Exploring Pedagogy
Through resource workbook feedback from readers Pedagogy is one of the top queries, the following is uploaded for information purposes only and is a personal opnion, which we hope will shed a little more light on the topic of Pedagogy...
Pedagogy is not an actual subject, it is another word for education, actually it's rightful meaning is teaching/instructing or the science of teaching. Pedagogy, phonetically pronounced, (peh-duh-gow-jee) and comes from the Greek paidos "boy, or child" and agogos "leader." Pedagogy refers to the teaching profession as well as the science of education, for example you as a driving instructor.
Introduction:
Pedagogy, is the art and science of teaching and plays a crucial role in shaping educational experiences and facilitating meaningful learning. It encompasses the strategies, methods and approaches employed by educators to engage pupils, to transmit knowledge, and promote intellectual growth.
Pedagogy is where pupils are encouraged to build their understanding in driving instruction terms, through “hands-on” activities, social interaction and indeed reflection. The role of the instructor is to facilitate that process by whatever proven methods, suitable to the individual learner or pupil.
An Introduction to Pedagogy:
Pedagogy, is the art and science of teaching and learning, encompasses a wide range of tuition methods, and approaches, when employed by driving instructors to facilitate meaningful and transformative learning experiences for their pupils. Effective pedagogy is crucial for nurturing intellectual curiosity, critical thinking and lifelong learning skills. It aims to inspire your pupils to foster and encourage their curiosity and increase a deeper understanding and meaning of the subject matter.
Undertaken correctly it will encourage your pupil to become active participants in their own education, encouraging them to think critically, positively and reflect and build their own basic knowledge. As driving instructors, we offer “hands-on learning experiences” and with the instructor, competent and timely the use of the question-and-answer technique (Q&A) they also offer, problem-solving tasks. Essentially, effective pedagogy is the bridge between, new knowledge and existing knowledge and previous, theory or practical experiences.
One of the most powerful “pedagogical approaches” is when the instructor and the pupil work together to find the correct approach to help the pupils achieve the learning goal set. This is achieved when the instructor endeavours to ask questions, listens to answers, thereafter finding out the best (individual) approach to learning, as no two learners will learn at the same rate or at the same time.
Using this strategy, the instructor and pupil work together, using collective skills and expertise to accomplish learning tasks. By that I mean, finding out the pupils previous experience. The good or experienced driving instructor knows that it is seldom that a pupil will come to a driving school with “no experience” or know how of the driving basics! They have been sitting in a car as a passenger for many years.
Remember this adage ...What I hear, I forget… What I see, I remember…. What I do, I understand..
Examples of Good Pedagogical Skills
ADI;s should always ensure they speak clearly, “to and not at”, the pupil. They should speak with empathy and understanding for the individual pupil, they should speak slowly and look for positive “facial reaction and body movement” etc., this could be termed as “body language”. They should emphasise “key words“ in sentences and alternate their tone to engage their learners. For example, often, a slight pause in delivery, is a great teaching strategy in itself. Learning about pedagogy involves a combination of theoretical knowledge and practical experience.
Finding out what the pupil knows?
A pupil’s prior knowledge is central to any new learning, in fact it’s the foundation stone, essentially it is building from what is already known, to the unknown, as a ADI in fact all good teachers, should always build upon current knowledge, gained through a pupil’s life experience and practice, including, yes observational experiences. As prior knowledge can make more connections between previous experiences and future development. Therefore, it is really important that a driving instructor, finds out who their pupil is, and what they know, and maybe a little about how they know it.
There is nothing worse for a pupil than have to sit through a “prepared script” delivered in “monotone” by a diving instructor, oblivious to what the pupil actually knows… You have now lost the concentration of the pupil, who by this time is looking out the window to the happenings outside the vehicle. A poor pedagogical approach can lead to disengagement, boredom, and lack of motivation.
Therefore, it is important to understand the impact of pedagogy within the learning process and continuously strive to improve your teaching method to ensure positive learning outcome for individual pupil. A good driving instructor can foster critical thinking, problem-solving skills, and creativity among their students by involving their pupil from the outset. We hope you are beginning to see, that pedagogy plays a crucial role in determining the learning outcome.
Allow me deviate for a moment… Instructor greets pupil and introduces him/ herself and moves to a quiet, less busy place to offer a vehicle control lesson. Before commencing the control lesson, the instructor asks. Have you ever driven before.
The pupil replies NO!!!, Well have you ever cycled a bike? The pupil says, yes, Instructor says… so you are somewhat familiar of the rules of the road.
Bearing in mind that they have passed their theory test, simply use whatever works for you and the pupil. This inspires a little confidence, insofar as they don’t feel like a total learner. This is just a small step for the beginning of good rapport and confidence building and trust! So, then, pedagogy, is the combination of teaching tools, methods and what the instructor says and does.
Without Pedagogy Skills?
Imagine a driving instructor or someone who has absolutely no teaching skills. They might approach a driving lesson without any preparation and speak in a really low or monotone voice. This driving instructor pays no attention to the pupil’s reactions, nor concern themselves about the skill or ability of the actual pupil. They’ll ramble off, what worked for the last pupil! or worse still “read verbatim” from a book or teaching aid! Asking no questions or seeking no feedback. This instructor now does not even know if the pupil has any comprehension of what was said.
