Unlock Learning - Adapt Teaching Styles to Get Success (DVSA Competency)

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Hi, I'm Sarah Hart, Director of Drive Heart, and I'm joined today by Julie.
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Hello.
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Hello there.
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Hi.
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We're going to talk today about the first subcompetency under teaching and learning strategies.
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And that is, was the teaching style suited to the pupil's learning style and current ability?
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It's a big one.
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So, really, what we're going to do is we're going to talk about how we unlock learning.
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And there is an article on this subject on our news page of our instructor's website.
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So we're going to basically cover six key points, starting with how the DVSA view the subject and walking down all the way through the points to how we can make ourselves better instructors.
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So let's start off with how the DVSA view this under the ADI 1.
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What they're looking for is that the instructor can seamlessly match the type of instruction they're delivering so that it matches what the student actually needs.
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So in practice, if a student is struggling to grasp a particular subject in the car, how does that manifest itself in terms of adapting the style?
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Well, the first thing you need to understand is that there's there's sort of a few different types of way a student can learn, not one size fits all, and that's exactly what this whole thing is about.
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Okay.
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So that there's different learning styles, and it's really important that you as an instructor get to grips with, you know, which is the style that your student will do best with.
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So they can learn by visual, they can learn by auditory, they can learn by physical means, which is kinesthetic, and they can learn by reading and writing materials.
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Or indeed a combination of these.
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Oh, absolutely, yeah.
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Yeah.
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So they're not set separately.
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So broadly you're looking to identify a general preference to style to learning.
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Yeah.
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Yeah.
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Rather a dominant style of learning.
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Yeah.
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Okay.
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So for example, a visual style might be that they need to look, let's say you're trying to do a maneuver, and they might need to look at um a training presenter.
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So you've got diagrams, let's say parallel park.
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So that will help them by using diagrams and maps, perhaps.
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So that's sort of a visual way of training.
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Auditory, obviously, listening, and that might be listening to you or listening to recordings of things that will help them learn.
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We've also got Drive Tag in Driveheart where we use audio sounds to help identify learning.
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That's acoustic guidance, isn't it?
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It's training with acoustic guidance, that is tag, training with acoustic guidance.
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And you can use that in a positive or a negative way, but I think probably we'll get onto that at a different time.
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Then you've got your physical learning.
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You know, some students will just want to have a go at it and then be you know told how to correct it.
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They'll just want to get hands-on and actually have a go, and that's that's quite a regular one.
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And then some students will want to look at diagrams and you know, see the written word, read, read paragraphs about certain things.
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So, you know, it's really important that you understand quite early on what is your student's preferred choice.
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And I assume it's also important to have a toolkit of different methods which adopt or touch into different styles of learning, don't they?
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That's it, exactly that.
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So, I mean, you've got you've got all this knowledge of all the different types of learning, but the really important thing is that you've got to identify which style suits your student.
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So, how are you going to do that?
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Well, really, you're going to talk to them and ask, you can ask them at the beginning, you know, how do you best learn?
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And some will say, I like to see things written down, I like to just have a go at it, and then you can tell me if I'm going wrong.
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So, you know, have a conversation with your student, but just be aware that, you know, it might change throughout their learning process.
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And perhaps subject to subject, they might like to learn one subject by looking at diagrams, but then the next subject they might like to do is on the move and have a go.
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So, from that, I take it that you're constantly checking out that the style that you're adopting on that lesson at that time.
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It's checking out with the student, is that working for them?
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So, this is a quite a dynamic process, isn't it?
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It is, it is, yeah.
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So it's not just a one-off conversation.
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Be flexible, be flexible.
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And the other thing that's really important is that you understand your style, you know, which is your preferred style of teaching and be prepared to adjust to fit the student.
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As we've just alluded to, you know, you've got to be dynamic, you've got to be able to pivot, and by that we mean, you know, change from one style of teaching to another.
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You know, after checking out understanding with your student, if you're realizing that things aren't going well, you've got you've you're responsible for digging in and finding out what you can do differently to help the student get some learning.
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In a nutshell, what we're saying is you need to have a really broad toolkit with you in your car, you need to have lots of knowledge.
