA put in the in the books And DVSA on the last page in the ADI1 says simply if it ain't working [Music] adapt The pupil's inability is creating a possible risk situation then yes you've got to adapt And sometimes this might require just a few questions to clarify what is happening Nerves lack of understanding lack of knowledge But you got to get to the core root of the problem in order to in the old terminology fix it If you don't get to the core problem then you're not going to fix it and therefore you're only doing half a job Any questions before we move on to this next competence You okay with that Mhm That one was is I I feel one of the most difficult ones to actually understand Um and you get to play with it more when you're actually out there on a lesson So with to feedback these are the elements that sit underneath it When people tell me that you can't you can't stop Well actually one of the else is that you find a safe place to stop and examine the safety critical incident And what is interesting when you look allowing the pupil time to express any fears or concerns what happened What this is all about What happened why it happened Supporting the pupil to reflect clearly about what happened But you can see why this one is quite closely linked to the other one Providing input to clarify aspects of the incident that the pupil doesn't understand See how it's so close the language the elements are so close to the previous one So for me if you've got a formula that you use with the what and why that and consequences you automatically are knocking on or hitting other competencies other elements Does that make sense So it's got all these elements because these are the element other elements with it Support the pupil to identify strategies for future situations What would you do differently next time Providing input where the pupil does not understand what they should do differently Checking the pupil feels able to put that strategy in place and are going ways of developing that competence If the pupil feels so so interlin it's like pajama tops and bottoms This don't do one without the other Well well depend on where you are They're so interlin that for me if you've got the strategy right in the first place the core instructional techniques that you're using and you really are good at that then it will flow into into the rest of them So these are the competencies that it does have a knock on effect Was the trainer aware of the surroundings and pupil's actions Did the trainer make sure the pupil fully understood how the responsibility for which would be shared and where the practice area is suitable Now we all have our own interpretation of a safety critical and I get that um cuz so often when I do role playing fault simulation and people pull me up and they said you you know that would have failed your test and I go no it wouldn't that was safe Well it wasn't a safe it was It was just a kind of a what we call a driving fault It was wasn't that risky So what I've done here you may have seen this before You may have seen this before but based on what you can see nothing else no other vehicles Based on the picture would you say that this was a no fault driving fault serious fault or actual danger And I'm looking now at the position of the car So what are your thoughts Just call out what you think it is Big wave Go on Shout it out I'd say serious Serious Good Okay Anybody else Can I just actual danger Okay Interesting You said actual danger I Well it's just because he's right in the middle So Lynn did you ask us to take the picture like you know in terms of the fact that there's no cars and stuff actually on Yes I did I would driving fault then personally Who's who's saying that Leanne Okay Okay Leanne And that that's interesting Okay So I'm going to put you all out your misery Okay it is a driving fault Okay now you'll get to understand it in a second Okay that is a driving fault based on what you can see Okay so having said that then what's that one I'm going to ask you is it a higher risk than the previous one Yeah sorry There's more risk Why is there more risk with this one He's in the center of the road and is can we say he's on completely on the wrong side of the road Let's be honest Yeah Yeah So the other one So this one has a higher risk So from an assessment perspective if it's a higher risk the fault goes higher So yes there's your safety critical That's your safety critical But the biggest difference between an examiner and an ADI PDI is that the core competence of an examiner is to be reflective The examiner has to allow the fault to happen to get that assessment Your job is to be proactive to prevent the fault from happening or letting it get to that stage because you know that's one of the things I when I first became an examiner because I was an ADI before I was an examiner and I nearly failed me my my examiner's course because I kept wanting come in too soon I kept wanting to say something But of course you can't till the very last moment Um but yes you would be saying something once you notice something here then you would you would be doing something because if you allowed that to happen then there is a come If the pitch was that you could have stopped this and this would be was any verbal or physical intervention by the trainer timely and appropriate because in an ideal world you would have possibly done something here Yeah However what's that one Actual danger Good Good We look at the risks now The position's still the same but with this one you can't see out of the road You can't see into the road which we call it a complete blind junction Not only that the actual danger is presenting itself here