Prior Knowledge Definition & Meaning
Driving instructors are advised to obtain prior knowledge, that is to say all the knowledge someone brings into a new learning experience, this knowledge that can then be used to make sense of this new task. When instructors are aware of a pupil’s prior knowledge, it can help them develop a lesson plan that can maximise the learning experience.
This learning process will be more efficient and effective, providing their previous experiences are positive and correct. This means that the instructor must seek as much information of previous knowledge and plan the lesson at hand accordingly and be subtle in addressing any errors or misconceptions or indeed to fill in any gaps.
Prior Knowledge Examples or Observed Knowledge:
Sometimes, prior knowledge comes from observational learning. For example, Patrick observes how to drive a car, because he watches his father when he drives. On the other hand, Patricks, brother John, moves his father’s car around the garden and in an out of the garage, without his father’s knowledge or permission, so as a driving instructor you need to pitch the driving lesson at a different level for both pupils to make sure that the first lesson for both brothers, starts at just the right level of current knowledge.
A Word of Caution
Sometimes, knowing a little about a subject actually impedes new learning. Essentially its termed, expertise-reversal effect, it is when the effectiveness of instruction weakens with a more knowledgeable pupil. It is the instructors job to know the difference and to pitch your instruction exactly at the right level.A perfect example would be a pupil arrives with theoretical knowledge, but no practical know how or vice a versa, it’s now up to you to pitch your instruction at the right level.
Expanding on the above a little… They may be brothers, but their personality and life experiences are seen and interpreted much differently, Patrick seems self-disciplined and motivated and willing to learn, however, John displays boredom, nodding his head in agreement with everything the instructor says in an effort to hurry along and “get driving” so you have pitched your lesson too easy for John and he has lost interest.
Adult Education = Old Dog… New Tricks?
Pedagogy is also an important consideration in adult education. At 17 teenagers think and feel that they are responsible adults and wish to be treated that way so, a driving instructor should never approach teaching a new learner with a mother/father approach. Unlike general school /college education, which is often focused on the acquisition of knowledge and skills, adult education is mainly focused on helping adults develop new tasks, competencies, assisting learning new skills and gaining new knowledge that is relevant to their objectives or even career.
In other words, the instructor should enable a pupil to “build knowledge” as opposed to simply receiving it, this facilitates deeper learning and meaning and should focus predominantly on what the learner needs to do, for learning a new concept or task, rather than simply receiving the information from the instructor. In adult education, pedagogy is in the main focused on creating a supportive and engaging learning environment that is conducive to the unique needs of an individual learner. A good ADI should know the difference between being an instructor, a coach, and a mentor!
In adult education it is important to remember, and consideration given, as some pupils may face challenges. It could be in the fact that they have not been in a learning environment for many years or were not able to access learning opportunities due to work, family commitments, homw life, illneses etc,. They may be very nervous about learning and retaining information and a host of other aspects which affects a good learning environment, driving instructors are strongly advised to hone-in their pedagogy skills for adult education and be conscious and allow for these challenges.
Acquiring Pedagogical Skills?
From the examples above, the five W’s come into play Who, What, Where, When, and Why and indeed How? Driving instructors need to understand their students, age, gender, race, traditions, etc., they need to develop good interpersonal and communication skills, they need to be able to adapt their approach, they need to encourage collective collaboration, in all parts of the learning process, they also need a gentle approach, understanding and compassion.
Developing and Including Pedagogy in Everyday Life
Inquiry-Based Learning:
The instructor’s role is to guide that process, fostering pupil’s abilities to formulate questions, and draw conclusions, they need to encourage inquiry-based learning promoting curiosity, critical thinking, and problem-solving skills.
For example, what if?... What if that red truck broke the lights how should you react? This impels the pupil to answer in an "open manner". Remember, in the Driver Education Supplies Resource Workbooks, we spoke about open questions and closed questions? Pupils should be encouraged to ask open questions, which require answers, independently and collaboratively.
Blended Learning:
Blended learning combines traditional face-to-face (in car) instruction with digital technologies and online resources. It allows for personalised learning experiences, provides flexibility, and extends learning beyond the confines of the vehicle. The instructor plays an important role here and should have a bank of valid learning websites, for example the Road Safety Authority, Learning to drive website and videos etc., for the pupil to explore and thereafter raise questions of the instructor. This is essentially promoting interactive and self-paced learning.
Feedback and Assessment:
Pedagogy recognises the vital role of timely and constructive feedback in supporting a good learning environment. It encourages ongoing assessment practices that provide feedback on a pupil’s progress, it identifies areas of improvement and used correctly guides the instructor to adapt or access tuitional methods used.
This assessment in itself, is viewed as a tool for learning rather than merely measuring learning outcomes. Assessment is an important component of pedagogy, allowing instructors to gauge a pupil’s understanding and progress, providing feedback and informing instructional decisions. For example, is the pupil ready for a busy junction or roundabout?
Assess Your Instruction on a Pupil-by-Pupil Basis
In assessing the instruction you give it is important to apply a mini-test of a pupil’s knowledge and skill before a period of instruction and a post-test immediately after a unit of instruction. This is called recapitulate or “recap” for short.
Recapping on a previous lesson, before commencing and building upon the one at hand”. The good instructor will then be truly able to judge how much learning has in fact taken place. Furthermore, the instructor must regularly apply mini retention tests to ensure that what was learned is not forgotten. The pupil who learns quickly during a lesson but cannot repeat the performance sometime later has an important message for the instructor - You may well need to recapitulate more".
