ADI Part 3 Client Centred Learning

Unlock the art of Client Centred Learning to pass the ADI Part 3

9 Aug 2024, 00:00

Unlock the art of Client Centred Learning to pass the ADI Part 3

So when it comes to the ADI part 3 or ADI standards check test, what is client-centred learning and what am I supposed to do about it? Well in this video we'll find out what it means and how you can encompass it in your teaching which will help you to become a better driving instructor. Welcome to driver training. My name is Chris from Driver Training Limited.

We've been audit registered trainers since 2007 and it's one of the questions that a lot of people will ask is what is client-centred learning? Well it basically means just to involve your pupil a bit more. So for instance why do we need client-centred learning? Well when it comes to learning there are four generally four main styles which are summarized by VARK. First is visual, seeing it, a picture, a briefing folder.

The reason you're watching this YouTube video is you didn't want to sit and read a book with a million words, you wanted to see it in action. If you've ever gone on to YouTube to see how to put a cupboard together, how to fix your car, how to program your computer, iPhone tips and tricks, visual. So you see it you go oh I get the sense of it.

 

So most of us are a combination but some are predominantly just visual. Now you could be explaining something to someone and your hands as we've said in other videos are going all over the place. You've got a picture in your head of what you're explaining, that person doesn't.

 

Giving them something visual, a drawing, a diagram, a video, helps them understand it. A is for audio. So some people like to hear it explained.

Sometimes you'll be, you'll see people perhaps watching a presentation but they've got the headphones on. The R of VARK is reading and writing. Sometimes one of the common ways this happens is you'll be watching a film but put the subtitles on so you can see what's being said as well as listening to it.

It's not the fact always that you can't hear what's being said but having the subtitles on just gives you a better understanding. You'll see in our shorts, in our TikTok’s, there's writing over the top of them to put what's being said so that people have the audio and the visual way of taking in the information. That's more common now than it's ever been.

So they prefer to read or even write it for themselves. If you've ever been explaining something to a pupil and you've got your progress book perhaps or they've got a notepad and they say to you, do you mind if I just write that down? They want to write it for themselves. You could be writing it or you could be saying, I'll put this down for you and they'll say, do you mind if I just write some notes with that? In other words, as I write it, it kind of helps me understand it better.

 

The K, well that's kinesthetic. It basically means they're activists, they want to do it. We always liken it to sitting on somebody's settee and there's a Rubik's cube at the side of you and you think, oh, give that a go, see if I can do it.

Now, if you can't, it doesn't ruin your day. You don't feel a failure. You don't think, oh, I'm useless.

I can't do anything. You've gone, well, give it a go. It didn't work.

Big deal. That's what they're like. They just want to go and give it a go.

If it doesn't work, they'll just keep doing it till it does work. That didn't work. Let's try this.

That didn't work either. I wonder if I try this. That's what kinesthetic are like.

So to have a client-centred approach means you're thinking about their needs. We've all seen those instructors as you go around that perhaps keep their pupils at the side of the road for 15, 20 minutes, explaining everything in the deepest detail. And if you prefer that method of learning, that's brilliant, but 99% of people won't.

They just want an overview, which is why your briefing at the beginning is always about five minutes. It needs to be brief to give the pupil an overview of what's happening. But then they don't learn until they're doing it.

So if you're stuck at the side of the road for 15 minutes and your pupil is kinesthetic, they just want to get on and do it. They're just going to be sitting there going, and quite rightly so. Who wants to hear a 15-minute lecture on a subject you know nothing about? It doesn't make sense.

You just want to get on and learn it. If you're a visual learner, someone just showing you a picture but then going into depth of it for 15 minutes when you might not have done it before, that's just pointless. So the first point is getting the student involved.

What suits them with regards to their way of learning and your way of teaching? And if you look on the ADI part three, the ADI standard check marking sheet, there is a section on that. Was the pupil's learning style basically matched to the instructor's teaching style? So that's what client-centred learning is about. But then, how do we do it in practice? Well again, getting them involved in the process.

Now this does not mean that on the second lesson, when they can't even drive in a straight line, saying to the pupil, what do you want to do? Oh, can we go and do motorways? Yeah, of course we can. No. One, it's illegal and two, it doesn't matter.

You're not at that point to do it. But what it means is, like for you, if you're going through the ADI part three, for instance, and you're doing the 40 hours training and you think, well, perhaps on the first lesson you did cockpit drill and controls. If someone then said to you, right, now you've got the basics of just explaining about the cockpit drill and controls, give me a full lesson now on meeting traffic and overtaking on a single carriageway road.

You might go, what? What? Hang on. I'm not fully happy with my briefing for the cockpit drill and controls. It's still taking me 30 minutes to do a briefing on that.

How do I cut that down? What can I leave out? What do I need to go on to? It's the same for your pupils. With what they did last week, one, can you either move on to the next subject if it's relevant or two, can you just go back and cover what you did last time? Which again is where your progress books come in, your driving lesson progress books, your pupils' progress books. What did they do last week? We were working on roundabouts, but on approach you weren't looking to the right.

The notes say that you're just staring to the right. There's no glances. You've got to glance, look back, glance, look back.

And you're not doing that, Chris, which is why, if you remember, we had to dual control you a couple of times. Should we go and work on that today? Try and improve on that. Oh, yes, please.