with the car coming into the junction So in in essence those are your keeping it really simple those are your kind of three basic levels of assessment as clear as what I've I've been able to do on a picture Okay so yes it is actual danger where the examiner what we call ETA So the examiner ETA examiner takes action V or P verbal or physical So that would be marked down on on the your pupil's report ETA VP So the examiner would either go whatever and then get out the car and walk back Um so yeah so that's basically where we're touching there on trying to explain what that safety critical is Um but basically in a nutshell we talk went wrong We need to talk about what went wrong why it went wrong consequences how to avoid the situation reoccurring and basically you need to help manage the risk and again the language you use Talk to me about what happened Why do you think is there anything that you could do to make it safer next time Um and what else do you want from me Me the cause And if you can get to grips with that believe you me you're a long way there You're a long way there Okay here they are again What is interesting for 20 years they've always been here Now when I used what the old fashioned ADI when I used to do the role playing fault simulation the difference was that the ADI used to say this is why you've done it and this is what we're going to do differently and we're going to go around the block blah blah blah and I'm going to give you full instruction So the the kind of big shift the big shift occurred when we came to client centered and the big shift was you know let the pupil identify that's the big shift let the pupil try to analyze with your help let the pupil say how they think they would do it differently That is the big shift from tell to ask And believe you me if you ask and they don't know then tell Don't sit there at the side of the go Well go on have a think No go on think about it I don't know No go on have a think If they don't know then tell cuz you're still demonstrating competence You've asked you've done what you're supposed to do as client centered But how long are you going to be sat at the side of the road They don't know the answer until And that's client centered You're then teaching Then what you're doing you're matching your teaching style to the pupil's learning style and current ability They don't get it So tell them make sense Okay So working towards that elusive grade A revisit a safety critical find a safe place to stop really need to know what the pupil should do differently and controls had then it needs to be discussed I always uh my recommendation is always verbal first dual second If you can come in with verbal it's not always possible but verbal first dual second Because sometimes sometimes when I've been sat in the back of cars when they've used dual control it's because they've been reactive They could have come in a lot sooner with Q&A They could have said something They could have given a prompt you know something as simple as "Do you think you can get through the gap?" rather than leaving it till the last minute pressing on the dual control saying you can't get through that gap or words to that effect Thanks Okay Again it's about what happened and why it happened And again I'm just going over the strategies Okay Now does anybody want a quick coffee or a quick drink of water before I move on to to the third one Sean Um I think Yeah I think everyone's okay at the moment Everybody okay Yeah Do you want one No I don't want I'm fine I'm just thinking about Is everybody awake I can't see who's gone to sleep Sean no Don't you worry We're all here We're all smiling Okay So I'm going to ask yourself I'm going to ask what you need to be thinking about now on a scale of 1 to 10 How is this going for you And if you feel as though it can go differently then just ask me to explain it differently If you feel it's going okay for you then I'll carry on with the same kind of format If you want me to slow down or whatever then just let me know please cuz that's is that client centered Yeah I think it might be something like that Okay happy to move on Yeah Steph is saying she's really happy how it's going Leah is saying she's loving it So a couple of thumbs up So yeah it's going well Okay Okay So the one of the hardest ones um again is was the teaching style suited to the pupil's learning style and career Now this is the one that has got the most elements of all the other competencies Okay It's got the most elements I'm just going to give you a couple of minutes just to I've actually tried to put the the most important words in yellow Um but I I hope none of you are color blind I should have said that then I'm assuming Um so have a look at the elements That first one is really important actively working to understand how you can best support the pupil's learning process Now the thing is in brackets you might not achieve a full understanding it is that you've done that competence to do it that's fine you're staying with the three it's when you don't make that attempt and trying different learning styles or different teaching styles Yeah Okay providing accurate and technical demonstrations instructions or information because if you're going to do a demonstration make sure that it's correct Um and make sure that your technical information is correct and that your instruction is correct because if it isn't this would result in an automatic fail It could lead to a safety critical incident These are the other elements as well Again when you can use the practical examples linking the learning into theory and this it's onto another competence as well is where opportunities and examples used