Fullstendig transkripsjon av Student Centered Lessons - 10 key pointers

the key things that should be on the list, isn't it? 00:02:06.239 --> 00:02:06.560 Yes. 00:02:06.719 --> 00:02:06.959 Yeah. 00:02:07.200 --> 00:02:23.840 And besides that, the other elements that sort of are the hallmarks of being student-centred, we've got a list, I think, of ten aspects, which is is not exhaustive, but it illustrates that at the heart of your lesson you have to have the student fully engaged, don't they? 00:02:24.080 --> 00:02:24.639 Yeah, 100%. 00:02:25.120 --> 00:02:33.360 So we're gonna move through the one to ten of student-centered coaching and just unpack a few aspects of that, aren't we? 00:02:33.919 --> 00:02:34.159 Yeah. 00:02:34.400 --> 00:02:36.560 So uh would you like to move on to number one? 00:02:36.879 --> 00:02:43.680 Yeah, so number one is about briefings, making sure that the briefings that you deliver are engaging to your student. 00:02:43.840 --> 00:02:58.479 And what we mean by that is that when you're doing a briefing on a perhaps a new subject, that you get the student involved in the discussion, perhaps with whatever training age you're using, whether it be a magnetic board or whatever it is, make sure you actually get the student involved with you. 00:02:58.719 --> 00:03:10.000 You know, we see bad demonstrations where it's just the instructor talking at the student, um, and the student sitting there rapidly losing losing enthusiasm and the will to engage in it. 00:03:10.159 --> 00:03:12.800 So get them involved, uh, ask some questions. 00:03:12.960 --> 00:03:14.800 I mean, they might have a little bit of knowledge. 00:03:15.120 --> 00:03:29.360 Yeah, and one thing, early doors, when you're in the first couple of lessons, you might have a conversation with a student about how they learn best, and it might well be through diagrams or through having processes or demonstration. 00:03:29.599 --> 00:03:36.159 So an engaged briefing might actually start by having a discussion with how do you learn best? 00:03:36.400 --> 00:03:50.800 Do they like complex briefings or do they like short and pithy ones, or do they learn best by, as you said before, magnetic boards or yeah, or some people like to just have a go at it and then you you help them put it put it right afterwards. 00:03:50.960 --> 00:03:56.159 So there's lots of different ways, but you know, the important thing is that you have that discussion with your students. 00:03:56.400 --> 00:04:00.879 The second thing we're gonna look at is goal setting and adjusting goals when necessary. 00:04:01.120 --> 00:04:06.080 At the beginning of every lesson, you need to have a clear idea of what you're trying to achieve. 00:04:06.319 --> 00:04:10.159 If you don't set goals, you just set off on your journey for that lesson. 00:04:10.319 --> 00:04:14.800 It's gonna be very random and you're not probably gonna achieve much at all. 00:04:15.039 --> 00:04:20.079 So make sure at the beginning you set some goals that are agreed with the student. 00:04:20.240 --> 00:04:23.680 It's not just about you saying this is what we're gonna do today, Johnny. 00:04:23.759 --> 00:04:26.319 It's about, you know, let's follow on from last lesson. 00:04:26.480 --> 00:04:29.040 What's happened in between last lesson and this lesson? 00:04:29.279 --> 00:04:31.600 Maybe that affects what you're going to do today. 00:04:32.079 --> 00:04:35.519 So listen to the podcast which digs deeper into goal setting. 00:04:35.600 --> 00:04:37.759 But remember, give the student a voice. 00:04:38.160 --> 00:04:38.720 Exactly that. 00:04:38.879 --> 00:04:39.839 Give the student a voice. 00:04:39.920 --> 00:04:43.839 But the other side of that is make sure you listen to what they're saying. 00:04:44.000 --> 00:04:45.519 I think that's equally important. 00:04:45.680 --> 00:04:49.439 Give them a voice, but actually listen and respond to what they're saying to you. 00:04:49.839 --> 00:04:50.079 Okay. 00:04:50.319 --> 00:04:57.120 The third topic that we wanted to just touch on today was joint problem solving and giving students feedback. 