ADI BAND 4 PUBLICATIONS, INSTRUCTIONAL TECHNIQUES
ADI BAND 4 PUBLICATIONS, INSTRUCTIONAL TECHNIQUES
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Typically, how does ageing affect people's driving ability?
Older people overestimate their ability
A
B
Older people take more risks
C
D
Older people have slower reactions
Older people drive faster
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Explanation
Older people have slower reactions
As people age, their reactions tend to slow and they can take longer to assess hazards. Don't try to rush them, but be tolerant and patient.
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Why do motorcyclists often wear bright clothing?
A
B
It keeps them cool in summer
They must do so by law
To make it easier for other road users to see them
C
D
Bright colours are very popular
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Explanation
To make it easier for other road users to see them
Motorcycles are small vehicles and can be difficult to see. If the rider wears bright clothing, it can make it easier for other road users to see them approaching, especially at junctions.
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How much verbal instruction is needed to help a pupil attain a good standard of driving?
A
B
A constant amount throughout, regardless of competence
More as the test date approaches
Just enough to ensure they understand what's required
C
D
None once they reach test standard
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Explanation
Just enough to ensure they understand what's required
It's important to reduce direct instruction and transfer the responsibility for learning to the pupil as quickly as possible. You must ensure that the pupil understands what they need to do and how they need to do it. Once they have this knowledge, they should be allowed to practise and develop their competence without constant instruction.
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When should you assess a learner driver's progress?
A
B
At the end of the course of lessons
When an improvement has been made
Continuously, using dialogue and feedback
When the pupil has learnt as much as they can at that time
C
D
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Explanation
Continuously, using dialogue and feedback
In client-centred learning, there should be lots of opportunities for you to observe how your pupil's learning is going. You should provide frequent feedback on their progress, based on these observations, and talk to your pupil about how they view their progress. Then you can adjust the lesson content to meet your pupil's learning needs.
www.drivertrainingtheory.co.uk
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What should you do if you have to use the dual controls?
Ask the pupil if they understand why it was necessary to use them
A
B
Say nothing to preserve the pupil's confidence
Explain that it will be covered at the end of the lesson
Say nothing and expect the pupil to understand why
C
D
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Explanation Ask the pupil if they understand why it was necessary to use them
If a serious incident occurs that requires you to use the dual controls, it's vital that the pupil fully understands what happened and how they could have avoided the situation or dealt with it better.
www.drivertrainingtheory.co.uk
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Why do you need to take time to identify your pupil's learning goals?
To determine how much instruction will be required to complete the course
A
B
To determine their range of general intelligence
To help you and your pupil to agree the most effective learning plan
To confirm the final cost of their driver training
C
D
www.drivertrainingtheory.co.uk
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Explanation
To help you and your pupil to agree the most effective learning plan
Taking time to establish a pupil's learning goals and needs provides you with the information you need to make an effective learning plan. It involves the pupil in the planning process, so the final product is something they have agreed to and engaged with.
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What should you teach your pupils to do when they're learning to turn their vehicle around in the road?
Concentrate on looking over their right shoulder
A
B
Concentrate on looking over their left shoulder
Carry out effective all-round observation
C
D
Check their mirrors continuously
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Explanation
Carry out effective all-round observation
All-round observation is essential throughout any manoeuvre. Drivers should use their mirrors and pay particular attention to the direction in which they're moving, to vulnerable road users, and to what might be happening in any blind spots.
www.drivertrainingtheory.co.uk
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What should you do if a pupil drives the rear wheels over the kerb when they turn left?
Ask them to explain why they think this happened
A
B
Tell them that this fault can be avoided by first swinging out to the right
Explain that the rear wheels cut in when turning left
Demonstrate how this was caused by turning the steering wheel too late
C
D
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Explanation
Ask them to explain why they think this happened
Learning is far more effective when a pupil can identify for themselves the reason why something has gone wrong. If they can't work it out, you can help them to understand with an explanation or a diagram. When they understand the problem, the pupil should then practise this manoeuvre.
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If you provide a demonstration of a skill in a lesson, how should you follow it up?
With an opportunity for the pupil to check understanding and consolidate by practising
With a detailed analysis of the manoeuvre carried out
A
B
With a discussion of possible faults that may occur
C
D
With the introduction of a new subject
www.drivertrainingtheory.co.uk
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Explanation With an opportunity for the pupil to check understanding and consolidate by practising
Demonstration, where appropriate, is a valuable tool in the learning process. However, for it to be effective, a pupil must have an opportunity to raise any questions and check their understanding. They then need to practise this new skill.
www.drivertrainingtheory.co.uk
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What should you do if a pupil stops making progress in their learning?
Discuss blocks to progress and develop strategies to overcome the blocks
A
B
Slow down the pace of instruction
Make the pupil have extra lessons to help overcome the difficulty
Conclude they have learning difficulties and refer them to a specialist ADI
C
D
www.drivertrainingtheory.co.uk
Youtube@adipart1
Explanation
Discuss blocks to progress and develop strategies to overcome the blocks
Learning isn't always a continuous process. Sometimes pupils simply need time to consolidate learning before moving on. On other occasions there may be something blocking progress. You should work with the learner to understand what's happening and agree how to move on.
www.drivertrainingtheory.co.uk
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