Tuesday, 27 May 2014

Client Centred Learning in Driving Instruction

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Taking a look at unit two of the National Standard for driver and rider training.

Unit two takes us into the realm of teaching with a focus on designing learning programmes. If like me, you tend to deliver a course which covers the entire syllabus for learning to drive then you've got to be able to readily adapt to the individual needs of the pupil. This can be a bit tricky at times when learners just don't seem to be getting it. Good use of question and answer technique is the best answer to this problem I find. It sometimes takes a bit of detective work to find out where the difficulties lie.
   According to the performance standards you've got to be able to confirm that the learner has a provisional licence, first thing most instructors do I'd say. Also confirm that the learner's eyesight is up to the minimum requirement. I'm guilty of leaving this until later with some pupils. If they're wearing glasses then I assume their eyesight has been tested. I really must start checking this on the first lesson.
   A few questions will enable a driving instructor to check the previous experience of the pupil. Like if they've had lessons before or they've been practicing with friends or parents. It's now a requirement that you can refer pupils with learning disabilities to someone with the appropriate knowledge needed to teach them. I know of an instructor I would send people to if I felt that I couldn't provide the learning support they need. It's probably a good thing to do a bit of internet research and make a note of instructors in your area who provide such a service.
   When it comes to an outline programme I use the approved syllabus for learning to drive broken down into the separate topics. When it comes to creating lesson plans for each session that outline objectives it's a different story. It would simply be too much work for a driving instructor to come home after a day on the road and start writing out lesson plans for the following day's pupils and I don't really see any need for this. I simply refer to the notes made after the previous lesson with the pupil sat in the driving seat and we take it from there. In a client centred approach I would say this is the way to go. The pupil is reminded of previous learning and has a hand in deciding what they want from the current lesson.
   When it comes to learning resources I usually refer people to my website which has all my videos and things on. As they match my day to day teaching style it's a good way to jog the memory and reinforce learning. Include third party resources where this will benefit the learner, it says in the document. Again it's probably worth having a look on the internet and sourcing some good materials so you can give a list of these to your pupils for homework.
   We now need to specify how parents and guardians can support learners with physical and cognitive disabilities. This would take specialist knowledge I think. It's good to include guidance for any pupil who is practicing with parents and suggest the topics that they need to work on as well as the type of roads they are competent to drive on. Don't want things getting too scary when they are out in a car without dual controls. 
   Lastly we must specify how we will review learner progress and programme effectiveness. I like to do a review by driving around a route from the beginning of the training and comparing how the standard of drive has improved from the early sessions. This can be a real boost for pupils who feel they aren't getting anywhere. At the later stages a mock test is effective as a review tool. Next time I'll look at the knowledge and understanding requirements of unit 2.


1 comment:

  1. I think driving schools are great for getting proper formal driving education and i must say that website link you shared is interesting, did get useful information.

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