As a reminder the following examples are taken from your own ADI part three, point awards system, on the RSA ADI test and are issued in the following subject areas in the stage three test (please see below). Remember if the RSA awards points, then they are important. We cover more about this in the Stage One, Book Four and Stage Three Tuitional Impartation Resource Workbooks. Or visit www.drivereducationsupplies.ie
How is Pedagogy Different from Teaching?
Engage in Professional Development:
Attend workshops, seminars, and conferences on teaching methodologies. Many offer professional development programs specifically tailored for educators. These sessions provide opportunities to learn from experts, gain new insights, and network with other professionals in the field. Other areas are to observe experienced teachers, take the opportunity to ask questions of experienced instructors. Spend some time in driving instructor seminars, internet chat rooms etc., observe and consider alternate instructional methods, driving lesson management techniques, and interactions with your pupils, in fact this is the best and most honest feedback you can receive.
This experience will provide valuable insights into effective teaching practices and help you develop your pedagogical approach. Remember your RSA supervising examiner, or indeed instructor trainer, is always there to help and assist in tuition matters, use any opportunity to ask at every questions.
Reflect and Self-Assess:
Regularly reflect on your teaching practices and critically evaluate their effectiveness. Consider the learning outcomes, pupil engagement, and the impact of your teaching strategies.
Reflecting on your own experiences will help you identify areas for improvement and refine your pedagogical techniques. Always seek feedback from your pupils, regarding their learning experiences, assess their understanding and remember is not always the message that’s given, but the message that is received, that’s important. Always gather their insights and adjust your teaching methods accordingly. In fact, pupil feedback can offer more valuable guidance in shaping your pedagogical practices.
Experiment and Adapt:
Be willing to experiment with new modern teaching strategies and adapt your approach based on pupil needs and feedback. Stay informed about emerging trends and best practices in pedagogy. Embrace technology and explore how it can enhance your teaching and learning experiences. Remember, pedagogy is a lifelong learning journey, and it evolves with each new learning experience. Continuously seek opportunities to grow and improve your teaching skills and remain open to exploring innovative approaches that align with the diverse needs of your students.
HOW TO TEACH PEDEGOGY
Teaching pedagogy requires a thoughtful and engaging approach that fosters understanding, critical thinking, and practical application.The following are some strategies to effectively teach pedagogy:
Establish a Positive Learning Environment:
Create a learning environment that promotes collaboration, for example, a clean fresh smelling well-ventilated vehicle, free from any personal items, such as child seats, coats, bags, etc., Have all training aids to hand and in an organised manner, respect and encourage open verbal communication. In other words, two way conversations, this is best undertaken by promoting involvement and participation. Always respect diverse values and perspectives, encouraging students to express their thoughts and ideas.
Testing the Effectiveness of Instruction
If the lessons you give are effective, your pupils should show a marked improvement in their driving standard and by asking for their understanding of the subject at hand and requesting feedback. However, as a driving instructor you will need to be self-critical, always looking for ways to improve your approach to each individual pupil and at each driving lesson. Always ask at the end of a unit of learning… have you any questions, remember there is no such thing as a stupid question, only stupid answer!
SETTING THE LEARNING CLIMATE AND RAPPORT
[a] Introduces & conducts lesson in a courteous & friendly manner.
[b] Asks pupil if there are any questions or concerns.
[c] Avoids demoralising language & behaviour.
[d] Emphasises importance of asking questions and being pro-active.
LESSON PLAN
[a] States clearly lesson subject and sub-skills.
[b] Lesson covered subject sub-skills.
[c] Checks with pupil to see that all is understood.
[d] Establishes base line for lesson.
MATCHES INSTRUCTION TO LEARNERS’ ABILITY
[a] Level of instruction suitable for each stage of learning.
[b] Range of techniques used as required.
[c] Instruction is given in short progressive steps.
[d] Language/attitude is respectful of pupil’s progress.
IDENTIFIES AND ANALYSES DRIVING FAULTS
[a] Faults demonstrated were identified.
[b] Provides safe analysis of faults at appropriate level.
[c] Provides remedial instruction in a timely manner.
[d] Encourages pupil to self-analyse.
GIVES FEEDBACK ON PERFORMANCE
[a] Feedback relates to one piece of changeable behaviour at a time.
[b] Feedback is balanced and appropriate.
[c] Feedback is timely.
[d] Feedback is given in an effective & supportive manner.
IMPARTS INFORMATION IN A CLEAR AND CONCISE MANNER
[a] Information is accurate & up to date.
[b] Necessary and relevant information provided.
[c] Level & quality of information is suitable for the phase.
[d] Language, especially necessary jargon, is clear and checked for understanding.
OTHER AREAS
[a] Controls lesson appropriately.
[b] Demonstrates a concern for safety & customer care.
[c] Effectiveness
[d] Attitude & behaviour of Instructor encourages learning
[e] Establishes instruction priorities
[f] Manages time well
[g] Pupil is given adequate time to practice.
SECTION D
OVERALL IMPRESSION
[a] Lesson wrap up, e.g., summary, assessment, next lesson
[b] Information given was not misleading, incorrect, or un-safe
[c] Confidence inspiring
[d] Professionalism
[e] Safety equipment
[f] Learning environment
[g] Learning supports.
The following is listed by the RSA ADI unit.
(A) The ADI introduce themselves in a courteous and friendly manner.
The ADI introduces themselves optionally offering a handshake, confirms the pupil’s name and creates a positive learning environment and rapport.
