ADI/PDI Jargon Buster (3)
Mirror, Signal, manoeuver - One of the most important routines a driver use.
Mirrors, Signal, Position, Speed & Look. Used to help remember the routine for approaching hazards and junctions.
When old learning conflicts with the new learning For example, you will commonly hear the words ".... My last instructor didn't say that...". Such situations must be handled with care so as not to confuse the pupil altogether.
What the pupil should be able to do by the end of the teaching period These must be set at the beginning of any session of tuition, so that the pupil clearly understands what is expected of them.
A junction where the view to the right and left is clear on the approach.
Those with several possible answers Generally, any question starting with "who", "what", "where", "when", "why" or "how", is an open question. The advantage of this type of question is twofold: 1. It makes the pupil think of a fuller answer to the question 2. It means that you don't have to ask so many questions to achieve the same result.
Official Register of Driving Instructor Training
Potential Driving Instructor
The interpretation of information collected by the senses. The brain gives meaning to sensory information by comparing it to previous experience or knowledge.
Prepare, Observe, Manoeuvre – routine used to help remember the sequence for moving away.
A situation involving another road user that may cause you to change speed, direction or stop.
Preset Test for the Part III Test of instructional ability
Power Assisted Steering
Physical skills. This is the part of the brain that is concerned with physical skills. For example: a pupil may know what the clutch pedal does and understands that it should be used in a certain way. However, unless they actually practice the action it takes to control the clutch, they won't be able to use the clutch properly – pretty much in the same way as learning to ride a bike or to kick a football.
Q & A
Question & answer technique.
Road Ahead, Mirror, Pupil - This acronym is used to remember the routine to use before giving a directional instruction to your pupil
Establishing previous knowledge and therefore a suitable starting point for a lesson by asking questions. Usually at the start of a lesson or before introducing a new topic or skill. This term is also used to describe the series of questions used at the end of an exercise or training period to establish what has been achieved.
Not requiring an answer. An example could be saying to a pupil who has failed their test - "I bet you're a bit upset aren't you?"
Recap, Objective, Main points, Practice, Summary. This is a good way of remembering the lesson structure. (see ICROMPS)
Learning by repetition. In a teaching sense it could be used in the early stages of learning to drive, when instructions are repeated over and over, for example to familiarize the pupil with the use of the controls. It is also the method of learning for facts and figures, such as stopping distances.
This term is used to describe the considerations you take when you wish to stop at the side of the road or perform a manoeuvre. Safe, Convenient And Legal Position.
Sight: 75% of knowledge is received visually - remember this when giving lessons. Use visual aids wherever appropriate. Hearing: Verbal information is the hardest to learn. Only 10% of what a pupil is told will be remembered.
Ability or expertise, often acquired by training
The technique of breaking down a skill into its component parts, to understand how and why it is done.
A permanent physical feature of the road, such as a roundabout, bends or junction.
Three Educational Domains Of The Brain
In order to learn, there are basically three parts of the brain that we have to train.These are simply the parts of the brain that you use for physically doing things, use for thinking and use to influence our behavior. Also see, Psychomotor, Affective and Cognitive Domains.
Tim on a Motorbike, a way of remembering the check or the Offside door mirror. (See Bob)
Transfer of Learning
Associations made with previously acquired skills or knowledge. By using a familiar example of a skill known to the pupil, a new skill may be taught. For example, you could explain that a pupil should use the brakes smoothly and progressively by relating to how he uses the brakes on his bike. This idea of progressing from the known to the unknown should be used throughout a course of tuition.
Sounds complicated, but put simply, there are a series of parts that take the power from the engine and transfers it to the wheels. The gearbox is part of this system and is often referred to as “the transmission.” This is typically used when referring to Automatic gearboxes.
Theory Test application form
Tyres & Tarmac
Often used to describe the clearance between your vehicle and the vehicle you are waiting behind in a queue – leave enough space to move out from behind it if necessary. You should be able to see the rear tyres of the car in front and a little tarmac. Adjust this accordingly when behind larger vehicles such as buses.