00:04:57.360 --> 00:04:58.720 Can we just unpack that a bit? 00:04:59.360 --> 00:05:00.160 Problem solving. 00:05:00.240 --> 00:05:05.279 Um, it's great fun actually, because that's where you can really feel that you're making some progress with your students. 00:05:05.439 --> 00:05:11.439 So it might be about a situation that's happened, an event that you're unpacking with the student. 00:05:11.680 --> 00:05:13.600 But again, it's got to be a two-way thing. 00:05:13.759 --> 00:05:21.680 You know, we we see so many poor examples of an instructor just saying, This is what happened, this is what you did, this is what you should have done, and this is what you need to do next time. 00:05:21.920 --> 00:05:24.800 That's hardly involving the student in the conversation at all. 00:05:25.040 --> 00:05:29.360 You know, a good way to start it would be tell me what you what you saw happen there. 00:05:29.439 --> 00:05:31.839 How did it develop for you? 00:05:32.000 --> 00:05:33.199 What did you see? 00:05:33.360 --> 00:05:42.399 And get the student involved in all of those questions because it's only through their perspective that you're going to understand what they're seeing, what they're feeling, and why they did what they did. 00:05:42.879 --> 00:05:55.360 So, with regard to problem solving, we we often recommend that have a more structured approach to that might actually help you so that it doesn't become an un unstructured conversation. 00:05:55.839 --> 00:05:59.759 And I think it's the 4W1H approach, isn't it? 00:06:00.079 --> 00:06:01.920 Yeah, the what, why, how, when. 00:06:02.319 --> 00:06:05.680 But you know, we we also call that fault identification. 00:06:05.920 --> 00:06:14.639 So we've spotted a an ident, we've identified a problem or a fault or an issue, and then we analyse it, and that means having a two-way discussion with the student. 00:06:14.959 --> 00:06:25.199 The analysis part of that is the

most important bit, really, because that's when you're getting into the nitty-gritty of what's happened, why it happened, when it happened, how it happened. 00:06:25.360 --> 00:06:31.439 And then, of course, coming out the other side of that, you've got to look at what they might do differently next time. 00:06:31.680 --> 00:06:36.720 And if it's something you can recreate, go around and do it again and help them put it right. 00:06:37.040 --> 00:06:41.199 So that's your fault identification, problem solving, and feedback. 00:06:41.439 --> 00:06:45.600 The next thing on our list is lesson planning and adjustments. 00:06:45.839 --> 00:06:49.839 So, resetting our goals, we've set our goals at the beginning of the lesson. 00:06:50.160 --> 00:06:59.040 But during the lesson, if something is perhaps going not quite right or there needs to be an adjustment, don't be afraid to reset your original goals. 00:06:59.279 --> 00:07:02.879 But the key thing is to do it with the student's agreement. 00:07:03.120 --> 00:07:09.439 Because the last thing you want to do is just say, right, Johnny, you're not doing very well at that, so we're going to go back and do that again. 00:07:09.600 --> 00:07:12.240 That's very demoralizing for the student. 00:07:12.480 --> 00:07:15.279 Well, you massively knock their confidence. 00:07:15.519 --> 00:07:20.959 So, you know, a two-way conversation again, again about situations like that is what you need. 00:07:21.439 --> 00:07:35.199 Number five on our list that we've highlighted as being an element of student-centered is that you're regularly reviewing how the student is progressing across the syllabus each after each lesson, isn't it? 00:07:35.360 --> 00:07:43.600 And that they're involved in getting feedback on understanding how they're doing and where they need to improve on and develop, isn't it? 00:07:43.839 --> 00:07:44.480 Yeah, absolutely. 00:07:44.720 --> 00:07:50.639 You know, if you don't show them where they are in the syllabus, they won't feel that they're making any progress. 