Build Strong Lessons - Goals to Practice Area Choice - To Deliver Learning

WEBVTT
00:00:00.320 --> 00:00:05.759
Hi, I'm Sarah Hart, Director of Drive Heart, and today I'm joined by the other director, Julie Clayton.
00:00:05.759 --> 00:00:06.160
Hello.
00:00:06.160 --> 00:00:07.120
Hi, Julie.
00:00:07.120 --> 00:00:15.119
What we're going to talk about now is we're going to talk about lesson plan in classroom two, which covers lesson structure and practice areas.
00:00:15.119 --> 00:00:19.039
So we want to dig a little bit deeper into what that actually means.
00:00:19.039 --> 00:00:26.399
So when we're talking about lesson structure, we're looking at how you plan your lesson with your student.
00:00:26.399 --> 00:00:37.600
You're looking obviously at your practice areas, but if we think about the structure first, I think it's really important to understand the emphasis that's placed on this by the DVSA.
00:00:38.640 --> 00:00:47.679
In the higher level competency lesson planning, was the lesson structure appropriate for the pupil's experience and ability?
00:00:47.679 --> 00:00:50.799
It's sort of unpacked in a little bit more detail.
00:00:50.799 --> 00:01:00.399
And you can get further details on that from the ADI One, which is published on .gov and it's the guidance to examiners.
00:01:00.399 --> 00:01:08.959
But really, it looks at all aspects of your lesson delivery in terms of lesson structure, doesn't it?
00:01:09.280 --> 00:01:10.159
Yes, absolutely.
00:01:10.159 --> 00:01:16.319
It looks about, you know, have you explained to the student where you're going to go and what you're going to practice?
00:01:16.319 --> 00:01:24.159
And, it has got to be a lesson that reflects, the goals that you've set out at the beginning with the student, because if it doesn't reflect the goals and needs agreed at the outset , then the lesson ma not meet students needs or be suitable for their current skill level ...
00:01:27.120 --> 00:01:30.799
And it's all about building opportunities into the lesson as well. So your practice areas are as important as the goals set in order to realise realistic learning outcomes for the student. This is why the competency of lesson planning makes the link between goals and understanding the students needs and skill level - and lesson strucure and practice areas - very explicit - it is the combination that delivers learning.
00:01:31.280 --> 00:01:40.480
So in in reality, when you're setting off to devise a lesson with your student, you've talked about what they want to do, what they want to achieve.
00:01:40.480 --> 00:01:46.400
But it's equally important, isn't it, to think about where are you going to do this and and how.
00:01:46.400 --> 00:01:51.359
So as your lesson, usually lessons these days are two hours, aren't they?
00:01:51.599 --> 00:01:52.319
Yeah, that's right.
00:01:52.319 --> 00:01:59.920
So you're going to pick your student up from the pickup point, and that probably is not going to be the place that you need to train.
00:01:59.920 --> 00:02:02.560
So you need to take them from A to B.
00:02:02.560 --> 00:02:08.080
And again, this is part of your lesson structure, planning, how am I going to get from A to B?
00:02:08.719 --> 00:02:14.319
Is the route that I'm planning to get them to the practice area going to be suitable for their ability?
00:02:14.319 --> 00:02:17.360
Or is it going to be too difficult for them?
00:02:17.360 --> 00:02:24.479
Or can I use the route to get from A to B, you know, to give some extra learning or learning in different areas?
00:02:24.479 --> 00:02:26.479
You know, am I going to get stuck in traffic?
00:02:26.479 --> 00:02:28.879
So those are all things about your lesson structure.
00:02:29.199 --> 00:02:31.599
I think it goes wider than that as well, doesn't it?
00:02:31.599 --> 00:02:45.360
In terms of although it's talking about lesson structure and lesson planning, it's also giving examples of linking the theory of driving into the practice, isn't it?
00:02:45.360 --> 00:02:52.879
And making sure that you check out with the student that they've got that understanding of what to teach you you're practicing.
00:02:53.840 --> 00:03:29.599
So whilst it talks about lesson structure, it for me it actually goes a lot deeper and it's really explicitly linked with the goals that you set at the beginning of the lesson and what kind of lesson structure that you've got, whether or not you're going to break down the lesson and check out understanding at regular intervals, ( and also linking - ensuring if using breaking down or chunking, that you're linking the goals that you set off with throughout that lesson just to revisit and check out understanding and how the practice is going.
00:03:29.599 --> 00:03:30.639
Is that how you see it?
00:03:30.879 --> 00:03:31.919
Yeah, it is, absolutely.
00:03:31.919 --> 00:03:37.759
And it might be that perhaps you had a dual carriageway lesson planned or you know, something like that.
00:03:37.759 --> 00:03:49.840
Well, obviously, you've got to plan that differently to turning and emerging left and right, for example, because the opportunities to stop on a dual carriageway lesson and unpack would be you know much less.
00:03:49.840 --> 00:03:52.400
So those are the sort of things you need to consider.
00:03:52.879 --> 00:04:02.240
So the the session we had on goals is explicitly linked with this, isn't it, in terms of lesson structure.