to clarify learning outcomes And there's the other one responding to faults in a timely manner Every single element mentions faults 99 9 95% of these competencies are all about faults How you doing with them Have you recognized them Providing enough uninterrupted time to practice new skills and providing the pupil with clear guidance about about how they might practide So this is a link Was the agreed lesson structure appropriate for the pupil's there you go experience and ability Was the pupil encouraged to analyze problems and take responsibility for the learning Was the trainer aware of the surroundings It's got to be there because if you don't recognize the fault you can't do much with it So this is about in its simplicity trying different techniques to help the pupil understand situations where necessary I always have a word a sentence If you always say what you've always said you'll always get what you've always got And you know it's remember my mom telling me is if you're saying the same thing then you're going to get what you've always got I remember if I can tell you this little story Do you want to hear my little story I can't say Okay Okay Um uh it was unfortunately it was somebody's third and final and I came out of the office and um I said okay so what's what we doing today We're doing junctions Okay fine And in particular what what is it He says "Well it's mirrors It's mirrors in particular." Okay So so he told me about goal a little bit Blah blah blah Okay So we got in the car and he introduced me blah blah blah And then the wheels started to move and it the first thing he said I'm going to use I'm going to use Lynn because I can't remember what the pupil well I can but just in case some of you might I don't know none of you were this person were they this was 15 years ago so I don't think you were um but anyway so the lesson went something like uh at the end of the road turn right and she didn't check the mirrors Lynn don't forget the mirrors mirrors before signal okay so we approached some traffic lights mirrors slowing Turn link Mirrors Slowly now Take the next road on the left Link Left You just turn left Mirrors before left Okay So it went on Mirrors Mirrors Mirrors Mirrors Mirrors Mirrors So we come back from the test center So it went back to the test center went into the office came out of the office The first thing the ADI said to me was "Lynn yes I got tired of that lesson." I said "Yes you did." I said for 60 minutes 60 minutes 60 minutes I never stopped saying mirrors But no you didn't You never stopped saying mirrors Going to ask you a question Did the pupil get better with mirrors Were you still giving the same instruction Were you still saying the same thing at the beginning as you were towards the end Yes Okay Did she get any better No I know what you're going to say Okay Yes I'm sorry that you haven't passed So we had a a a bit of a discussion but there was no such thing as why Even that word why is why What are the importance What are the consequences Be careful of the cyclist What exactly techniques was used to help the pupil get better in mirrors And this is this is what this competence is all about Okay And yes it didn't adapt I dread to think what it would have done if it had tried to adapt Uh and this is about you using a a kind of different range of questions Um again there are different thoughts about questioning techniques out there and some people have come up with some fancy words Um there are in a nutshell the reason why you're asking a question is to raise the pupil's awareness That's the that's the whole reason why you're asking the question It's not because the silence and you think the examiner doesn't like silence and you feel uncomfortable with that silence or I'm going to ask a question just for asking a question's sake No the reason why you're asking that question hopefully is to raise the pupil's awareness and test the knowledge and understanding and to encourage them to you know to self self reflect Now there are different types of questions and you know internal questions about thoughts and feelings and external questions about what's going on out there Now basically keeping this really simple these are some external questions Uh there are loads out there but it's out there and basic look and what's your best question because I find that's easier with hazards developing hazards some time dissolve questions and long- winded you're on top of the hazard before you've actually finished your question or the pupils had a time to think about it So I kind of like a mixture but my favorite tends to be with the closed questions and the kind of things with questions again if you remember the timing of the question is key If you tense your question is too late What was that sign back there Well what was the point of that The sign was back there You know if you can hear yourself talking in past tense you should have asked a question earlier And ask yourself why am I asking this question But what I always tend to find is that you know the hazard perception test you've got windows 5 4 3 2 1 Which is the best scoring window Is it five Why is it five Anybody Well timing Yeah cuz it's a developing hazard Yeah And the hazard soon as you see that hazard developing and you click on You're scoring five aren't you Yeah That's where your question should be in window five You got that developing hazard You've got your question in which provides then the pupil to either well they've got to apply the mirrors or do whatever they need to do in in response to that So I always say try to get your Q questions in in window five four latest That way if they give you the wrong answer you're