Band 4 publications, instructional techniques
50 questions
What this topic tests
How people learn, and how to teach them. This band is not about driving at all — it is about instruction, feedback and the reference material an instructor is expected to know.
- Assessment is continuous and conversational, not a verdict delivered at the end of the lesson.
- When a pupil makes a fault, ask them why they think it happened.
- Agreed learning objectives let a pupil measure their own progress.
- Transfer of learning, perception and mnemonics all appear by name.
- You may refuse the use of your car for a test if the pupil is not ready.
The mark people lose: Choosing the answer where the instructor simply tells the pupil what went wrong. Nearly every right answer here has the pupil working it out.
- A client is unhappy with the service they have received from a driving instructor. Who should they contact first?
- A novice driver is able to steer a straight course. How could you help them further improve their steering skills?
- A pupil's driving is well below driving test standard. What should you do if they insist on taking the driving test?
- How can the process of perception be described?
- How can you encourage a pupil to develop a good driving attitude?
- How much verbal instruction is needed to help a pupil attain a good standard of driving?
- How should a driving instructor approach each lesson?
- How should you choose your method of instruction?
- How should you use the 'question and answer technique'?
- If you provide a demonstration of a skill in a lesson, how should you follow it up?
- On which type of road are deaths more likely to occur?
- Part of the MSM routine is referred to by the abbreviation PSL. What does PSL stand for?
- Should you regularly praise your clients?
- The timing of directions to a pupil is very important. What's the recommended method of doing this clearly?
- Typically, how does ageing affect people's driving ability?
- What are mnemonics useful for?
- What are the benefits of an equal partnership between you and your student?
- What can happen if an instructor's expectations of a pupil are too high?
- What is one aspect you must consider when advertising your driving school or business?
- What is one benefit of using the 'Driver's Record'?
- What major advantage does a pupil gain from agreeing learning objectives?
- What should an instructor do when they see their pupil commit a driving fault?
- What should be established through an appropriate use of open questions?
- What should you do if a pupil drives the rear wheels over the kerb when they turn left?
- What should you do if a pupil stops making progress in their learning?
- What should you do if you have to use the dual controls?
- What should you do that will help to make a pupil less nervous about their test?
- What should you do when teaching a profoundly deaf pupil?
- What should you do when you've agreed a lesson plan with a pupil?
- What should you teach your pupil about changing lanes on a motorway?
- What's likely to happen if you continually use the steering or the dual controls while you're instructing?
- What's the best way to maintain the motivation and interest of a pupil having difficulty in learning?
- What's the most likely outcome of using attainable learning targets for a pupil under instruction?
- What's the term used to describe when associations are made with previously learned skills and knowledge?
- When should you assess a learner driver's progress?
- Which of the following statements relate to Level 3 of the Goals for Driver Education (GDE) matrix?
- Which organisation publishes guidance about medical conditions that might prevent someone from driving?
- Who is responsible for managing risk during a driving lesson?
- Why do motorcyclists often wear bright clothing?
- Why do you need to take time to identify your pupil's learning goals?
- Why should you complete continuing professional development (CPD)?
- Why should you provide feedback to your pupil?
- You give instruction in short, progressive steps. What's this teaching technique likely to lead to?
- You have a lesson with a client who has never driven before. When demonstrating a high standard of driving, which road users should you show particular consideration for?
- You have a lesson with a new pupil. What must you do in the first lesson?
- You have recorded a driving lesson to share on your social media site. What is something you must consider?
- Your pupil says that they've booked their theory test. What should you do?
- Your pupil's knowledge and driving competence improve. What's likely to happen to the level of instructor involvement?
- You're teaching a pupil to drive a car smoothly and with good coordination. In which area of activity will this learning mainly take place?
- You're teaching a pupil who continually drives too fast. What should you do to correct this problem?