(B) The ADI asks the pupil if there are any questions or concerns
This should be done after the initial briefing and several times throughout the lesson. This is especially important if the pupil appears to be having difficulty in following. instructions or explanations.
(C) The ADI avoids demoralising language and behaviour
Throughout the lesson, negative comments such as ‘Oh No!’ or negative body language such as stiffening back in the seat can have a detrimental effect on the learning process and should be avoided. A positive learning environment is promoted. through friendly and courteous conduct of the lesson.
(D) Emphasises the importance of asking questions and being proactive
The ADI states clearly that learning outcomes are improved if the pupil fully. understands everything that is said and asks for clarification about instructions and explanations where necessary.
A) State clearly the lesson subject and sub-skills involved
This involves restating the lesson subject and listing the sub-skills involved. The ADI will have to check the pupil’s understanding periodically. The ADI will have to explain if the pupil seems confused or fails to understand the meaning of the subject matter. For example, the ‘golden rule’ at roundabouts.
(B) Lesson covered the sub-skills
Each subject has a number of essential sub-skills for the purposes of teaching. For example, the sub-skills in a lesson on reverse parking would involve practice in co- ordination of vehicle controls, observation and accuracy.
(C) Checks with pupil to see all is understood
The ADI asks the pupil if explanations or sub-skills are understood. This will include, for example, asking open questions as to how a skill is performed or to explain a term or procedure.
(D) Establishes a base line for the lesson
Establishes the pupil’s learning needs for the lesson. The ADI does this through. question and answer. For example, what was included in their last training session, what the pupil can and cannot do well and what they expect to gain from this lesson.
This will fine tune the training to meet the pupil’s specific learning needs.
(A) Level of instruction is suitable for each stage of learning
This refers to the amount of detail at each stage of the lesson. For example, the amount of talk through when the pupil is driving. The pupil needs to be able to make decisions without too much help or ongoing instruction, except where it is deemed necessary for safety or confidence building.
(B) Range of techniques used as required
The ADI uses different teaching techniques such as explanation, question and answer, demonstration and allowing the pupil time to practice. The purpose is to respond to different learning styles. For example, using a diagram of the rules of the road or other visual aid may be more effective than a verbal explanation for some students. This is especially important when a pupil seems not to understand an explanation such as how to deal safely with roundabouts.
(C) Instruction is given in short progressive steps
This is based on a breakdown of the subject into sub-skills, acknowledging the pupil’s progress as it occurs before advancing to the next stage in the learning.
(D) Language/attitude is respectful of the pupil’s progress
This refers to acknowledging the pupil’s previous learning and progress. Being attentive to and following through on the pupil’s stated learning needs. For example, the ADI should avoid abusive or patronising language.
(A) Faults demonstrated are identified
This is the assessment of the instructor’s ability to recognise that a driving fault has occurred. It is evidenced by the ADI clearly identifying the fault and informing the pupil at the appropriate time in a supportive manner.
(B) The ADI provides safe analysis of repeated faults at the appropriate level
Faults are explained, and analysis provided where it is safe to do so. The extent of detailed analysis depends on the context and experience of the pupil. Analysis includes the causes and consequences of such faults in the context of safe and socially responsible driving.
(C) The ADI provides remedial instruction in a timely mannor
The examiner will be looking for the effectiveness of remedial instruction, when it is given, the seriousness of the fault and if that timing is appropriate.
(D) The ADI encourages the pupil to self-analyse
Self-assessment is an important part of effective learning. The examiner will be assessing how well the instructor encourages this. For example, by asking the pupil to comment on their own progress or why a particular fault may be reoccurring.
(A) Feedback relates to one piece of changeable behaviour at a time
Driving faults are broken down into sub-skills and feedback is given accordingly so that the pupil is not overwhelmed by complex explanations and practice. For example, if a number of elements of the pupil’s driving need correcting, feedback on each one is addressed and prioritised separately.
(B) Feedback is balanced and appropriate
Both positive and negative aspects of the pupil’s driving behaviour are stated by the instructor. For example, the feedback given is relevant and not too basic or too technical for the pupil’s level of understanding.
(C) Feedback is timely
The timing of the delivery of feedback is assessed by the examiner. The ADI is encouraged to provide feedback as soon as it is safe to do so and can best be considered by the pupil.
(D) Feedback is given in an effective and supportive manner
The examiner is looking for clear and unambiguous feedback, especially in the case of serious driving faults. The ADI is expected to ensure that the feedback is heard and understood. It is important for pupil morale that all feedback is delivered in a clear and supportive manner.
(A) Information is up to date and accurate
The information given to students during the course of their training must be legal, up to date and accurate. For example, references to the correct use of signals.
(B) Necessary and relevant information is provided
Generally, instruction and information given should relate to the subject matter of the lesson. All necessary information must be provided to meet the pupil’s learning. needs. For example, when reversing a car, the pupil needs to know that direct rear. observations are required to ensure that it is safe to proceed.
(C) Level and quality of information is suitable for the phase
The ADI should endeavour to provide information that is suitable to the pupil’s. level of skill and understanding. For example, the instructor avoids unnecessary or overly complex information when teaching a complete beginner.
(D) Language especially necessary jargon, is clear and checked for understanding
The ADI must not assume that technical terms are understood by the pupil. Jargon should be used sparingly and only after being fully explained to the pupil. For example, before terms such as ‘coasting’ are used, they need to be properly. explained to the pupil.