00:07:50.800 --> 00:07:59.600 But if you show them the syllabus and all the elements of the syllabus, where they are in that in that system, where they're going to and how they're going to get there. 00:07:59.920 --> 00:08:10.480 And you can be aided with things like, for example, we use my drive time to help us log where they are so they can clearly see their progress on a lesson-to-lesson basis. 00:08:10.879 --> 00:08:12.399 So that's really important as well. 00:08:12.879 --> 00:08:20.160 So a key part of student-centred, really, so they're actively reviewing and taking responsibility for their development, aren't they? 00:08:20.480 --> 00:08:21.439 Yeah, exactly that. 00:08:21.759 --> 00:08:40.720 One other aspect which I find quite important is that right at the beginning of the lessons is when you're establishing control and the learner is right at the beginning of learning the basic skills of driving, that they understand what support and what controls you've got, isn't it? 00:08:40.960 --> 00:08:59.039 Yeah, so lesson number one, when you look at the cockpit drilling controls, you'd be setting out really how you want to continue, giving them clear understanding of the instructions you're going to give them to use the basic controls, but also, you know, understanding what their role is in that as well. 00:08:59.200 --> 00:09:08.480 But being open to their questions, making sure that they understand what you're going to be asking of them, how it's going to sound, and what they have to do to do what you want them to do. 00:09:08.559 --> 00:09:13.919 So it's it's again all about making sure that they check out their understanding really as you go through. 00:09:14.320 --> 00:09:21.200 And it's really important that they understand the kind of support that you can give them because they can't ask for something they're not aware of, can they? 00:09:21.440 --> 00:09:21.919 Yeah, exactly. 00:09:22.240 --> 00:09:23.279 It's quite simple. 00:09:23.519 --> 00:09:31.600 So number seven on our list is understanding risk, managing risk, and their responsibility for managing risk, isn't it? 00:09:31.919 --> 00:09:37.679 Yeah, so risk, risk management always sort of is quite a highlighted area in an instructor's mind. 00:09:37.759 --> 00:09:40.000 But the management of risk is really in two parts. 00:09:40.159 --> 00:09:42.799 It's it's your role as an instructor, of course. 00:09:42.879 --> 00:09:46.799 You know, you've got your dual controls and you can reach the steering wheel if you want to. 00:09:47.039 --> 00:09:54.399 But it's also how you develop the ability of the student to increase their ability to manage the risk. 00:09:54.480 --> 00:09:58.799 So, you know, their responsibility gets more as they get more skillful. 00:09:58.960 --> 00:10:01.679 So it's the again, it's that shared responsibility. 00:10:01.840 --> 00:10:13.679 And that can fluctuate between, you know, if something's going wrong or something is very difficult for the student, then you're going to have to take on some more of the burden of the risk for them at that point because they're not able to cope. 00:10:13.840 --> 00:10:22.240 And equally on the other side of that, you know, if they're doing really well and they're managing to cope with stuff, then your involvement in that will will decrease. 00:10:22.639 --> 00:10:26.639 But it's having that, you know, understanding between the two of you at all the t all the time. 00:10:27.039 --> 00:10:27.279 Yeah. 00:10:27.440 --> 00:10:43.759 And our eighth issue that we felt was important in a student-centred approach is being able to talk to the student right from the early days about attitudes and behaviours to risky behaviours and risky attitudes, isn't it? 00:10:44.000 --> 00:10:44.559 Yeah, absolutely. 00:10:44.639 --> 00:10:54.399 I mean it's actually in our terms and conditions that, you know, when a student turns up for a lesson that they're in a fit

