Learning for non-academics

How a certain key learning point is 'received' by a pupil is pretty unique to them.  It is very easy to assume that as both the message and the transmitter of the message (you) remains constant, then all pupils should be able to understand that key learning point.  An understandable assumption and entirely incorrect.

This will be one of the most common errors an inexperienced driving instructor can make.  It is created with the logic that you know certain pupils have previously "got" the message.  As it has been proven that some pupils have benefitted from what you say, and how you say it, then naturally, if another pupil fails to learn the point, there must be something wrong with them.  No, most positively, affirmatively, definitely no.

Once a key point has been "transmitted" then you test for understanding at an opportune time.  When you are asking a pupil to recall for the first time a particular point, it is sensible for safety reasons and kind to your pupil's comfort levels, to have them pulled over on that first recall test.  The first recall is potentially difficult.  At least give them the opportunity to perform it without distractions while they drive.  If the recall shows that the message is actually not properly received, then consider changing how you are "transmitting" it.  Change the format eg written, graphic, demonstration, observation, explanation, exploration.  Do also be mindful of the terminology, phraseology that you use; while it may make perfect sense to you, it may not for the particular pupil sat next to you.

Bring meaning to the learning point.  Make it real.  Accentuate the positives when it is done well as opposed to only the consequences when it is not done well.  Offer a real-life example that you have either witnessed yourself or know of - in other words, demonstrate that this has practical significance rather than a theoretical point of 'nicety'.  Tie down how this particular point connects to road safety and managing risk.  Ensure your pupil appreciates the gravity of the key learning point by making reference to the Driving Standard and how that affects driving instructors, examiners and the public driving on the roads - some pupils do need to understand context.

Leave it for a while and then return to it unannounced with testing for understanding by asking a question IN A DIFFERENT WAY.  Take care with this point.  If you attempt to check for learning by testing using the same structure then pupils can pick up on repetition, and you can easily fall into the trap of a pupil responding in "parrot fashion" mode.  This is potentially dangerous as it can give YOU the impression that they have learnt the key point but actually, they have learnt to recognise your test and respond to it as they know you will desire.... an entirely different learning outcome.  This error of how you test for understanding will increase risk and restrain depth of learning.

In summary.  Assume nothing when it comes to how well a pupil learns a key learning point.  How easy it is to be deceived.   If you have a pupil that is well-rehearsed in effective learning then smile and enjoy, but if not, this is where your professionalism kicks in.  We are all paid to provide a service that develops learning within a safe environment.  The true value is in how well we can adapt to the needs of the particular pupil.  It is not for our pupils to come round to how we 'teach'.