Des Cummins © Driver Education Supplies.ie ®
Through resource workbook feedback from readers Pedagogy is one of the top queries, the following is uploaded for information purposes only and is a personal opnion, which we hope will shed a little more light on the topic of Pedagogy...
Pedagogy is not an actual subject, it is another word for education, actually it's rightful meaning is teaching/instructing or the science of teaching. Pedagogy, phonetically pronounced, (peh-duh-gow-jee) and comes from the Greek paidos "boy, or child" and agogos "leader." Pedagogy refers to the teaching profession as well as the science of education, for example you as a driving instructor.
Introduction:
Pedagogy, is the art and science of teaching and plays a crucial role in shaping educational experiences and facilitating meaningful learning. It encompasses the strategies, methods and approaches employed by educators to engage pupils, to transmit knowledge, and promote intellectual growth.
Pedagogy is where pupils are encouraged to build their understanding in driving instruction terms, through “hands-on” activities, social interaction and indeed reflection. The role of the instructor is to facilitate that process by whatever proven methods, suitable to the individual learner or pupil.
An Introduction to Pedagogy:
Pedagogy, is the art and science of teaching and learning, encompasses a wide range of tuition methods, and approaches, when employed by driving instructors to facilitate meaningful and transformative learning experiences for their pupils. Effective pedagogy is crucial for nurturing intellectual curiosity, critical thinking and lifelong learning skills. It aims to inspire your pupils to foster and encourage their curiosity and increase a deeper understanding and meaning of the subject matter.
Undertaken correctly it will encourage your pupil to become active participants in their own education, encouraging them to think critically, positively and reflect and build their own basic knowledge. As driving instructors, we offer “hands-on learning experiences” and with the instructor, competent and timely the use of the question-and-answer technique (Q&A) they also offer, problem-solving tasks. Essentially, effective pedagogy is the bridge between, new knowledge and existing knowledge and previous, theory or practical experiences.
One of the most powerful “pedagogical approaches” is when the instructor and the pupil work together to find the correct approach to help the pupils achieve the learning goal set. This is achieved when the instructor endeavours to ask questions, listens to answers, thereafter finding out the best (individual) approach to learning, as no two learners will learn at the same rate or at the same time.
Using this strategy, the instructor and pupil work together, using collective skills and expertise to accomplish learning tasks. By that I mean, finding out the pupils previous experience. The good or experienced driving instructor knows that it is seldom that a pupil will come to a driving school with “no experience” or know how of the driving basics! They have been sitting in a car as a passenger for many years.
Remember this adage ...What I hear, I forget… What I see, I remember…. What I do, I understand..
Examples of Good Pedagogical Skills
ADI;s should always ensure they speak clearly, “to and not at”, the pupil. They should speak with empathy and understanding for the individual pupil, they should speak slowly and look for positive “facial reaction and body movement” etc., this could be termed as “body language”. They should emphasise “key words“ in sentences and alternate their tone to engage their learners. For example, often, a slight pause in delivery, is a great teaching strategy in itself. Learning about pedagogy involves a combination of theoretical knowledge and practical experience.
Finding out what the pupil knows?
A pupil’s prior knowledge is central to any new learning, in fact it’s the foundation stone, essentially it is building from what is already known, to the unknown, as a ADI in fact all good teachers, should always build upon current knowledge, gained through a pupil’s life experience and practice, including, yes observational experiences. As prior knowledge can make more connections between previous experiences and future development. Therefore, it is really important that a driving instructor, finds out who their pupil is, and what they know, and maybe a little about how they know it.
There is nothing worse for a pupil than have to sit through a “prepared script” delivered in “monotone” by a diving instructor, oblivious to what the pupil actually knows… You have now lost the concentration of the pupil, who by this time is looking out the window to the happenings outside the vehicle. A poor pedagogical approach can lead to disengagement, boredom, and lack of motivation.
Therefore, it is important to understand the impact of pedagogy within the learning process and continuously strive to improve your teaching method to ensure positive learning outcome for individual pupil. A good driving instructor can foster critical thinking, problem-solving skills, and creativity among their students by involving their pupil from the outset. We hope you are beginning to see, that pedagogy plays a crucial role in determining the learning outcome.
Allow me deviate for a moment… Instructor greets pupil and introduces him/ herself and moves to a quiet, less busy place to offer a vehicle control lesson. Before commencing the control lesson, the instructor asks. Have you ever driven before.
The pupil replies NO!!!, Well have you ever cycled a bike? The pupil says, yes, Instructor says… so you are somewhat familiar of the rules of the road.
Bearing in mind that they have passed their theory test, simply use whatever works for you and the pupil. This inspires a little confidence, insofar as they don’t feel like a total learner. This is just a small step for the beginning of good rapport and confidence building and trust! So, then, pedagogy, is the combination of teaching tools, methods and what the instructor says and does.
Without Pedagogy Skills?
Imagine a driving instructor or someone who has absolutely no teaching skills. They might approach a driving lesson without any preparation and speak in a really low or monotone voice. This driving instructor pays no attention to the pupil’s reactions, nor concern themselves about the skill or ability of the actual pupil. They’ll ramble off, what worked for the last pupil! or worse still “read verbatim” from a book or teaching aid! Asking no questions or seeking no feedback. This instructor now does not even know if the pupil has any comprehension of what was said.
Prior Knowledge Definition & Meaning
Driving instructors are advised to obtain prior knowledge, that is to say all the knowledge someone brings into a new learning experience, this knowledge that can then be used to make sense of this new task. When instructors are aware of a pupil’s prior knowledge, it can help them develop a lesson plan that can maximise the learning experience.
