Driving Instructor Training - Part 3 Training

Booking The Part 3 Test

After you have passed your part two test you can then book your part three test of instructional ability online, over the telephone using the national booking number or by post.

Part 3 Instructor Training

Aim

My course will allow Potential Driving Instructors (PDI’s) to pass the Part 3 test and therefore be able to provide tuition to learner drivers.

Objectives

You will be able to:

• ...analyse and explain what caused the driving fault.
• ...identify driving faults as they occur and where possible prevent the fault happening.
• ...give remedial advice to correct the driving fault.
• ...demonstrate the correct level of instruction to match the driver’s needs.
• ...plan a lesson for any driving subject so it is delivered in a logical sequence.
• ...demonstrate control of a lesson so that the lesson is focused on teaching.
• ...demonstrate how to communicate with the driver using a variety of teaching strategies and resources.
• ...use question and answer (Q&A) to discover the driver’s prior knowledge to help the driver correct errors that may have occurred or to transfer learning.
• ...demonstrate how to give honest and reliable feedback so that the driver is encouraged and motivated to learn.
• ...explain when and how to use the dual controls and be able to demonstrate this if required.
• ...demonstrate how to use a positive approach and attitude towards the learner.

Introduction to the Part 3 training programme

This training programme requires a large amount of time and effort to ensure your own success. As your trainer I will steer you through the process but it does involve you to practicing whenever possible. The more effort you put in, the more likely you are to succeed.

Once you have finished a successful lesson plan then repeat the process for each Phase 1 subject. Weight will be placed on the content of the lesson, information must be given correctly and "Driving - the essential skills" should be used as one of the books for research to ensure that your terminology is accurate.

For the purpose of this exercise it is assumed that the driver knows nothing about a car but you should think about asking questions to discover what knowledge they may have, these questions can be as straight-forward as, "Can you tell me about the pedals on the floor?"

Their response will enable you to discover what knowledge they may have. Keep asking basic questions. A structured plan to learning must be considered. How can you convey the information that you have to the driver? Question and answer is one method but this does not suit every driver.

You may also consider using diagrams and illustrations in the Visual Teaching System to back up your information. I recommend buying some professional lesson plans and diagrams and can suggest the lesson plans and colour diagrams available from the SmartDriving Website. I have copies of the Visual Teaching System and handouts available for you to buy. Use all resources available to you as this will help you aquire the core knowledge that you will pass on to your learners in the future.

Another technique to consider when teaching learners is the use of demonstrations, even though in most of the exercises for the Part 3 test, a demonstration will be refused. It is an extremely valuable tool when teaching your own learners. Even so, a demonstration from the passenger seat is occassionally possible, for example, finding the biting point could be demonstrated by the use of dual controls if required. For the purpose of the Part 3 test a thorough talk through will act as a demonstration. All these choices should be considered as you will need to be flexible to discover what teaching technique helps your learner the majority of the time.

A lesson plan should follow a logical sequence. It is not much use to start talking about the footbrake then jump to the handbrake, then back to the clutch and then on to the windscreen wipers.

It may not be necessary to chat about every ancillary control. For example, if it is a bright and sunny day, the lights and windscreen wipers could be excluded but if it is raining this would not be practical.

At all times try to think about teaching your learner, if you can get them to play an active role in your briefings this will keep their interest. No-one likes listening to anyone droning on, so for the first few lessons I will focus on the quality of the information that you give, not on the timing of your lessons. For the first lesson I would like you to cover all that you think is relevant. This will cover all ancillary controls.

This is so that I can check that the information you give in the early stages of your learning is correct. I will also occassionally question your advice when in role-play; this may take the form of "My Dad says it should be done this way". This is to check that you are confident in the information that you are delivering. If, in the process of planning this lesson, you have any questions, please phone me. It is critical that you develop your own lesson plans and practice them. You may have willing members of your family who are able to listen or you could use a voice recorder.

It can prove useful, but not always necessary, to write a script, but there are drawbacks, as lessons do not always run according to plan. I recommend that you use the key learning points in the Visual Teaching System, as a check list so that you can include the main information. There is no issue with you using a checklist to assist you in keeping your lesson plan on track.

Learners need to know What to do, When to do it, How it is done and Why.

Remember the Aim is for you to teach and the Objective is for your learner to learn.

For more information about your Part 3 test, contact the DSA or find out about taking your Part Three Training with me, Tony Byiast.