ADI Part 3 Teaching & Learning Strategies

Teaching & Learning Strategies

This is about matching your teaching style to suit the needs of your pupil, find out how they like to learn, it may be that they are visual learners where they will like to look at diagrams etc. They may prefer to learn by listening (auditory learning) or they may just want to be given the opportunity to have a go (Kinesthetic learning)

Whatever their preferences are  it is your job to establish the best way forward for them. so it is absolutely vital that you gather this information early in their learning journey/

10. Was the teaching style suited to the pupil’s learning style and current ability?

Did I teach in a way that kept my pupil engaged? Did they really understand it — not just what I think, but how it looks to someone watching, like the person in the back seat? If one way isn’t working, I switch it up. I might use diagrams, commentary, visual cues, rhymes, or rhythm.

I often find clues about how my pupil learns from their school subjects, job, interests, or even how they dress. But it’s not just about them — it’s about my teaching style too. Knowing my own strengths and weaknesses helps me improve. Am I better with visuals or audio? Do I struggle with hands-on learning styles? Understanding this helps me turn weaknesses into strengths.

And I don’t ignore how their ability changes day to day. We all have off days and good days. I adjust how I teach based on how they’re learning right then. That’s what makes it client-focused — or simply, good teaching.

11. Was the pupil encouraged to analyse problems and take responsibility for their learning?

Using open questions (like what, where, when, who, how, why) during the lesson or when stopped helps pupils understand problems and how to fix them. This encourages them to take responsibility and become more aware of their actions and feelings.

This approach helps create lasting positive changes in behavior.

12. Were opportunities and examples used to clarify learning outcomes?

I know learning really sticks when it comes from experience. Using real-life situations and examples helps make things clear and meaningful. Asking “Does it make sense?” is super important — but it’s about whether the pupil understands, not just me.

Did I take chances when they came up? Did I explore “what if” scenarios to help the pupil learn? Doing this well means being open, paying close attention, and really listening.

13. Was the technical information given comprehensive, appropriate and accurate?

Your a professional! Don’t guess! If you’re not sure about something, just look it up — don’t fake it. You’d want someone you’re paying to know their stuff, so you’ve got to be accurate with what you’re teaching too.

14. Was the pupil given appropriate and timely feedback during the session?

You can’t always handle everything right away, but it’s important to make sure all questions get answered and issues are noticed and dealt with. Don’t be afraid to jot things down so you can come back to them later.

Say something to help the pupil remember what you’re talking about, pull over at the next safe space if necessary.

15. Were the pupils queries followed up and answered?

Your  role is to answer questions and help the pupil fully understand. Make sure you do that and don’t leave anything hanging.

16. Did the trainer maintain an appropriate non-discriminatory manner throughout the session?

This applies to both the pupil and other road users. Negative or rude labels like “white van man” or “Audi  drivers” aren’t okay.

Also, watch out for nicknames like “mate,” “love,” or “darling.” Even if you use them with everyone or the pupil is a friend or family member, they don’t come across as professional.

17. At the end of the session – was the pupil encouraged to reflect on their own performance?

Note: This is the only competency that happens at the end of the session.

It’s important to wrap up by reviewing the lesson with the pupil. Encourage them to think about how they did and what they learned. This can include rating their progress, checking goals, and planning next steps.

How Part 3 is marked | Lesson Planning | Risk Management | Teaching & Learning Strategies | Part 3 Marking Sheet