state, they've had enough sleep, they're not on, you know, had any alcohol, drugs, or anything like that. 00:10:54.559 --> 00:10:59.840 But it is about their their attitude as well to those issues. 00:11:00.240 --> 00:11:16.639 And I think some might feel uncomfortable, but it's really important to have these discussions with students about drink driving and and the impact that that can have on roadcraft and road skills and the impacts fundamentally it has on safety, isn't it? 00:11:16.960 --> 00:11:27.360 Yeah, and I mean I think uh on the whole, most young people these days are are very sensible, and particularly you know, if they have perhaps they're on prescription medication or something like that. 00:11:27.519 --> 00:11:36.159 You know, they're usually pretty pretty sensible and they'll bring it to our attention, make sure that if you know if they're taking something that it's not going to affect their ability to drive. 00:11:36.320 --> 00:11:39.279 But yeah, it's it's definitely a conversation that needs to happen. 00:11:39.759 --> 00:11:46.720 And similar to that is about building the understanding and knowledge of roadcraft law procedures, isn't it? 00:11:46.960 --> 00:11:48.639 Yeah, highway code, etc. 00:11:49.200 --> 00:11:53.600 So you you're thinking, well, what's this got to do with being student-centred? 00:11:53.840 --> 00:12:04.960 But it's actually if you are fundamentally overlooking the fact that you've got to upskill a student in their understanding of roadcraft, then they'll never get ready for tests, would they? 00:12:05.200 --> 00:12:05.440 No. 00:12:05.759 --> 00:12:10.639 Because things like the highway code are quite key and feature heavily in tests, don't they? 00:12:10.960 --> 00:12:17.200 Yeah, and uh especially, you know, with the theory test as well, it it brings you nicely into having that conversation with them. 00:12:17.600 --> 00:12:23.440 And I think bringing those parts of the exam together, the practical and the theory, are quite important, aren't they? 00:12:23.600 --> 00:12:35.120 So number nine on our list is make sure that uh as an instructor that you are actively seeking to upskill the student and develop their knowledge. 00:12:35.200 --> 00:12:39.840 And you have to do that in you can't just sort of tell them about law and process. 00:12:39.919 --> 00:12:41.759 That would become incredibly boring, wouldn't it? 00:12:42.080 --> 00:12:48.399 Yeah, and I think as well, you know, we quite often get parents saying, Do they have to have passed their theory test before they can have their first lesson? 00:12:48.559 --> 00:12:52.399 Or can they have a lesson, you know, anytime through their theory practice? 00:12:52.639 --> 00:12:55.440 Well, yeah, they actually they interlink those two things. 00:12:55.519 --> 00:13:04.879 So you can use their knowledge that they're gaining while they're studying for their theory test to help, you know, bring home some other rules and regulations. 00:13:04.960 --> 00:13:07.120 So it's a good way to help them learn. 00:13:07.440 --> 00:13:23.840 And finally, our number 10 on our one to ten of elements that we think represent what student-centred is, is the all-important you have to secure learning outcomes which have a real impact on their ability to be safe and competent drivers, isn't it? 00:13:24.080 --> 00:13:24.720 Yeah, absolutely. 00:13:24.879 --> 00:13:26.480 So this is a really important one. 00:13:26.639 --> 00:13:33.360 So, you know, you've been you've had a great lesson and you've been very student-centred all the way through, and things have gone well. 00:13:33.600 --> 00:13:49.679 But it's really, really important at the end of the lesson to sort of consolidate that just through a couple of minutes conversation with the student to make sure that when they leave the car, they know and they clearly understand what they have learnt, what they take away from that lesson that day. 00:13:49.919 --> 00:13:55.759 Because it's easy for them to forget that they may not remember that they did rather well at XYZ. 00:13:56.159 --> 00:14:01.360 So if you can highlight that at the end through, again, of course, a two-way discussion with the student. 00:14:01.600 --> 00:14:05.120 And possibly again as well, using your software, you know, on my drive time. 00:14:05.360 --> 00:14:07.519 We can look at, you know, what they've achieved. 