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Teaching and Learning Strategies
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Was The Teaching Style Suited To The Learning Style And Current Ability5 Topics
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The GROW Model
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Was The Pupil Encouraged To Analyse Problems And Take Responsibility For Their Learning2 Topics
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Were Opportunities And Examples Used To Clarify Learning Outcomes3 Topics
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Was The Technical Information Given Comprehensive, Appropriate And Accurate?3 Topics
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Was The Pupil Given Appropriate And Timely Feedbacl During The Session3 Topics
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Were The Pupils Queries Followed Up And Answered3 Topics
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Did The Trainer Maintain An Appropriate Non Discriminatory Manner Throughout The Session
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At The End of The Session Was The Pupil Encouraged To Reflect On Their Own Performance1 Topic
- Keep it safe
Q&A on the move can be difficult to manage depending on the level of the pupil, the complexity of the task or the human factors motivating the client at any one time.
Keep it safe by minimising the use of Q&A on the move. Limit Q&A on the move to questions around the goal of the session, that will enhance the learner’s knowledge and understanding of the intended learning outcomes, or to questions that enable the client, or raise awareness in the client, of areas of risk that they need to manage. If the client asks a knowledge-based question, particularly when the question is unrelated to the goal, you might simply decide to provide them with the answer, or if you feel like they would benefit from a deeper understanding then you might encourage them to seek out the answer themselves in between lessons, pointing them perhaps in the direction of where they can find the information for themselves.
Keep it safe by limiting the amount of deep thinking required on the move. Limit open questions on the move to those that only require an initial response “How did you feel approaching that situation?” then where necessary and dependent on your pupil’s response, follow it up with “ok well we will talk more about that as soon as we pull in”
Keep it safe by understanding your pupil and how they learn best, how do they cope with questions on the move? How well are they able to manage their thoughts and feelings whilst controlling the vehicle in complex situations? How open are they to exploring information and seeking out answers? Protect the rapport you create with your clients using intuition. Know when to ask questions and when to provide information based on the responses you get through active listening.
The DVSA ADI 1 states:
Dependent on individual learning styles, some pupils may be reluctant to participate but the AD! should still promote the benefits of asking questions to the pupil. Any direct questions or queries from the pupil should be dealt with as soon as possible. The response may involve providing information or directing the pupil to a suitable source. Remember that, wherever possible, the pupil should be encouraged to discover answers themselves. Pupils may not always have the confidence to ask direct questions. The ADI should be able to pick up comments or body language that indicates uncertainty or confusion and use suitable techniques to explore possible issues.
The DVSA ADI 1 outlines its competence as follows:
Indications that all the elements of competence are in place could include:
- The ADI creates a learning environment that encourages the pupil to ask questions throughout the lesson
- responding openly, readily and appropriately to queries
- providing answers of sufficient content or directing the pupil to suitable sources of information
- actively confirming with pupil if their comments or body language suggest they may have questions
- encouraging the pupil to explore possible solutions for themselves
Indications of lack if competence includes:
- ADI making no effort to encourage the pupil to ask questions
- refusing to respond to queries
- providing inaccurate or incomplete information in response to queries
- avoiding the question or denying responsibility for answering it