in there still being proactive with actually can you get through the gap Yes I can No you can't Come on let's slow down You're in there Yeah If you leave it too late then sometimes you might have to take action Then you've got your thoughts your internal qu that make you feel what would you do different I tend to like these when I'm at the side of the road when I've got time for a discussion Um sometimes again but it depends on the level of the pupil Sometimes if they're at test standard and they're quite tuned in tuned on and they're quite competent and cognitively uh I'm not going to confuse them then I might ask them you know some more open questions But this is about you again matching your questions to your pupil because that's about your teaching style I've seen questions overlord question to death where the pupil is clearly trying to answer you and now you're approaching the next hazard So again that question is a form of instruction Um so just be mindful how you're going to use it Does that make sense Yeah Okay So again it's about you I call it dipping into your tool bag Think this ain't working Let me try something else And it's that trying something else is about you scoring that three Okay So again back in the old days well when they used to have lessons you used to spend about 25 minutes explaining the turn in the road only leaving about 20 minutes for driving Little did the ADI ask me uh that I'd actually done a reverse around the corner before So my skill sets actually were there already but they insisted on a lengthy demo um because they didn't ask the right questions This is about transferring skills and knowledge and understanding Um and again this is about you being able to adapt to your pupil's preferred learning style So we're having adaption here This is about you adapting because again that's what you need to do in order for learning to take place Okay with that one Mhm Yeah Yeah Looks like y right this is about again analyzing problems So if I go back to that competence was the pupil encouraged to analyze problems and take responsibility for the learning Those are the elements Again this is all about providing time in a suitable location That is why sometimes when people say to me learn I've um I've been training them in Bolton and um they've gone for a cancellation in Bur and I go do you know B no gosh you're brave first of all if you don't know the area how how are you going to find suitable locations you know and if you have to adapt the lesson would you know where to go to know and these are the some of the reasons why people don't adapt because they don't know the area as well So just be careful that you do know the area Okay So so think about the things that I've put in yellow Providing time in a suitable location to explore the problems Providing time to analyze what went on Providing time using suitable techniques What went wrong what suggesting suitable strategies Oh well what could we do differently This is all those same core competencies giving clear and accurate information to fill in the gaps So what went wrong I'm not sure Well what could you do differently Well I'm not sure Okay Well let's have a think about that How about filling in the gaps and then leaving the people feeling that they had responsibility for their learning in the situation So what help do you want from me Will you prompt me Okay Initially so again those core competences are really showing themsel in this in this as well Knock on effect It's got to be was the train aware of the pupil's surroundings and actions and was the teaching style suited to the pupil's learning style There's your knock on effect So this is what you've got to do as client centered Provide the learner the opportunity to analyze their own driving and seek their own remedies and strategies Yes you got to facilitate the learning process help them evaluate their own performance And in doing that yes they actively engage with that process And again back in the day it used to be the top-down approach You will do this you will say that where the ADI provided all the answers and and all the questions And yes the pupil didn't really learn that much It was just that nodding dog But but in saying all that direct instruction coming in when appropriate and a full talk through does have a place in learning to drive and that depends on the circumstances at that time Yes direct instruction does have a place because yes you do have to tell because if you didn't sometimes you're not managing the risk Mhm Okay So this is working towards the grade A and this is what you're encouraging the pupil to do Analyze the problem Analyze the driving Come up with their own solution and consider what support the pupil wants from you And again I'm coming back to this but if you did all this you're not going to go fall short So was the pupil given appropriate and timely feedback during the session And this is interesting because there's two here appropriate and timely two different things Knock on effect Was the lesson plan adapted Was the agreed lesson structure appropriate That's the knock on effect So let's have a look at honest This is the competence with regard to honest It's got to be clear about what actually happened on that performance Regular and honest feedback Don't forget your praise were you know were necessary Sometimes when you sit in the back of the car every time the instructor adi opens it it's always cuz the pupil's done something wrong So don't forget that balance Yeah But when you do give positive reinforcement or positive feedback instead of saying well done and it well done what The way that I I brushed my hair I did my eyes Well done what Be