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MTS: Teaching And Learning Strategies

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  1. Teaching and Learning Strategies
  2. Was The Teaching Style Suited To The Learning Style And Current Ability
    5 Topics
  3. The GROW Model
  4. Was The Pupil Encouraged To Analyse Problems And Take Responsibility For Their Learning
    2 Topics
  5. Were Opportunities And Examples Used To Clarify Learning Outcomes
    3 Topics
  6. Was The Technical Information Given Comprehensive, Appropriate And Accurate?
    3 Topics
  7. Was The Pupil Given Appropriate And Timely Feedbacl During The Session
    3 Topics
  8. Were The Pupils Queries Followed Up And Answered
    3 Topics
  9. Did The Trainer Maintain An Appropriate Non Discriminatory Manner Throughout The Session
  10. At The End of The Session Was The Pupil Encouraged To Reflect On Their Own Performance
    1 Topic
Lesson 7, Topic 2
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2. Provide Timely Opportunities For Development Through Feedback

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  1. Provide timely opportunities for development through feedback

Linked closely to lesson planning, ensure that your practise area is suitable for your client to achieve the goal through reflective periods at the side of the road, or along stretches of the route that are less complex with minimal risk.

Too much information on the move can be overloading. Silence can be great feedback while students are practising, reinforcing that what they are doing is good. Often instructors are led to believe, through outdated training methods, that once the car is moving Q&A must be given to maximise development. In truth whenever the car is moving the pupil is practising and therefore their focus will be divided and diluted in many areas. Learning best takes place after practise, pulled up where the pupil can reflect on their performance, consider their thoughts and feelings and create new strategies to enable them to achieve their goal.

Ideally, once the Goal is set, use practise areas with 3/4 platforms which allow your client to practise around their learning Goal and which also have areas to pull in for reflection and feedback. In these areas elicit and deliver feedback that reinforces the goals, objectives and motivations, which is positive and solution focussed and that seeks to clarify achievements.

The DVSA NSDRT states we must understand:

6.3.3. e. the importance of providing regular formative feedback

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Unique course that teaches you the ins and outs of the hazard perception test.