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And, you know, as a final checklist, really, make sure you're aware of your student and yourself.
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And make sure you're response and nimble, you know, be equipped and make sure that you get positive learning outcomes for your students.
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Okay, if we can just take those kind of six points that you've covered and just give some practical examples from your teaching experience of how you've uh adapted your style of teaching.
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Yeah, sure.
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So, I mean, early on when I was teaching a student years ago with the clutch control, we were talking about how the clutch operates.
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And I was trying to do it verbally because it was like lesson number one, and I didn't really want to go into it in too much detail because all I wanted to do is explain to them about the biting point in very, very limited terms because you know they didn't really need to know the mechanics of the engine.
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But this student actually did.
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They wanted to know how the clutch worked, what happened, what happened to the engine when the clutch came to bite, what happened to the engine when you came off off the bite, off the bite, and the clutch came right up.
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So they needed then at that point to see some diagrams.
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And however hard I tried to explain it, it wasn't working.
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So they actually needed to see a diagram.
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And I think the other thing that we alluded to in some of the Drive Heart articles on breaking down to secure learning, the approach you take to your whole lesson and also the methods that you use need to be considered invariant, don't they?
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So sometimes if you've got a complex subject, think about how you can break that down into a process or a sequence that makes it easy for the student to remember.
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And I was just thinking about the parallel park example that uh you have, Sarah, if you want to give us an overview of that.
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Yeah, sure.
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So the parallel park as a whole is you know quite difficult for a learner to remember.
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It's difficult for fully, fully qualified drivers to remember sometimes.
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But as a learner, you know, it's a whole host of new skills.
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So to break that down into sections, there's sort of six key steps to it.
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And to start with, you'd probably get them to see a diagram of a car doing a parallel park.
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And I say probably, because not everybody would want to do that, and that's where you've got to be nimble and on your toes, ready to adapt to what your student is sort of needing.
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But most of them would want to see a diagram, break it down into different sections, and by breaking it down, you're hopefully going to, you know, make it understandable for them.
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And that's how we break down skills to secure the outcome, the learning outcome.
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But again, not everybody would want to do that.
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Some would say, actually, I'd like to see you do it.
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So please give me a demonstration.
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So that's another way of doing it.
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You know, they they want to see you doing a parallel park and talking them through the steps and the processes that you're doing, and then they might want to hop in the the driver's side and have a go.
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So then, you know, there's all sorts of different things that you can do.
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And I think you use a little phrase, don't you, to help people sort of memorize the sequencing of parallel park as well.
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Is it lions roar?
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Yeah, absolutely.
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Lions roar really loudly, and that just relates to the steering.
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Lions, one steer left, roar, one steer right, really, full lot right, and loudly one and a quarter to left to one wind to straight.
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So, you know, those are the sort of things, and if you if you said that sentence, you're going to say, you know, if you emphasize the word really, lions roar really loudly, and it's it helps.
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So there's a combination of approaches, is by demonstration, by explanation, by actually giving them a hook or a sequence that people can hang their hats on and remember like lions roar really loudly.
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So the thing is to find out what works for the student and to always check out.
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If you're using a new tool or technique, and I remember the first time we used drive tag, which is audible training, is make sure that you explain what the tool or technique is so that the student understands and agrees, and then check out with them whether or not it's worked for them, because not everybody likes a particular approach of training, do they?
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No, exactly.
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And you know, drive tag would be used usually at a certain time in the syllabus, but that doesn't mean that you can't use it in a at a different time.
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You know, be think outside the box, don't be afraid to be flexible, and you know, just try it and see, see if it works.
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I mean, our our magnetic boards are fantastic.
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They the students generally love those because it's a physical thing, they can see the little cars, they can move the cars around on the board.
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So that's usually good, but again, it's not right for everybody.
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Our thing is basically plan ahead to identify, respond, and adapt.
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So, in other words, you're planning to adapt and making sure that you've got a range of methods and styles up your sleeve to enable you to adapt nimbly and quickly.
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Yeah, that's it.
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Exactly.
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If you want to read any of the articles that we referred to, which is breaking down to secure learning or unlock learning, uh, they're all available on www.driveheart-instructortraining.com.
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Thank you.
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Thank you very much.