00:04:02.240 --> 00:04:08.000
So if your goals are out of kilter with where you're taking somebody, then the lesson outcomes may be impacted - eg not able to achieve goals or aims set due to inappropriate or overdemanding practice area...
00:04:09.759 --> 00:04:21.279
In terms of practice areas, then just moving on, this is uh the other area of the competency in in lesson planning, which is detailed in the ADI one, isn't it?
00:04:21.279 --> 00:04:22.399
Yes.
00:04:22.720 --> 00:04:25.920
What are we looking at in terms of practice areas then?
00:04:26.399 --> 00:04:31.759
So it's really important that as an instructor you know your practice areas inside out.
00:04:31.759 --> 00:04:38.240
You know, I've seen so many instructors trying to teach a subject in their in a completely uh inappropriate area.
00:04:38.240 --> 00:04:45.920
So, for example, they're trying to teach a parallel park on a busy, busy road where there's lots of traffic and they're causing massive hold ups.
00:04:45.920 --> 00:04:51.040
So that's a really very straightforward and simple example of where not to practice a skill.
00:04:51.279 --> 00:05:01.040
But you've got to know your areas inside out because you need to know where you can go to meet the meet the needs of the student based on, again, the goals that you've set at the beginning.
00:05:01.040 --> 00:05:08.959
And it's got to be challenging enough to get some learning, but equally not such a difficult area that it's going to completely overwhelm the student.
00:05:08.959 --> 00:05:11.519
So picking your training area is really important.
00:05:11.519 --> 00:05:17.120
And the other thing I would say as well is that you need to know the periphery of the training area.
00:05:17.120 --> 00:05:30.639
So you need to know everywhere that you are, because if you have to adapt the plan or there's a road closure, or you know, an accident and you have to take a different route, it's it's not great if you don't know where you're going and how to get there.
00:05:31.279 --> 00:05:42.879
So just in terms of acquiring knowledge of a practice area, I mean the first question I would probably ask you is would you ever take a part three in an area where you haven't taught and didn't know the area?
00:05:45.600 --> 00:05:59.360
No - Because you need to know the area to get the most out of the lesson for the student, you know, if you're dealing with perhaps hills that are causing them problem and you want to get to the hills, if you can't find hills, you're you're in a bit of trouble.
00:05:59.360 --> 00:06:01.040
So you need to know your area.
00:06:01.040 --> 00:06:17.120
Yeah, you you definitely won't get the best out of the lesson if you don't know, because you need to know all the little back roads, because you can add complexity, you can add variety, which makes the the lesson more interesting as well, if you can you know broaden it out a little bit as well, rather than just going round the block.
00:06:17.519 --> 00:06:26.000
Okay, so just to finish off, some practical recommendations or ideas about how you can gather knowledge about practice areas.
00:06:26.000 --> 00:06:42.079
There is an article on this on our website, but if we just go through a couple of ideas, and the first one for me is actually you have to go and drive round the area and look and see what the road structure is like, what the markings are.
00:06:42.480 --> 00:06:43.920
I'll let you into a little secret.
00:06:43.920 --> 00:06:48.319
When I moved to Salisbury from Yorkshire, I had no idea of any of the roads.
00:06:48.319 --> 00:06:54.240
So I was riding a motorbike at that time, so I donned my helmet and followed learner cars around.
00:06:54.240 --> 00:06:58.560
And I actually learned quite a lot of really good training areas doing that.
00:06:58.560 --> 00:07:02.800
But you can also, you know, I again in the old days, look at a map.
00:07:02.800 --> 00:07:19.600
Uh we still have maps, look at a map and you know, look at that that area looks great for turning and emerging, and then go and go and drive around it because what it looks like on a map or Google Earth or whatever you want to use might be, you know, completely unsuitable in real life.
00:07:19.600 --> 00:07:28.480
So, and ask your colleagues, ask people that are out there already working the areas, and in you know, some schools they'll help you with that.
00:07:28.480 --> 00:07:37.439
We certainly help our drive heart people by giving them lists and information on where is the good training areas for certain subjects.
00:07:37.759 --> 00:08:05.920
Yeah, and I think um if you want to explore a couple more uh ideas that we we put forward, there's an article on our website which is called Get Busy, Scan, Scout Out Your Uh Practice Areas, and there's some practical examples there of how you can even gamify identifying road markings and signs so that you can get it in your head where things are, and actually you can use that then as a tool sometimes with e-learners, which is quite fun, isn't it?
00:08:06.079 --> 00:08:06.720
Yeah, definitely.
00:08:06.720 --> 00:08:11.120
All that sort of variety just makes it more much more fun during your lesson.
00:08:11.519 --> 00:08:16.800
So I think that concludes the overview of lesson structure and practice areas.
00:08:16.800 --> 00:08:29.600
If you've got any questions, as always, you can contact us on WhatsApp 07919 488 360 or email us on admin at driveheart.com.
00:08:29.600 --> 00:08:30.240
Thank you.
00:08:30.240 --> 00:08:31.439
Thank you very much.