This learning process will be more efficient and effective, providing their previous experiences are positive and correct. This means that the instructor must seek as much information of previous knowledge and plan the lesson at hand accordingly and be subtle in addressing any errors or misconceptions or indeed to fill in any gaps.
Prior Knowledge Examples or Observed Knowledge:
Sometimes, prior knowledge comes from observational learning. For example, Patrick observes how to drive a car, because he watches his father when he drives. On the other hand, Patricks, brother John, moves his father’s car around the garden and in an out of the garage, without his father’s knowledge or permission, so as a driving instructor you need to pitch the driving lesson at a different level for both pupils to make sure that the first lesson for both brothers, starts at just the right level of current knowledge.
A Word of Caution
Sometimes, knowing a little about a subject actually impedes new learning. Essentially its termed, expertise-reversal effect, it is when the effectiveness of instruction weakens with a more knowledgeable pupil. It is the instructors job to know the difference and to pitch your instruction exactly at the right level.A perfect example would be a pupil arrives with theoretical knowledge, but no practical know how or vice a versa, it’s now up to you to pitch your instruction at the right level.
Expanding on the above a little… They may be brothers, but their personality and life experiences are seen and interpreted much differently, Patrick seems self-disciplined and motivated and willing to learn, however, John displays boredom, nodding his head in agreement with everything the instructor says in an effort to hurry along and “get driving” so you have pitched your lesson too easy for John and he has lost interest.
Adult Education = Old Dog… New Tricks?
Pedagogy is also an important consideration in adult education. At 17 teenagers think and feel that they are responsible adults and wish to be treated that way so, a driving instructor should never approach teaching a new learner with a mother/father approach. Unlike general school /college education, which is often focused on the acquisition of knowledge and skills, adult education is mainly focused on helping adults develop new tasks, competencies, assisting learning new skills and gaining new knowledge that is relevant to their objectives or even career.
In other words, the instructor should enable a pupil to “build knowledge” as opposed to simply receiving it, this facilitates deeper learning and meaning and should focus predominantly on what the learner needs to do, for learning a new concept or task, rather than simply receiving the information from the instructor. In adult education, pedagogy is in the main focused on creating a supportive and engaging learning environment that is conducive to the unique needs of an individual learner. A good ADI should know the difference between being an instructor, a coach, and a mentor!
In adult education it is important to remember, and consideration given, as some pupils may face challenges. It could be in the fact that they have not been in a learning environment for many years or were not able to access learning opportunities due to work, family commitments, homw life, illneses etc,. They may be very nervous about learning and retaining information and a host of other aspects which affects a good learning environment, driving instructors are strongly advised to hone-in their pedagogy skills for adult education and be conscious and allow for these challenges.
Acquiring Pedagogical Skills?
From the examples above, the five W’s come into play Who, What, Where, When, and Why and indeed How? Driving instructors need to understand their students, age, gender, race, traditions, etc., they need to develop good interpersonal and communication skills, they need to be able to adapt their approach, they need to encourage collective collaboration, in all parts of the learning process, they also need a gentle approach, understanding and compassion.
Developing and Including Pedagogy in Everyday Life
Inquiry-Based Learning:
The instructor’s role is to guide that process, fostering pupil’s abilities to formulate questions, and draw conclusions, they need to encourage inquiry-based learning promoting curiosity, critical thinking, and problem-solving skills.
For example, what if?... What if that red truck broke the lights how should you react? This impels the pupil to answer in an "open manner". Remember, in the Driver Education Supplies Resource Workbooks, we spoke about open questions and closed questions? Pupils should be encouraged to ask open questions, which require answers, independently and collaboratively.
Blended Learning:
Blended learning combines traditional face-to-face (in car) instruction with digital technologies and online resources. It allows for personalised learning experiences, provides flexibility, and extends learning beyond the confines of the vehicle. The instructor plays an important role here and should have a bank of valid learning websites, for example the Road Safety Authority, Learning to drive website and videos etc., for the pupil to explore and thereafter raise questions of the instructor. This is essentially promoting interactive and self-paced learning.
Feedback and Assessment:
Pedagogy recognises the vital role of timely and constructive feedback in supporting a good learning environment. It encourages ongoing assessment practices that provide feedback on a pupil’s progress, it identifies areas of improvement and used correctly guides the instructor to adapt or access tuitional methods used.
This assessment in itself, is viewed as a tool for learning rather than merely measuring learning outcomes. Assessment is an important component of pedagogy, allowing instructors to gauge a pupil’s understanding and progress, providing feedback and informing instructional decisions. For example, is the pupil ready for a busy junction or roundabout?
Assess Your Instruction on a Pupil-by-Pupil Basis
In assessing the instruction you give it is important to apply a mini-test of a pupil’s knowledge and skill before a period of instruction and a post-test immediately after a unit of instruction. This is called recapitulate or “recap” for short.
Recapping on a previous lesson, before commencing and building upon the one at hand”. The good instructor will then be truly able to judge how much learning has in fact taken place. Furthermore, the instructor must regularly apply mini retention tests to ensure that what was learned is not forgotten. The pupil who learns quickly during a lesson but cannot repeat the performance sometime later has an important message for the instructor - You may well need to recapitulate more".
