The affective domain is what controls our behaviour and as driving instructors we witness every day the way people behave on the road, driven by their opinions and beliefs. I have looked at Krathwohl's affective domain taxonomy (1964) and you can find more information by a simple google search.The taxonomy is presented in five stages:
Receiving describes the stage of being aware of - or sensitive to - the existence of certain ideas or material and being willing to tolerate them. Being self-aware is often the critical first step to becoming a coach. It is all about being non-judgemental where listening to others' ideas is important. This does not mean that you will agree with them but having the ability to receive information can change your own thinking.
Responding describes the second stage of the taxonomy and refers to a commitment in some small measure to the ideas and materials involved by actively responding to them. You would respond by complying or volunteering to try something new. You can imagine how important this can be when driver training and actively listening to your pupil's ideas and encouraging them to try something new.
Valuing means being willing to be perceived by others as valuing certain ideas. This is about valuing your pupil's thoughts and ideas and being seen to do so. This could also be about valuing road safety or the law that surrounds road safety. You might encourage your client to debate with you the values embedded in the highway code.
Organization is the fourth stage of Krathwohl’s taxonomy and involves relating the new information you have received and examining how it fits in with your own beliefs and values or those others might hold, such as friends and family.
Characterization means acting consistently in accordance with the values the individual has internalized. This is when your own feelings are your own and not part of someone else's opinions and values. In young people, their characters are still developing and making sense of the world is part of their education. How adults behave on the roads may come as a surprise to some new learners. Helping them make sense of how they will fit in is important or they just might feel they need to copy others rather than have their own beliefs and values.
In the next brief article about these learning domains I will look at the psychomotor domain - possibly the one we focus on the most. In the meantime, if you are interested in learning and development, you may want to look at our BTEC Level 4 course in Coaching for Driver Development where we focus on how thoughts and feelings affect our performance and behaviour behind the wheel.
I was thinking about the Approved Driving Instructor Part 1 Theory Test and how the three learning domains are highlighted: Cognitive, Affective and Psychomotor. Over the next three emails I am going to talk about each one.The cognitive domain is all about our thought processes. When teaching thinking, it can be helpful to consider the level by level approach in Bloom's Taxonomy of Learning, which provides a framework of learning and building.
I first came across Bloom’s Taxonomy when studying for an advanced certificate of adult education. I have provided a link to a PDF which will give you more details.
There are six levels that work on producing critical thinking and this may prove useful to you as a driving instructor when you are helping to develop a thinking driver.
The six levels are:
Level I Knowledge
Level 2 Comprehension
Level 3 Application
Level 4 Analysis
Level 5 Synthesis
Level 6 Evaluation
Blooms Level I: Knowledge
This is focused on factual information and would be useful for targeting knowledge from The Highway Code and Driving - the essential skills. This level is about memory and recall of factual information. Questions that you would ask are fairly simple, for example, about the rules: 'How would you explain the rules of a yellow box junction?' or 'What do these road markings mean?'
Blooms Level 2: Comprehension
If your client can demonstrate their understanding of the facts, this would show their comprehension. You could also ask simple questions, like: 'Please explain why you would use offside to offside at crossroads?' or 'Look at this diagram of a multi-lane roundabout. Describe which lanes you would use when taking the fourth exit?'
Blooms Level 3: Application
Your clients need the ability to solve problems in new situations by applying acquired knowledge, facts, techniques and rules in a different, or new way. Quite often if you are test focused and tell your client how to do things in a certain way on a route they would lose the ability to problem solve and so when something different happens they lack the skills to work it out for themselves.You could ask them to plan a route that would involve parking at a railway station to pick up or drop off a passenger and get them to identify what challenges they might face at different times of day.
Questions you may ask would be: 'What would be the best direction to approach the station from?' or 'What would you do if you cannot find any where safe to stop when you get there?'
• How would you use…?
• How would you solve ___ using what you’ve learned…?
• What examples can you find to…?
• How would you show your understanding of…?
• How would you organize _______ to show…?
• How would you apply what you learned to develop…?
• What approach would you use to…?
• What other way would you plan to…?
• What would result if…?
• Can you make use of the facts to…?
• What elements would you use to change…?
• What facts would you select to show…?
• What questions would you ask during an interview?