00:14:07.679 --> 00:14:13.200 You can tick off bits of the syllabus that they've progressed in that day, that lesson. 00:14:13.440 --> 00:14:21.360 You can do a learning log or reflective log of the lesson, and you can also sort of set your loose goals for the next lesson. 00:14:21.600 --> 00:14:25.279 But again, that brings us around that's sort of the full circle, isn't it? 00:14:25.440 --> 00:14:28.159 Where the student has got to be at the heart of the lesson. 00:14:28.399 --> 00:14:30.159 And I think that's a big message, isn't it? 00:14:30.320 --> 00:14:34.000 There isn't any kind of myth about what student-centred is. 00:14:34.480 --> 00:14:57.759 If you actually do consider the student in the way that you are putting the lesson together, the way that you conduct the lesson, that you are actively engaging the student in an adult-to-adult conversation, building that rapport with them, but having a professional adult-to-adult discussion throughout the lesson and getting them actively involved in every aspect of it, isn't it? 00:14:58.000 --> 00:15:04.559 Yeah, they've got to be involved in their learning because you know, if they're not, they're going to be sort of disjointed and disattached to it. 00:15:04.720 --> 00:15:11.519 So, and it makes it much more fun as well, because you can definitely see that you're making progress, but it's like a joint victory in a way. 00:15:11.600 --> 00:15:15.120 So you can work together with your student and get those learning outcomes together. 00:15:15.279 --> 00:15:17.279 And that's what makes it such a great job. 00:15:17.679 --> 00:15:27.840 And I think if I was to say, what are your top do not do's in a in this sort of student-centered issue? 00:15:28.799 --> 00:15:30.080 Do not do not do. 00:15:30.799 --> 00:15:34.799 So do not get in the car and tell your student what they're doing today. 00:15:35.039 --> 00:15:36.720 I think that's a big do-not. 00:15:37.200 --> 00:15:41.759 Do not assume that you know what your student is thinking or feeling. 00:15:42.000 --> 00:15:43.840 Uh I think always explore what they're thinking. 00:15:44.159 --> 00:15:44.559 Yeah, exactly. 00:15:44.720 --> 00:15:46.639 Always explore what they're thinking. 00:15:47.120 --> 00:15:52.559 Never never assume really that you know what's happening with the student on that day at that time, you know. 00:15:52.720 --> 00:15:57.440 So even something simple like when they hop in the car, you know, just give them a quick hi, how you doing? 00:15:57.519 --> 00:15:58.480 Have you had a good week? 00:15:58.639 --> 00:16:17.200 And and also, you know, if you if you get a gut feeling that something isn't quite right with your student, then you know, you need to explore that with them because maybe they've not had any sleep last night, maybe they've had a a row with a a friend or a partner, you know, maybe they're not feeling well physically, mentally, or whatever. 00:16:17.440 --> 00:16:25.919 You know, it's your job to dig into that because it might have a profound effect on on their ability to learn in that lesson and of course the safety aspect. 00:16:26.399 --> 00:16:31.759 So there's an awful lot to what being student-centered is, and we've just touched on ten aspects of it. 00:16:32.159 --> 00:16:42.639 An awful lot of it is about watch your student, you know, explore what the student's experiencing and work with them to actually get learning out of the lesson, isn't it? 00:16:43.120 --> 00:16:43.440 100%. 00:16:43.919 --> 00:16:46.799 Because if you don't do that, what's the point in getting in the car in the first place? 00:16:47.679 --> 00:16:54.559 Okay, I think that concludes our overview of what student centre coaching is, and some is not as well. 00:16:55.120 --> 00:17:04.319 Um so as always, if you've got any questions, don't hesitate to get in touch with us and via our website or our email, which is admin at driveheart.com. 00:17:05.119 --> 00:17:05.279 Thank you. 00:17:05.599 --> 00:17:08.000 Hope that's been useful and thanks very much for listening.