Driving Instructors who deliver group based learning

Facilitating group based learning for driving instructors.

​If as a driving instructor you work on workshops and in group based learning then this is specifically targeted towards you. Some of you may not know that when you become a driving instructor there are other avenues that become open to you such as presenting to full license holders who have committed minor offences or delivering a workshop to a group of company car drivers.

​Facilitate group-based learning About this element This element shares the broad objectives of elements creating a suitable learning environment, providing inputs based on expertise and working with the learner to identify obstacles to learning and strategies for overcoming those obstacles. It recognises that delivering these objectives when working with a group of learners presents extra challenges and barriers to learning. This calls for extra competences. Performance standards You must be able to
1. make sure all learners feel comfortable and able to express their views and concerns
2. encourage all learners to ask questions and, where necessary, modify your delivery to ensure understanding
3. make sure learners understand the purpose, processes and intended outcomes of each group activity, and how it links to the rest of their learning programme
4. support all learners to take an active part in learning activities
5. make sure individual behaviours or group dynamics do not isolate individuals or distract from the desired learning outcomes
6. make sure you do not collude with inappropriate attitudes to other group members or to road safety Knowledge and understanding requirements You must know and understand a. how to make sure learners feel  at their ease within the group  safe  able to take an active part in the learning process b. how to use a range of learning activities that involve all members of the group so that they gain the maximum learning benefit c. how to use learner-centred techniques to help individuals  identify obstacles to engagement with the learning process  devise strategies for overcoming obstacles d. the potential effect of peer group assumptions on the behaviour of learners e. the risk of group dynamics being dominated by sub-groups f. how to interrupt individual behaviours or group dynamics which have the effect of excluding individuals or sub-groups g. the risk of unconsciously colluding with inappropriate behaviours or attitudes h. the risk of being diverted from intended learning outcomes by group dynamics National standard for driver and rider training 18 of 32 www.gov.uk/dvsa/driving-standards
7. promptly and clearly interrupt behaviour that is  discriminatory  oppressive  preventing any individual from benefiting from the learning experience whether by other learners or by colleagues
8. monitor the progress of individuals and provide feedback to the learner and other providers i. how to identify opportunities to increase learning that arise in the group, and how to adapt presentations to support that process j. how to check an individual’s understanding and progress within a group k. how to give feedback in a group and on a one-to-one basis l. how to provide feedback on individual learner progress to other training providers

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