ADI Part Three - Levels of Instruction

GET TO GRIPS WITH ADI PART 3 LEVELS OF INSTRUCTION

Who came third in the 1994 World Cup? It's a European country. It's a Northern European country. It's a well -known European country. In today's video we're going to talk about the different levels of instruction and why that's important for passing the ADI part 3 and ADI standards check test.

Welcome to Driver training. There are three main levels of instruction. Fully guided or commentary driving which is where you tell the pupil everything they need to do and when they need to do it. You have prompted which is questions to find out if the person has gaps in their knowledge or understanding.

 ADI Part 3 Training

And then you have independent, where you basically just leave the decisions up to the pupil to see how they're going to deal with a particular situation. Now most lessons are a mixture of perhaps all three.

You know because you might fully guide them or commentary them to turn left. However as you're going down the road if it's fairly straight and empty you might not need to say anything if the steering is okay.

 ADI Part 3 - Levels of Instruction

So suddenly you're going from fully guided to saying nothing independent and then you might ask them to take the next road on the left. So you might go back into fully guided or commentary or you may go to prompted if you've done it a few times.

So the difference well as we said if we're turning left left it would be full commentary would be okay Chris so we can see the junction up ahead we've got the road sign telling us there is a junction we can see the white lines across the road we can see the gap in the pavement so we've identified our junction so now check the mirror check the left mirror signal down prompted would be question for okay Chris so we're going to take the next road on the left can you see where our junction is oh yeah it's just that past the shops good so what mirrors are we going to check first or you may go so can you identify the junction so what are we going to check first then what's the first thing we do oh check the mirrors good which ones centre and left good what are we checking the left one for it depends on how much time you've got what the road situations are as to just how many questions you want to ask and independent is just okay Chris we've done this loads you've been really good at it I'm gonna leave the next few to you so I'd like you to take the next road on the left and that's where you have to look at them and watch them and think are they doing the mirrors are they doing the signal so it's a mixture of all three fully guided prompted and independent.

ADI Part 3 Training

When it comes to levels of instruction one of the things we just need to say is one of the common mistakes PDIs trainee instructors make for the ADI part 3 is they may take someone who's perhaps taken a driving test or a full license holder and if they have a problem with something we hear quite a lot that the examiner has failed them because the level of instruction the structure of the lesson didn't match with what the pupil needed so that's where you need to alter the level so even if somebody's a full license holder if they're not good at something it probably still needs you to fully guide them through it so for instance the other day we had someone who failed their ADI part 3 because they took a full license holder to a roundabout it was a pretty busy roundabout but the person wasn't confident in finding gaps on roundabouts and so the instructor just basically asked questions and said so think we can go?

No. Do you think we can go now? No. When do you think we can go? Oh not yet. Well at some point you've got to show them by means of, if you like, a demonstration. What would you be doing on the ADI part two?

Well I can see there's a gap coming after this blue caster. As this blue caster starts to come past me I'm going to move into the gap. That's what you should be saying to your learner or to your student even if they're a full license holder because they can't do something.

They're not good at it. They need help which is why you've taken them on your part three to say this person needs to work on this, this or this. Then once you've given them a few examples then... You can start going to prompted and questions Because then hopefully they've got an idea of what to look for And I'll give you an example if I said to you who came third in the 1994 Football World Cup who came third you might go I don't know well, it's a European country Don't know it's a well -known European country Don't know think of northern Europe.

Perhaps it's a northern European country I don't know see unless somebody actually says to me. Do you know what Sweden came third in the 1994 World Cup Now at some point in the future if somebody said to me hey Chris, you know the 1994 World Cup who came third Sweden Well done Because somebody's already given me the answer and in effect Told me what I need to know someone fully guided me to the answer.

They told it me Now they can prompt me. What was Sweden known for in the 1994 World Cup Chris Oh coming third well done because somebody's taught me through somebody's given me the answer But until somebody does that you can ask me all the questions in the world and I'm not going to get the right answer That's the same with your pupils regardless of whether they pass their driving test They may have passed the driving test because on the day they took the test There weren't any cars at that roundabout I've lost track of all the times when we're doing ADI part two ADI part threes And we're working on dual carriageways and cars coming down slip roads And just Murphy's law as you go down the whole length of the dual carriageway Nobody's coming on at the right point where it could potentially cause us a problem.

They're either in front of us going faster, they're about a minute behind us but nobody's level with us. That's what can happen with your pupils on the driving test. So remember if you're taking them on a subject because they're not good at it or need to improve on it, that's where to begin with.

Once you've identified those faults you need to give them fully guided to help them through it then mix the level of instruction up to prompted and then to independent.