At The End of The Session Was The Pupil Encouraged To Reflect On Their Own Performance
The final competence on the report ensures that learning takes place around the practice, that goals can be set effectively for the next session, to maintain the learner’s progress and further develops key skills, such as self-evaluation and self-awareness, which will form the basis of any individual’s safe driving for life.
The process of reflective learning is centred around self-development and self-growth, giving responsibility for the process to the learner, facilitated by the instructor. This method is in direct contrast to traditional instruction, within which it was the responsibility of the ADI to reflect upon the session and provide feedback to the learner, before setting goals for the next session. We must recognise that we, as human beings, process information and learn internally and as such we must give our clients the opportunities to reflect upon the practical elements of car control and mastery of the road, as well as the human factors that they encounter whilst driving the vehicle in traffic. Did my thoughts and feelings impact my behaviour? What are my strengths and weaknesses? Did the reality of the performance match up with my beliefs and expectations?
Here are some of the benefits of reflective learning:
Allows the learner to record their development
Encourages the pupil to explore their strengths and weaknesses
Helps the learner to understand how they learn
Allows your client to plan their own development
Enables your pupil to learn about themselves
Enables the learner to articulate their skills/learning to others
Ensures your client learns from their mistakes
Here are some questions you could ask your pupils to develop their self-awareness:
* What are the characteristics of an ideal/good/safe driver?
* Which of these do you feel you have?
* Which do you think you need to work on?
* How will you go about this?
The DVSA ADI 1 States:
At the end of the session, the pupil should be encouraged to reflect on their performance and discuss their feelings with the ADI. The ADI should encourage honest self-appraisal and use client-centred techniques to highlight areas that need development if the pupil has not recognised them. Once development areas have been identified the pupil should be encouraged to make them part of future development.