Problem Analysis, Clarification and Responding To Questions

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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, the other director of DriveHart.
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So this is podcast Teaching and Learning Strategies Two.
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And what we're going to cover is we're going to cover three subjects in this one.
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The first thing we're going to cover is: was the student encouraged to analyse problems and take responsibility for their learning?
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Were they given opportunities and examples to clarify learning outcomes?
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And were the students' questions and queries followed up?
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So as you can see from that, those three very much interlink and overlap.
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So that's why we're dealing with them as one go.
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Yeah, and also when you listen to the podcast which dealt with technical, you'll see the same issues reflecting that that we're going to cover now.
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So, where to start?
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So, what would you define as something needing a problem-solving approach?
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Yeah, so the first one on our list is, you know, what actually is a problem?
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Well, a problem can be anything that arises, really.
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It could be an event, it could be perhaps a question, it could be something that's gone wrong, it could be something where the student has not displayed the correct level of skill.
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It might be something that someone else has has done to us, another road user.
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So it could be any of those number of things.
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So in relation to the context of what's happened or what you're trying to problem solve, the first thing is to decide is where and when to actually do that, isn't it?
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Yeah, so you've got to decide how to unpack it.
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Now it might be a quick fix on the move, as we've said before, but it might be something that's a little more in-depth and you need to find a suitable location to pull up and unpack it in more depth.
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But whichever it is, if it's a we've got to stop unpack, then make sure you tag it at the time so the student knows that you haven't just completely ignored what's just happened, but you are going to unpack it as soon as you can find a suitable and safe location.
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Okay, so bringing us on to the analysis of the event or issue, the problem.
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So, same old, same old, make sure you give the student a voice.
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That's the the first and really important point.
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Make sure that it's not your voice that's dominant throughout the conversation.
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That's called client-centred, student-centered.
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Make sure that they have an opportunity to tell it how it is from their point of view.
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They might see things completely differently to the way you've just seen an event, for example.
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And it's really important that you are able to understand how they viewed it and what their perception is of it.
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Because if you don't, you will never be able to get a good learning outcome for that student.
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So, as always, if you're unpacking something in depth, use the what, where, why, how scenario to dig in deeply with lots of questions to and from the student.
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Do you have anything else on that, Julie?
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No, I think it's, I mean, obviously, starting with the student's perception of what's happened is really important because it gives them ownership of the unpack, the problem solving, and it and it gives them a sense of they're being listened to.
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And I think that's really powerful, and it's a really powerful start to any kind of unpacking or problem solving, is that you first respect by asking them what they saw, how they viewed the event, and then you bringing your perspective in.
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So you you're you're talking to each other adult to adult, not telling them or directing them or being dominant by imparting lots of information without listening to them.
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So that's a really important starting point.
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And it might be that you know you've both got a slightly different view of it.
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I think you know, if you think of any of your crime crime dramas, there's always different people have seen different things.
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So it's important that you sort of put your put your own bit in and then come to a sort of conclusion between the two of you.
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And it might be that you still agree that you've seen something different, but you know, it's all about the conversation, isn't it?
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So you're analysing the situation, and if you're comfortable using the model that we we recommend, is don't make that a tick-box approach, what, how, why, where, and when, but actually have already introduced that as a model that you might be using to look at problems with students so that it's not alien to them.
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And you be flexible about it because if your questioning goes down a particular route, then don't stick rigidly to some kind of unpacking model.
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Go with what works for the student in terms of getting to understand the event or the problem, and then using the, if you will, the unpacking model, the 4W1H model, as a way of just guiding you so that you don't lose focus on unpacking.
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And as always, if if an event as a problem, if you will, has been an emotional uh event or occurrence, is make sure that you deal with that first before you go into a factual unpack, isn't it?
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100%.
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So typically a problem-solving approach will look and uncover certain gaps in the student's knowledge.
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So again, it's about making sure that you explore what the student does know about the situation, if there's a technical aspect to it, and if they don't then impart accurate, timely, correct technical information, which we've talked about in another podcast, haven't we?
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Yeah, exactly.
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And it might be that you have the opportunity at this point to enhance their learning by asking deeper questions and putting in slightly different scenarios, as long as it's relevant to the conversation you're having.
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But you know, deeper deeper questions are good because it just it just fills it out a bit, doesn't it?
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And just coming back to gaining clarity, it really is important that when you're unpacking something, that you do get an agreed understanding of what both of you have concluded has happened and why it's happened.
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So you get that degree of cross-checking with each other, that you're both talking about the same event, that you're both agreeing with what the analysis was, and that you have some clarity about what you're going to do as a plan to rectify that or do it differently in the future.
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So it's really important to have that degree of open, clear questioning between the two, the instructor and the student, isn't it?
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It's about having a conversation, isn't it, with each other?
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For sure.
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Right.
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Okay, so that brings us on to number six, then, which is to make sure that through this conversation you're having with your student, that you actually secure learning outcomes for your student.
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What that means is that the student actually takes away some knowledge and some learning because you might have had a fantastic conversation, but if they haven't learnt anything, you have to ask yourself what is the point of the conversation.
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So secure learning outcomes, then you might have to use follow-up learning, get them to go away and do some homework, maybe set them a little bit of reading to do, maybe in the highway code, or through our revision notes, or even through private practice.
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You know, you might send them off to practice something with mum.
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So, yeah, follow-up learning is great, and then get them to come back the next lesson to report back to you what they've learnt, how it went.
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And that just gets you a nice sort of follow-on and a nice fluidity to your lessons running in from one to the next.
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And I think just to conclude, you'll see some great s similarities between the advice that we've given on managing safety critical events and also giving technical information.
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And it really does, there are significant overlaps here.
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The the fundamental one is that it's got to be student-centred.
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So you start by involving, actively engaging the student, whether it's in unpacking a safety-critical event or unpacking a lesser issue or event, actually, giving them a voice is really important.
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Making sure that you listen and respond to their questions throughout and don't disregard or assume prior knowledge, isn't it?
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Yeah, absolutely.
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So, and you know, body language, you keep an eye on your student's body language.
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You can tell an awful lot by the way they're behaving physically in the car.
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So be aware, watch your student, listen to them.
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And you know, when you're unpacking, as Julie says, it's adult to adult conversation.
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Use the tools that you've got in your car and don't be afraid to think outside the box.
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But it's, you know, it's it's good fun.
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When you get it right, it's very satisfying.
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So hope you found that useful.
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As always, if you have any questions, please contact us.
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But um, other than that, thank you very much for listening.