As a reminder the following examples are taken from your own ADI part three, point awards system, on the RSA ADI test and are issued in the following subject areas in the stage three test (please see below). Remember if the RSA awards points, then they are important. We cover more about this in the Stage One, Book Four and Stage Three Tuitional Impartation Resource Workbooks. Or visit www.drivereducationsupplies.ie
How is Pedagogy Different from Teaching?
Engage in Professional Development:
Attend workshops, seminars, and conferences on teaching methodologies. Many offer professional development programs specifically tailored for educators. These sessions provide opportunities to learn from experts, gain new insights, and network with other professionals in the field. Other areas are to observe experienced teachers, take the opportunity to ask questions of experienced instructors. Spend some time in driving instructor seminars, internet chat rooms etc., observe and consider alternate instructional methods, driving lesson management techniques, and interactions with your pupils, in fact this is the best and most honest feedback you can receive.
This experience will provide valuable insights into effective teaching practices and help you develop your pedagogical approach. Remember your RSA supervising examiner, or indeed instructor trainer, is always there to help and assist in tuition matters, use any opportunity to ask at every questions.
Reflect and Self-Assess:
Regularly reflect on your teaching practices and critically evaluate their effectiveness. Consider the learning outcomes, pupil engagement, and the impact of your teaching strategies.
Reflecting on your own experiences will help you identify areas for improvement and refine your pedagogical techniques. Always seek feedback from your pupils, regarding their learning experiences, assess their understanding and remember is not always the message that’s given, but the message that is received, that’s important. Always gather their insights and adjust your teaching methods accordingly. In fact, pupil feedback can offer more valuable guidance in shaping your pedagogical practices.
Experiment and Adapt:
Be willing to experiment with new modern teaching strategies and adapt your approach based on pupil needs and feedback. Stay informed about emerging trends and best practices in pedagogy. Embrace technology and explore how it can enhance your teaching and learning experiences. Remember, pedagogy is a lifelong learning journey, and it evolves with each new learning experience. Continuously seek opportunities to grow and improve your teaching skills and remain open to exploring innovative approaches that align with the diverse needs of your students.
HOW TO TEACH PEDEGOGY
Teaching pedagogy requires a thoughtful and engaging approach that fosters understanding, critical thinking, and practical application.The following are some strategies to effectively teach pedagogy:
Establish a Positive Learning Environment:
Create a learning environment that promotes collaboration, for example, a clean fresh smelling well-ventilated vehicle, free from any personal items, such as child seats, coats, bags, etc., Have all training aids to hand and in an organised manner, respect and encourage open verbal communication. In other words, two way conversations, this is best undertaken by promoting involvement and participation. Always respect diverse values and perspectives, encouraging students to express their thoughts and ideas.
Testing the Effectiveness of Instruction
If the lessons you give are effective, your pupils should show a marked improvement in their driving standard and by asking for their understanding of the subject at hand and requesting feedback. However, as a driving instructor you will need to be self-critical, always looking for ways to improve your approach to each individual pupil and at each driving lesson. Always ask at the end of a unit of learning… have you any questions, remember there is no such thing as a stupid question, only stupid answer!
SETTING THE LEARNING CLIMATE AND RAPPORT
[a] Introduces & conducts lesson in a courteous & friendly manner.
[b] Asks pupil if there are any questions or concerns.
[c] Avoids demoralising language & behaviour.
[d] Emphasises importance of asking questions and being pro-active.
LESSON PLAN
[a] States clearly lesson subject and sub-skills.
[b] Lesson covered subject sub-skills.
[c] Checks with pupil to see that all is understood.
[d] Establishes base line for lesson.
MATCHES INSTRUCTION TO LEARNERS’ ABILITY
[a] Level of instruction suitable for each stage of learning.
[b] Range of techniques used as required.
[c] Instruction is given in short progressive steps.
[d] Language/attitude is respectful of pupil’s progress.
IDENTIFIES AND ANALYSES DRIVING FAULTS
[a] Faults demonstrated were identified.
[b] Provides safe analysis of faults at appropriate level.
[c] Provides remedial instruction in a timely manner.
[d] Encourages pupil to self-analyse.
GIVES FEEDBACK ON PERFORMANCE
[a] Feedback relates to one piece of changeable behaviour at a time.
[b] Feedback is balanced and appropriate.
[c] Feedback is timely.
[d] Feedback is given in an effective & supportive manner.
IMPARTS INFORMATION IN A CLEAR AND CONCISE MANNER
[a] Information is accurate & up to date.
[b] Necessary and relevant information provided.
[c] Level & quality of information is suitable for the phase.
[d] Language, especially necessary jargon, is clear and checked for understanding.
OTHER AREAS
[a] Controls lesson appropriately.
[b] Demonstrates a concern for safety & customer care.
[c] Effectiveness
[d] Attitude & behaviour of Instructor encourages learning
[e] Establishes instruction priorities
[f] Manages time well
[g] Pupil is given adequate time to practice.
SECTION D
OVERALL IMPRESSION
[a] Lesson wrap up, e.g., summary, assessment, next lesson
[b] Information given was not misleading, incorrect, or un-safe
[c] Confidence inspiring
[d] Professionalism
[e] Safety equipment
[f] Learning environment
[g] Learning supports.
The following is listed by the RSA ADI unit.
(A) The ADI introduce themselves in a courteous and friendly manner.
The ADI introduces themselves optionally offering a handshake, confirms the pupil’s name and creates a positive learning environment and rapport.