specific to what they did well or specific to the fault Be specific to what they did Well really liked how you used that left mirror then before we turn left Why was that Because of the cycle then well done You be specific to the praise because it's it helps them to reinforce that specific skill set Timely This is for me This is the one that gets people into trouble more than anything Prioritizing hazards Now I'll give you an example So we're driving down in a 30 mph zone and the ADI PDI says take the next road on the left Okay So we take the next road on the left We mirror a signal We turn left into a 20 m So we've gone from into a 20 The picture we've gone from the 20 30 into a 20 What's happening now The ping up speed Up 21 22 23 They're building up speed So what's the first thing we generally say or we say to the pupil Be honest If one of the things that you say is what's the speed limit along here is that what some of you say Fortunately and very wrongly yes is going to be the answer Okay So timely what's the speed limit along And I say I've got no idea then What do you say to me Did you think it is Yeah What do you think it is No I'm doing 2425 and I'm still engaging with you in conversation and the police officers just flagged us because we're breaking the law And I will put on my form was any verbal or physical intervention by the trainer first of all timely and appropriate That's what I'd be looking at as well And I'd looking at your feedback I'd be looking at you saying to this person you're not managing the risk The first thing you should be doing is telling them to slow down Slow down It is 20 long here Then you can talk till the coach come on You can have a conversation have a cup of coffee You can do what you want But the first thing you got to do is that timely of your [Music] feedback has got bang on the button and that is where your direct instruction would come in to manage this risk Yeah rather than engaging in conversation because by the time I'm finished or I don't know what does it feel like driving at this speed Well it feels okay So what do the lamp post tell you Um I'm not quite sure what you mean Well does I mean look at look at this car I mean you by the time you've done all that it's gone So again you need to manage the risk your timely intervention a bit bang on the button then you can ask the questions later your feedback and everything that you're going to be giving is later just manage that risk first of all and again the route that you ch you choose has got to be able for you to provide that feedback so that you're not turning in one road a hazard then turning into another hazard so you have got that time because sometimes you might say I'll I'll mention mentioned that But hang on to that I I I'll go over that in about five or 10 minutes Just hang on to that and lo and behold you forget cuz soon as it's gone it's gone It's gone for you as well It's gone for the pupil So whenever you can the feedback has got to be immediate whenever you can Yeah And in doing that as well if it's immediate you're tapping into the pupil's feelings at that moment because something might have instigated whatever's happened And if you can tap into that feelings and thoughts or behaviors or whatever you might get a better understanding as well So again just if you can not always possible if you can yes give the feedback immediately if you can okay so we're looking towards what the ADI considers did the trainer provide timely feedback to ensure the goals agreed for the session were targeted did the trainer provide accurate feedback on the performance did the trainer help the pupil identify and discuss areas of weakness and required development at the appropriate time Did the trainer encourage the pupil to identify and correct their own performance to help them achieve the goal and to establish taken place This again it's the praise enforcement It correction it reinforces your learning and yes the pupil needs to know what they have done well or not so well And again feedback is key to providing the necessary level of instruction because if they're doing well and your feedback suggests that and you were prompting then it may be time now to change the level of instruction You pull up discussion where we are what we doing doing really well Absolutely How about now we move from prompt How about you just being try these signals Give it a go I feel as though absolutely So the more you can get this sorted learning can take place as well But more importantly you're providing the right level of instruction Okay So if we look at those competencies I'm just going to go back here I'm going to say to you now in fact I'll take No I'll take it What do you feel out of all those five the most difficult for you Don't say all of them [Music] want to ask you then possibly if there was one key learning thing that you went away with today I'm hoping there's more than one but if there's one don't have to tell me what it is but if you want to fire away about what your key learning point is then please fire away you I have a question Um you mentioned it a little while back and it was the one um um was the Oh it's about being aware of the surroundings Yeah I know I got um got picked up on that on my part three Um so that's one that I will it's on my mind So I don't know if you can a little bit more on that Well what I I mean I mean what do you want me to do here I've got a list of questions which is brilliant I've got a list of questions that you've all sent through Uh and not that much time to go through them I don't mind going over slightly I really don't mind that for me Um but I have got a list of questions here Did you send in the