Blooms Level 4: Analysis
You would get your client to examine what they are doing. For example, if your learner was struggling with a manoeuvre you might break the manoeuvre down into its component parts or take each one of the core skills and focus on one of them at a time whilst you take responsibility for the other two. They could then examine how control could be linked to accuracy and observational skills. Questions might be: 'How is control related to accuracy and observation?' 'What motivation do you have to stick to the speed limit?' 'Compare my driving to your own - what are the fundamental differences?'
Blooms Level 5: Synthesis
This is putting information together differently and is probably very challenging if your client doesn't have the ability to think outside the box. For example, imagine the road is narrow, there is a dustcart coming towards you and there is not enough room to pass. You could ask: 'What alternatives are there for you to pass this dustcart on this road?' 'Can you predict the outcome if you were to take this action on the test?' You could also encourage your client to blog their own learning experiences with you.
Blooms Level 6: Evaluation
In our industry, the biggest tool you can give your client is the ability to self-evaluate. Reflective logs help them in this process. You could also use questions that challenge their own thinking which would include words like: 'Defend your actions in this situation.' or 'Interpret what you are thinking so I can understand your point of view.' 'I value your thoughts and opinions of the driver of the blue car that has cut us up. Explain what you believe they were thinking?' Or create a story of crash that happened and discuss the contributory factors of that crash were.
I would imagine that we use Bloom's Taxonomy everyday in our training but how could you utilise this hierarchy of learning to improve your own training?
If you are interested in learning and development then you might like to consider joining us on the BTEC Level 4 Professional Award in Coaching for Driver Development where we help make the complex simple.
Latest update - New dates and locations for Wales, the North East, Scotland, the Midlands and the South East.Despite this week's announcement by the DVSA that the new Part 3 (Standards Check format) will not be introduced on 2nd October, it is still happening as soon as the legislation goes through Parliament - hopefully by the end of October. Click here to read the lastest news from Jacqui Turland (DVSA Registrar).
Tri-Coaching Train the Trainer courses will bring you right up to speed with the changes and you will take away with you the Tri-Coaching Instructor Training (TCIT) course to deliver as your own - dual-branded with your driving school logo.
Here are the dates of the next courses:
25th and 26th September in Livingston *SOLD OUT
7th and 8th November in Wetherby * LIMITED PLACES
**New Dates and Locations
24th and 25th October in Southampton
28th and 29th November in Bridgend
16th and 17th January in Derby
23rd and 24th January in Birmingham
20th and 21st February in Durham
27th and 28th February in Edinburgh
13th and 14th March in Tunbridge Wells
If you are already a trainer; or you would like to start training people to be driving instructors you might be interested in one of our Train the Trainer courses. These courses are proving to be very popular and sell out fast.
The Tri-Coaching Train the Trainer course lasts two days and gives you an instructor training package that you can use for your own instructor training and also prepares you to join the ORDIT register using our materials.
Tri-Coaching Partnership has a complete online driving instructor training package with 13 modules and a Course Book, which you can sell to your trainee driving instructors and then use in conjunction with your own training programme.
When you attend the two-day Train the Trainer course you will take away a set of reference materials, a full set of Trainer Guidance Notes to help you understand how to deliver TCIT, a TCIT Course Book and a CPD certificate of attendance.
The TCIT Package:
For further information about the content of the two-day course please click here.
Some reviews -
Sandra Harper - Gloucester
"Very enjoyable, quality course and also a timely reminder of how to excel in the profession as well as train others the best way possible. Great people in both the other candidates and trainers."
Zoe Anstey - Steyning
"I recently attended the Train the Trainer course in Newport Pagnell and I have to say that it was a revelation. The course delivered a dynamic, refreshing way of thinking and working when training people in the car. It has encouraged me to reflect on my training techniques and give me confidence to implement new ideas into my current practice and will support me to develop my instructor training for the future."
Pete Leach -Worcester
" The course completely blew me away! It was everything I expected and nothing I expected all at the same time. The rest of the industry needs to get its act together as this course is a revelation. I always think twice before spending money on training but this was worth every penny. Don't waste time thinking get your hand in your pocket and book a course with Tri-Coaching you will never look back."
Give me a ring if you would like to discuss any of the details or call 0800 058 8009 if you want to book your place over the phone.