DVSA’s latest analysis shows the top 5 areas where instructors have not demonstrated the correct level of competence. Let’s break down each of the five reasons along with some guidance on how to address these issues:

 

1. Was the lesson plan adapted, when appropriate, to help the pupil work towards their learning goals?

 

It's important to tailor the lesson to the specific needs and abilities of the pupil. To address this:

•  Before the lesson, thoroughly assess the pupil's strengths, weaknesses, and goals.

• Develop a flexible lesson plan that can be adjusted based on the pupil's progress, reactions and risks.

• During the lesson, observe the pupil's responses and adjust the plan if needed to ensure effective learning is taking place, if not adapt.

 

2. Was sufficient feedback given to help the pupil understand any potentially safety- critical incidents?

 

Inadequate feedback on safety-critical incidents can hinder the pupil's understanding of potential risks. To address this:

• Provide clear and constructive feedback immediately after any safety-critical incidents.

• Focus on explaining the potential consequences of such incidents and how to avoid them in the future.

• Use effective communication techniques to ensure the pupil fully comprehends the importance of safety. When appropriate apply the ‘theory into practice’.

 

3. Was the teaching style suited to the pupil’s learning style and current ability?

 

Failure to adapt the teaching style to the pupil's learning style and current ability can lead to frustration and poor results. To address this:

•   Identify the pupil's preferred learning style (visual, auditory, kinaesthetic, etc.).

•   Adjust your teaching methods to match the pupil's learning style.

•   Monitor the pupil's progress and adjust the teaching approach as they continue improve.

 

4. Was the pupil encouraged to analyse problems and take responsibility for their learning?

 

After a driving scenario, encourage the pupil to reflect on their performance. This encourages self-analysis and helps them take responsibility for their learning:

To address this:

• Promote a proactive learning environment where the pupil is encouraged to think critically and solve problems.

• Encourage the pupil to self-assess their performance and identify areas for improvement.

• Guide the pupil in setting goals and taking ownership of their learning journey.

 

 5. Was the pupil given appropriate and timely feedback during the session?

 

Lack of timely and appropriate feedback during the session can leave the pupil feeling uncertain about their progress. To address this:

• Provide continuous and specific feedback throughout the lesson.

• Highlight both areas of improvement and strengths to maintain a balanced perspective.

• Make sure feedback is delivered in a supportive and constructive manner.

 

By addressing these five main reasons and implementing the suggested strategies, PDIs and ADIs can enhance their coaching skills and increase the likelihood of success in your Part 3 and SC exams. 

 

My workshop will provide valuable insights into these areas and could greatly benefit those preparing for these assessments.