ADI Part 3 Marking Sheet Explained (Part 2)
ADI Part 3 Marking Sheet Explained (Part 2) looks at the next section of the part 3 or standards check marking sheet.
Before booking any part 3 or standards check training with Pass Me Faster, familiarise yourself with the marking sheet.
The next part looks at –
The lesson planning section contains 4 of the 17 competencies you will be marked on.
This section addresses how you identify the pupil’s needs and develop the goal in a client-centred way. How the session is structured, whether the training area is suitable and how you adapt the lesson if needed.
Here’s an explanation of the four different sections.
Did the trainer identify the pupils learning goals and needs?
The instructor should encourage the pupil to get involved in developing their own goal for the session. It’s important the trainer can identify the pupil’s needs to help reach this goal, taking into account their skill and previous experience. Identifying your pupil’s goals and needs is an ongoing process, but they must be agreed upon at the lesson’s start.
Think of the lesson as a partnership, you are working together to make the session more client-centred. Teaching what you think the student needs to work on isn’t client-centred. Involving your pupil to create their own goal places them in the centre of the learning process and increases self-awareness and motivation.
Ask the pupil what they want or need to practise and why? Is the goal clear to both the student and the trainer from the beginning? As the lesson progresses, ask questions and listen to check their understanding and identify any further needs. Taking note of body language might help reveal how the pupil is really feeling about what they are saying.
Just because your pupil understood something previously doesn’t mean they will understand it on the Part 3 test. Listen to their goals and needs as they unfold during the test. The part 3 or standards check is a snapshot of what’s happening right there and then. Try and resist just skirting over something because they knew it last week. Remember the examiner is marking whether you asses the learner’s goals or needs, not what you assume they can do or understand.
Was the agreed lesson structure appropriate for the pupil’s experience and ability?
After giving the responsibility to the student to create their own goal, don’t take it back off them by making your own lesson plan for the session.
The student should be involved in developing the lesson in a client-centred way. After establishing a goal a good question might be ”how would you like to achieve this goal? Remember it’s a learning partnership not what you think will be best to achieve their goal. Guide the pupil to develop the lesson structure themselves, but help to frame it so it’s appropriate for their experience, ability and needs. Think about –
Is the agreed goal achievable with the pupil’s current abilities in the time they have booked? If not, you can suggest breaking it down into smaller more manageable stages, making the goal more specific. When eating an elephant take one bite at a time! Remember, the part 3 test is only 45 minutes so don’t try to do too much. During the lesson, your pupil should feel like they are making progress but not overwhelmed.
From the beginning make sure that the planned session reflects the pupil’s learning goal and that you both understand the plan. The lesson structure should be appropriate for their experience and ability and just like the goal, provisionally agreed at the start of the test.
To help build a suitable balance of practice and theory a Q and A session can determine any gaps in their theoretical knowledge. This will allow you to identify any further needs and pitch any help to the correct level.
If your agreed plan was broken down into separate sections, check the students understanding as the lesson progresses before moving on to the next stage.
Whatever the goal and session plan is remember, it could and probably will change slightly as the lesson progresses. The last section will look at this in more detail.
Were The Practise Areas Suitable?
Again, involve your student in planning your route or training area. When deciding on a site ask if they know anywhere they would like to practice their goal. Introduce other factors that might affect their driving like weather, time of day, amount of traffic, any roadworks, and other passengers (supervising examiner) in the car. This is a great time to explore the GDE matrix and how their emotions may affect their performance. Help them calibrate a suitable training area with these things in mind.
Your experience teaching your lessons will help improve your skill in choosing appropriate training areas. It should be suitable to challenge the pupil to develop their goals. If the area is too difficult they will feel overwhelmed, and anxious and effective learning won’t take place, too easy they won’t feel challenged and switch off.
Was the lesson plan adapted, when appropriate, to help the pupil work towards their learning goals?
Practising during your time on your pink badge during sessions is the best way to develop your skills in adapting lesson plans. look for any signs the pupil may be struggling and help include them in any alterations to the plan to keep it client-centred. You can suggest breaking the goal down into smaller parts to develop the skills needed to achieve the original goal. Try not to persist with a plan if the student is clearly out of their depth or if they suggest that they want to change it.
If the student’s inability to complete the goal is creating risky situations you must identify any further needs and help to adapt the session accordingly. There are many reasons why a plan may need to be adapted
- Weather and road and traffic situations may be worse than usual.
- The extra person in the car may affect their confidence.
- Basic errors are undermining the agreed goal.
This would be another good time to introduce the GDE matrix and discuss how emotions can affect the lesson.
One of the main reasons for part 3 or standards check fails is to continue with a goal when risky and dangerous mistakes are being made. Include the learner in changing the plan briefly to address these faults before returning to the original lesson plan.
We would recommend reading Practical Teaching Skills For Driving Instructors for anyone serious about understanding the part 3 and the check test marking sheet.