That's client-centred. Rather than, okay, Chris, last week we were doing roundabouts. I've marked down that on the scale of one to five, you're on a four.

So this week we're going to go and do country roads. And they're going, well, hang on. The roundabouts last week scared me.

I almost died three times. If it wasn't for you, dual controlling me, we would have had accidents. Can we not kind of get that sorted first? So that's what client-centred means.

It doesn't mean client-led. The client doesn't decide. You're the advanced driver.

You're the teacher. You know what subject to work on. But what you want to do is make sure the pupil is happy to move on to that point.

Anything from last week you weren't sure of? Anything from last week you would like me to go through again? Anything from what we were doing you didn't quite understand? Are you happy to move on? Yeah, yeah. I think I was doing okay with what we were doing. Yeah, I'm happy with that.

Good. Client-centred. Then the third aspect is when it comes to fault identification, analysis, and the remedy.

The common example of this is you're about to turn right and the pupil cuts the center white line, goes across on the wrong side of the road. Now, if you're not doing client-centred learning, you would say the fault there, Chris, is you cut the center white line. You did what we call a right corner cut.

You need to come up level with the center line and then turn. But was that their reason for doing it? This is where being client-centred comes in. So there, Chris, remember I asked you to stop and not turn because you were about to cut that center white line? Oh, yeah.

Remember, again, if you can, draw a diagram. Use your briefing fold. Use your iPad.

Use your dash cam footage. But ask them, so there, Chris, we went to cut that white line. Can I ask why did you do that? Well, I saw the car coming the other way and I thought, I need to get across now.

Ah, that's the reason. So there, Chris, you went to cut across the white line. Can I ask why? Oh, I didn't realize I had to be honest.

Ah, have you been given a reference point for where to turn? No. So now the center white line is the reason. So there, Chris, you went to turn right and you cut the white line.

Can I ask why? Ah, to be honest, I wasn't looking. I was looking into the road and I saw the car coming down. I thought, I better get across.

Okay. So where should we be looking, Chris? Do you know? Oh, yeah, the center white line. And do you know what you wait for with the center white line? Yeah, my side mirror to be level with the white line before I turn.

Very good. Yeah. So what we think is the mistake and the problem genuinely might not be.

This is where being client centred comes into it. What was your reasoning behind that before we try and not always give a remedy, but get to the remedy? Because again, before when it was just you teaching or telling to be more accurate, you would say to them, so what you need to do is come up level with that line then turn. But if they don't fully get it, they'll just say, yeah, yeah, yeah.

We want to help them understand it. Where should we get to know we're at our point of turn? Oh, the mirror. And where should the mirror be? Level with the center white line, just so it looks above the white line, whatever their reference point is.

Help them think about it. Help them get to know it. A common one we do on the ADI part three training is what's the, when the trainee will say to me, what's the speed limit on this road, Chris? 30.

Good. Is that a lucky guess? How'd you know it's 30, Chris? It's cloudy. It's always 30 when it's cloudy.

So I've got the right answer, but I don't know the right answer. And I don't know the reasoning behind it. So this is what client centred means rather than you just say, this road is 30, Chris.

Okay, great. So I now know in future, this road is 30. If I remember it, if I know the area, but that's why very often with your pupils, you take them to another area, they'll go, but I've never been down here.

I don't know how to do it. I don't know how to do this roundabout. I've not been here before.

We want to teach principles. And that means getting the pupil involved for their own reasoning, their own logic to figure out, well, how do I know? Well, whether I'm in London, Aberdeen, Bristol, I know if there are no repeat signs, no 20, 40, 50 national speed limit signs, but there's lampposts, then it's 30 miles an hour. What's the speed limit of this road, Chris? 30.

How do you know? No repeat signs, but we've got lampposts. Well done. So can you see that's all client centred really means.

And if the client is doing something they shouldn't, this brings you back to your risk management section, jump in, help them. If we're coming down a slip road at 60 and there's a lorry at the side of us and he can't move over, you need to then jump in and go back to fully guided to stop any potential incident. Was the instructor aware of the pupil's actions and surroundings? If you've got time coming down, which mirror should we be checking, Chris? Do we have anything there? Oh yeah.

What do we need to do? Slow down. Good choice. Well done.

Client centred, not just automatically slow down. If you have twitchy foot syndrome, if you're on a license, a pink license, and your foot is never away from the brake pedal, you're not doing client centred. You're waiting for things to happen and then you're reacting to it.

That isn't teaching me how to deal with that situation. So for instance, on slip roads, we've got a slip road off. We've got another slip road coming on.

Usually we're going to start looking. Are there any cars? Do we need to slow down, speed up, move over? What's happening? That then becomes, so we've got a slip road coming off, Chris, what could be on the other side? Oh, a slip road coming on. So do we always need to move over? No, just depends on what the other vehicle's doing.

We might need to get to the speed limit. Might need to drop back. Good.

Well done. I'm finding out from them. Rather than waiting for the car to come down level with me, almost go into me, then my foot hits the brake.

Need to stop, Chris. That isn't client centred. So it just means getting the pupil involved.

Help them become a part of the process. My name's Chris from Driver Training Limited. We hope this video has helped you today with understanding client-centred learning.

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