These learners have a hands-on approach to learning in that they actively learn through experimentation and repeated practise. They will most likely struggle to engage in a briefing but ve very demonstrative if you ask them to explain how they will perform a task. Let them guide themselves through what their body will need to do to perform a task, provide input only where necessary and once performed let them use their own words to describe how they did, encourage them to express how they felt and what they were thinking whilst they were doing and how successful they were in achieving the goal to link thoughts and feelings to their physical learning style.
Set them ‘doing’ tasks in between lessons to encourage development, and suggest that they practise the skills and movements to accelerate them even when they are not in the car. For theory, they may find it easier to retain knowledge if it is linked to something they have already done or by practising mock theory tests.
These learners will struggle to sit still and be eager to get practising, they might respond with ‘I feel you’ and are thought to make yo 5% of the population,
Whilst the above criteria is not an exact science and at times research has shown that learning styles may not actually exist in these formats, in that people tend to learn in different ways for different tasks, these learning styles are more of a guided preference for processing information and suit individual needs on a general basis. Therefore, I have attached a link to the VARK questionnaire, that once filled in can help you to understand how both yourself and your pupil might best make progress:
The DVSA ADI 1 States:
When coaching, the ADI should ensure that the tools used are suitable. If a question and answer technique is used this should match the pupil’s level of ability and encourage them to use a higher level of thinking to give a response. Asking closed questions of a pupil who is demonstrating a high level of ability, unless this is to check knowledge, is of little use. Asking open questions to a pupil of limited ability who is finding it difficult to achieve the task they have set for themselves may be very confusing. These are not hard and fast rules. The effectiveness of any question has to be assessed given the circumstances at the time.