ADI Part 3 Teaching and Learning Styles

ADI Part 3 Teaching and Learning Styles

Hi, welcome to driver training. In this session, we're going to make a change. We are currently going through the ADI part three marking sheet. This video will focus on one specific point. We will cover ADI Part 3 teaching and learning strategies. Point 10 asks: was the teaching style suited to the pupil's learning style and ability?

 Understanding the ADI Part 3 Marking Sheet

Many people have asked about pupil learning styles. They are not confident what we mean. This video is dedicated to that topic.

It's a brief look at the four main learning styles. We will see how teachers can adapt their style. Did you know there are four main learning styles?

ADI Part 3 Learning Styles

The first is visual. These people want to see how it's done. Once seen, they understand what is required. Youtube is the second biggest online search after Google. Over 5 billion videos are viewed daily.

ADI Part 3 Be A Good Listener

The second way of learning. Well, that's audible. They learn best by listening. If we think of the popularity of eBooks and E readers, we understand how popular that is

 ADI Part 3 - Kinesthetic Learning Style

The third way of learning. Well, that's, what's called kinesthetic. They just want to get on and do it. They learn best by just having a go, seeing how it's done and trying again,

ADI Part 3 - Reading and Writing

Our fourth way is reading and writing. These learners learn best when it's written down. They can process information first. Visual learners want to see things done for themselves. During COVID, online videos rose greatly. People watched tutorials for cooking, fitness, makeup, and clothing. Every subject was covered. You are one of them. That is why you are watching this video now.

They want you to include pictures and diagrams. This helps them understand more. You can recognize this in your students. Give them a pupil record card, for instance. They often draw on it. As teachers, use your briefing folder or tablet. A pad and pen can also show diagrams. This helps them understand.

You may even ask the pupil to draw. They draw what you are explaining. Many iPads and tablets have drawing programs. You can explain with your pad and paper. Then ask the pupil to draw what they think is required.

You can also make printouts, do printouts for yourself. You can provide them via email, or you can just use a briefing folder. This is the one we use. Now, this is available to buy from us in our online store. And again, it just provides all the diagrams and pictures. And as it says, a picture paints, a thousand words.

The more we use this, the more pupils learn. They will grasp what we teach them. Waving hands to explain a mental picture is pointless. Now, moving on to auditory learners. These students prefer to listen to a lecture.

You may see them learning on computers. You notice they always wear headphones. This way, they hear what is said. They get the full sense of it. Another way to recognize this style: they repeat what you say. Also, they like to read aloud. As teachers, we help them. Get them involved in discussions. Ask them to repeat back to you.

And the best way of doing that Is just the traditional method. Question and answer to do that. Just remember the basics, the who, what, where, why, when, how much make it interactive and engaging. Get them thinking on what you are asking them. They can either watch the videos or listen to audio tapes.

So are you as an instructor, listening to their learning style. Our third style is kinesthetic learners. Now these don't want to go through great amounts of briefings or read up on the wears and whys. They just want to go off and do it. They want learn by actually practicing it. Aesthetic learners just want to get on, try it.

They are not worried if it goes wrong. They simply learn from mistakes and try again. It's like a Rubik's Cube that hasn't been completed. You get an urge to try and solve part of it. If you can't, it's not the end of the world. You are not bothered. You just put it down or try again.

The best way to teach kinesthetic learners is practice. We all learn by doing, after all. You can't learn to drive by reading a book. You have to practice. So do that. Let them practice. Becoming a driving instructor takes at least four hours of practice.

You recognize this during a briefing. They look bored or uninterested. It probably means they want to try it. You can ask, "Would you prefer to just try this?" A fourth way is reading or writing. These learners prefer written information. They can look and absorb it themselves.

These learners are drawn to expression through writing or reading. They want to read the user manual or the instructions over and over again, before they even have a go at it, They may be fond of writing their thoughts down in diaries. These show that the person probably has a preferred learning style of reading.

For these students, teachers give ample time. They need time to absorb information. We use student record cards or reflective logs. Pupils see what we encourage them to do. Writing notes helps them understand lessons. It clarifies required progress.

I've had pupils where I wrote notes. They actually asked, "Can I write it down?" So, we just carry blank sheets of paper. Ask the student to write in their own words. Do this at the end or during the lesson. They record what needs building or strengthening. They take it away to understand more. Point 10 in this video covers something important. Did you suit your teaching style to the pupil's? Did they understand it? This is not just your opinion. It is specifically with the examiner in mind.

But if you don't seem able to reach a pupil with one way, just mix it up. Use diagrams, use commentary, use visual points, or sit down. You can even just ask the pupil. And that's where knowledge of your own style and preference is, is can really benefit you. What do we mean by that?

Perhaps you are strong with visual references or speaking. But for kinesthetic learners, you avoid practice. You sometimes see pupils disengaged roadside with instructors. This means they are probably thinking, "Can I get on and do this?"

So our teaching style needs to match the pupil's learning style. And by understanding this, it can help you improve and turn any weaknesses you have into strengths. And if you think that's why these series of videos contain audio visual and written elements to them. So that way we appeal to all sorts of learning styles,

The second part of point 10 must not go unnoticed. Does it suit the pupil's current ability? Remember the pupil's ability on test day. Are they having a bad day or a good day? It could also mean: are they ready to progress? Or is what you are teaching too much?

Have they had a bad night's sleep? Do home problems distract them? Are they incredibly nervous? An examiner sits in the back. All these factors change a pupil's ability. This affects their ability to learn and absorb. If we respond to their learning, the lesson becomes client-focused.

That's it for this video. We hope it clarified things. It should make the different learning styles clearer. Also, how instructors can alter training style. This suits the pupil's learning style. We look forward to seeing you next time. My name's Chris. Remember to train safely. We'll see you all again soon.