(B) The ADI asks the pupil if there are any questions or concerns
This should be done after the initial briefing and several times throughout the lesson. This is especially important if the pupil appears to be having difficulty in following. instructions or explanations.
(C) The ADI avoids demoralising language and behaviour
Throughout the lesson, negative comments such as ‘Oh No!’ or negative body language such as stiffening back in the seat can have a detrimental effect on the learning process and should be avoided. A positive learning environment is promoted. through friendly and courteous conduct of the lesson.
(D) Emphasises the importance of asking questions and being proactive
The ADI states clearly that learning outcomes are improved if the pupil fully. understands everything that is said and asks for clarification about instructions and explanations where necessary.
A) State clearly the lesson subject and sub-skills involved
This involves restating the lesson subject and listing the sub-skills involved. The ADI will have to check the pupil’s understanding periodically. The ADI will have to explain if the pupil seems confused or fails to understand the meaning of the subject matter. For example, the ‘golden rule’ at roundabouts.
(B) Lesson covered the sub-skills
Each subject has a number of essential sub-skills for the purposes of teaching. For example, the sub-skills in a lesson on reverse parking would involve practice in co- ordination of vehicle controls, observation and accuracy.
(C) Checks with pupil to see all is understood
The ADI asks the pupil if explanations or sub-skills are understood. This will include, for example, asking open questions as to how a skill is performed or to explain a term or procedure.
(D) Establishes a base line for the lesson
Establishes the pupil’s learning needs for the lesson. The ADI does this through. question and answer. For example, what was included in their last training session, what the pupil can and cannot do well and what they expect to gain from this lesson.
This will fine tune the training to meet the pupil’s specific learning needs.
(A) Level of instruction is suitable for each stage of learning
This refers to the amount of detail at each stage of the lesson. For example, the amount of talk through when the pupil is driving. The pupil needs to be able to make decisions without too much help or ongoing instruction, except where it is deemed necessary for safety or confidence building.
(B) Range of techniques used as required
The ADI uses different teaching techniques such as explanation, question and answer, demonstration and allowing the pupil time to practice. The purpose is to respond to different learning styles. For example, using a diagram of the rules of the road or other visual aid may be more effective than a verbal explanation for some students. This is especially important when a pupil seems not to understand an explanation such as how to deal safely with roundabouts.
(C) Instruction is given in short progressive steps
This is based on a breakdown of the subject into sub-skills, acknowledging the pupil’s progress as it occurs before advancing to the next stage in the learning.
(D) Language/attitude is respectful of the pupil’s progress
This refers to acknowledging the pupil’s previous learning and progress. Being attentive to and following through on the pupil’s stated learning needs. For example, the ADI should avoid abusive or patronising language.
(A) Faults demonstrated are identified
This is the assessment of the instructor’s ability to recognise that a driving fault has occurred. It is evidenced by the ADI clearly identifying the fault and informing the pupil at the appropriate time in a supportive manner.
(B) The ADI provides safe analysis of repeated faults at the appropriate level
Faults are explained, and analysis provided where it is safe to do so. The extent of detailed analysis depends on the context and experience of the pupil. Analysis includes the causes and consequences of such faults in the context of safe and socially responsible driving.
(C) The ADI provides remedial instruction in a timely mannor
The examiner will be looking for the effectiveness of remedial instruction, when it is given, the seriousness of the fault and if that timing is appropriate.
(D) The ADI encourages the pupil to self-analyse
Self-assessment is an important part of effective learning. The examiner will be assessing how well the instructor encourages this. For example, by asking the pupil to comment on their own progress or why a particular fault may be reoccurring.
(A) Feedback relates to one piece of changeable behaviour at a time
Driving faults are broken down into sub-skills and feedback is given accordingly so that the pupil is not overwhelmed by complex explanations and practice. For example, if a number of elements of the pupil’s driving need correcting, feedback on each one is addressed and prioritised separately.
(B) Feedback is balanced and appropriate
Both positive and negative aspects of the pupil’s driving behaviour are stated by the instructor. For example, the feedback given is relevant and not too basic or too technical for the pupil’s level of understanding.
(C) Feedback is timely
The timing of the delivery of feedback is assessed by the examiner. The ADI is encouraged to provide feedback as soon as it is safe to do so and can best be considered by the pupil.
(D) Feedback is given in an effective and supportive manner
The examiner is looking for clear and unambiguous feedback, especially in the case of serious driving faults. The ADI is expected to ensure that the feedback is heard and understood. It is important for pupil morale that all feedback is delivered in a clear and supportive manner.
(A) Information is up to date and accurate
The information given to students during the course of their training must be legal, up to date and accurate. For example, references to the correct use of signals.
(B) Necessary and relevant information is provided
Generally, instruction and information given should relate to the subject matter of the lesson. All necessary information must be provided to meet the pupil’s learning. needs. For example, when reversing a car, the pupil needs to know that direct rear. observations are required to ensure that it is safe to proceed.
(C) Level and quality of information is suitable for the phase
The ADI should endeavour to provide information that is suitable to the pupil’s. level of skill and understanding. For example, the instructor avoids unnecessary or overly complex information when teaching a complete beginner.
(D) Language especially necessary jargon, is clear and checked for understanding
The ADI must not assume that technical terms are understood by the pupil. Jargon should be used sparingly and only after being fully explained to the pupil. For example, before terms such as ‘coasting’ are used, they need to be properly. explained to the pupil.
Des Cummins © Driver Education Supplies.ie ®