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DRIVER & VEHICLE AGENCY NEW PROCESS FOR CRIMINAL RECORDS CHECKS DANI was established by a joint programme between the Northern Ireland Office, the Department of Health, Social Services and Public Safety, the Department of Education and the Police Service of Northern Ireland. ANI will allow organisations to make more informed decisions by providing criminal history information about anyone seeking paid or unpaid work in certain defined areas, such as working with children or vulnerable
TEST OF CONTINUED ABILITY AND FITNESS TO GIVE INSTRUCTION (Check Test) Notes on the above talk given at the 2008 AGM Brian Morrison Chief Driving Examiner
To Obtain A Grade 6 Overall performance to a very high standard with no significant instructional weaknesses. Concise accurate recap given on previous lesson and realistic attainable objectives set for the current lesson. There was dialogue, with pupil involvement. Consistently demonstrated the ability to vary/select the most appropriate instructional techniques as necessary to suit the needs, aptitude and ability of the pupil. Quick to recognise and address all important driving faults and provided thoroughly sound analysis, with clear, prompt and appropriate remedial action. An appropriate route chosen for the pupil's ability and experience and took every opportunity to develop the pupil's driving skills and awareness using the problems presented en-route. Structured an appropriate learning environment that positively encouraged the pupil to further develop their skills and good driving practise. The lesson concluded with a concise recap, which was an accurate overview of the lesson. The strengths and weaknesses in the pupil's performance identified and discussed constructively. Realistic and appropriate objectives set for the next lesson. Professional attitude and approach to the pupil throughout the lesson. How Can I Obtain A Grade 6? Walk on water? Suck up to the SE? Nothing? None of the above? Purpose of check test To ensure that acceptable standards of instruction are being maintained; To give the SE an opportunity to offer advise and guidance on the way instruction can be improved The SE is there to help, he is not looking for the easiest way to remove your name from the ADI register. Preparation on the Day This should be no more or no less than you would make for any other lesson You don't have to bring your 'star' pupil The objective is to assess your ability to instruct - not your pupil's ability to drive Lesson must be tailored to the pupil's level whether novice or experienced learner A good instructor will .... Demonstrate ability to put the pupil at ease Demonstrate ability to create a relaxed and friendly learning environment Be able to introduce the pupil to the SE in a relaxed manner and convey that this lesson is no different to any other The Lesson Should last 60 minutes and an additional 15 at the end for debrief with the SE Don't try to behave differently - this could confuse your pupil and will be hard to sustain for an hour Be yourself and you will have less to think about The start of the lesson Be ready to provide the SE with a pen picture of your pupil's present level of ability You should also inform the SE of your intended lesson plan and objective for the lesson Content of the lesson(Some or all of the following will be assessed by the SE as dictated by the lesson)
The Lesson Plan The SE will not restrict his assessment to what is in the lesson plan If other faults emerge he will be looking for the ADI to address these in the lesson The lesson plan needs to be adjusted as the lesson progresses to match the learning needs which emerge during the lesson A common fault is for instructors to stick rigidly to the original lesson plan resulting in a mismatch between the pupil's needs and what is being taught A good instructor will be able to assess the seriousness of errors and adjust the lesson plan to suit Core Competencies Three core competencies form the basis of good instruction. These are: Fault identification Fault analysis Remedial Action You must correctly identify, analyse and remedy weaknesses to improve the pupil?s driving skills Core Competencies When giving instruction a very simple method to apply is to ask the following questions: What happened Why did it happen How do I put it right Identification/What Happened Lack of effective fault identification is quite common in check tests You must be able to clearly identify at appropriate times all important weaknesses You should be able to prioritise faults and judge if you should bring them to the pupil's attention You should switch between observation of the pupil and what is happening outside Recognising faults and communicating them properly is the first step towards correction You cannot improve a pupil's ability if you are not watching - at the right time - what they are doing Analysis - why it happened Faults should be analysed to see why they have occurred and what effect they could have had on other road users Instructors should explain what went wrong - there may be several reasons why a fault occurred The instructor must use his skills to analyse the cause correctly and explain this to the pupil Simply stating that a fault has occurred will be assessed as unsatisfactory as it does not teach the pupil The pupil needs to know what went wrong and why
Remedy - how to put it right Having identified and analysed the fault the pupil will need to know how to avoid repeating it A verbal explanation of the fault may not be sufficient Remedying the fault may need some practice and this should take place as soon as possible after the fault has occurred Late or retrospective instruction is of little value The pupil may not have the recall of an experienced driver Instructional techniques(will be assessed by the SE) Recap at start (on previous lesson) Aims/Objectives for the lesson - between ADI and pupil Level of Instruction (over and under instruction) Planning - lesson must be structured - start/middle/end Control of the lesson - the lesson should be clearly in the instructor's control Communication - fluent, straightforward, simple terminology - avoid superlative eg fantastic, brilliant Question & Answer - 2-way process - pupil must be able to ask questions as well and instructor able to answer - use open questions Feedback and Encouragement - praise and encouragement can enhance learning and boost confidence Use of dual controls - only for demonstration, avoiding potential danger or actual danger Recap at the end - summary - were objectives met?/what needs more practice?/ next lesson Instructor Characteristics(will be assessed by the SE) Attitude and approach to pupil The instructor should be able to show that he has created a friendly learning environment Avoid physical contact as it can be mis-construed Patience and tact need to be applied always Be prepared to repeat instruction and practice or look for the next opportunity to deal with the topic again Overall Marking(SE's assessment) Observation and proper correction of pupil errors Method, clarity, adequacy and correctness of instruction Manner, patience and tact and ability to inspire confidence Check Test Report Form</b></font></font></font></font></font></font> Column A Any subject area covered during the lesson should be rated in Column A. This should be done as the lesson progresses Feedback: Telling people how they are doing Suggesting ways of improvement or how to do things differently By listening and watching Note strengths and weaknesses Prioritise them Analyse them Provide sound remedies Don't be judgemental Be honest Be sympathetic Be constructive Ask them for their opinion of their own performance Ask others for theirs Keep positive Start and finish on a high note Remember that we are seeking to improve, not to destroy |
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