Behind the Wheel (well sort of)

1. Behind the Wheel(well sort of) What, When, Where and How

2. Objectives • Understand the learning process for progression in novice drivers • Understand the role of the instructor as coach, teacher and mentor. • Understand the progression of simple to complex in teaching driver ed • Understand the necessary progression from procedure to process.

3. Objectives Continued • Understand the role of the lesson plan and how it can be used to maximize the BTW experience • Understand the role of the drive route and how it is connected to the lesson plan • Discover the technological tools available to develop enhance the BTW learning experience • Diagnose driver errors in terms of Vision, Motion and Steering control

4. Levels of Awareness • Unconsciously Incompetent • Consciously Incompetent • Consciously Competent • Unconsciously Competent Implication for training—Awareness is Curative

5. Progression of Training Simple To Complex

6. Complexity of Driving Performance Key factors influencing the complexity of driving performance • Time/distance available to judge • Time/distance available to take the action once the decision to act has occurred • The number of tasks to be performed

7. Simple Environments • Environments with low traffic flow, low speeds, and minimal decision to be made and time between required decision making

8. Increasing Complexity • More traffic volume • Higher speeds • Increase in the number of decisions to be made • Rate at which the decisions have to be made • Simultaneous problems to be solved

9. Simple Environments • Activities • Approaching the vehicle • Vehicle footprint • Reference points • Targeting • Orientation to the vehicle • Introducing concepts that are essential for every drive

10. Increasing Complexity • Neighborhood streets • Residential Roadways 35-45mph • Two and Four Lane roadways • State Highways • Freeways • Special Complex Environments • Construction • Rush Hour Traffic • City Driving

11. Procedure to Process • Procedure • Coaching for every discreet behavior during the entire drive • Very detail oriented and directed at every element of the desired outcome • Occurs during the early stages of in car instruction • Should be used less and less as the driver becomes more proficient • Questions are more centered on the what and how This is the telling and coaching phase

13. Progressing toward Process • Coaching continues but becomes less frequent • Questions are now more frequent and based on how to do the behaviors

14. Process • Coaching is nearly absent and used only when the behavior is absent or student needs to be reminded of expected behaviors • Questions are now more “why” and deal with the reasons behind the behaviors

16. Commentary Teaching Instructor/Coach/Protector Identify conditions student is unaware of that would cause a change in speed or direction. Ask a question to increase their awareness. Verbal questions or cues for correct visual & perceptual behavioral patterns of performance Verbal cues for correct physical behavioral patterns of performance Commentary Driving conducted by the Student (either the driver or observer) is a great evaluation tool! 16

17. Commentary Driving • Driver, teacher, observer • Benefits • Lets you engage the observer • Tells you what the student is seeing • Tells you what they are not seeing • Tells you what they are thinking • Tells you what they are planning on doing • Shows how the student is processing the situation and how they are going to respond

19. Teaching-Coaching Roles Motivate – Low-risk Habit Formation Guide – Objective Based Clear Calm Ask – The Right Questions Observe – Behavioral Performances Encourage Diagnose Problems Understand the Causes Prescribe Solutions Cue and Coach For Success Model Low Risk Driving Habits Protect All At All Times Evaluate Pre, In-car, Post , Final 19

20. Lesson Essentials

21. In-car Lesson Preparation Prepare for Every Driving Lesson with: • Lesson Plan with Required Elements • Pre-planned Drive Route and Learning Activities • Lesson Evaluation Record for Student & Parents • Lesson Evaluation Record for Your Files • Thorough Knowledge of Drive Route, Learning Activities and Lesson Plan

22. Prerequisites What does the learner need to have “under their belt” to be able to grasp the concepts of this lesson? Successful completion of … Learning Goals “At the end of the lesson, the student will be able to… Describe… Demonstrate… Identify… Lesson Plans

23. Required Elements • Observer Activities • Common Errors • Methods of Assessment • Parent/Student Drive Record • Student Record for your files • Location • General Description • Attached Drive Route

24. Lesson Plan Examples

25. Route Plans • Must be based on a lesson plan • Must be designed to evaluate the behaviors indicated in the lesson plan • Must provide for multiple opportunities at predetermined locations to observe and evaluate the desired behaviors • Must teach from simple to complex

26. Route Plans • Route plan example • Building Route plans will follow toward end of presentation

27. Introduction Prior to Entering Vehicle Check for permit (or license) Stow loose objects in trunk Ask student to perform pre-entry checks, observe their performance, and give positive feedback 27

28. Introduction Always introduce lesson with an overview • State lesson objectives • Describe type of environmental locations, a general description of route • Explain the benefits of the behaviors they will be demonstrating • Explain and hand out observer activity sheets • Check for understanding (any questions) 28

29. Introduction

30. Preparing to Drive • Proper instructor seating position • Both hands are free of obstruction • Check dual brake operation (especially before first drive of day!) • Check parking brake operation • Setting of instructor rearview mirror and eye mirror 30

31. In-car Application An organized process of observation & evaluation Behaviorally-centered & outcome-based Conducted on a pre-planned route Guided practice sessions Opportunity to demonstrate practical application and refine skills and behaviors they learned in class Your principle role: Be sure all students are actively involved in applying behavioral patterns of performance 31

32. During this Process You Must: • Observe the changing traffic situations and conditions • Observe the driver’s performance intensely but unobtrusively • Ask the right questions and listen for the right answers • Evaluate driver performance • Take instructive actions: • Give positive feedback for correct performance • Coach or cue for success

33. 4 Driver Actions to Evaluate: • Searching • Speed Control • Direction Control • Timing of: • Searches • Speed adjustments • Changes in position and/or direction

34. Driver Actions Drivers take actions in one of six ways: • Gradual/smooth • Anticipated/early response • Delayed/late response • No response at all • Sudden, abrupt, spontaneous • Erratic (either incidentally or continually)

35. 6 Factors Influence Driver Performance • Existing hazards – closed zones • Potential hazards – changing or worsening zones, unplanned conditions • Environmental conditions – open, closed or changing zones • Traffic volume – open, closed or changing zones • The roadway - open, closed or changing zones or operating space • The speed of traffic

36. Providing Feedback or Cues • Should be done in a systematic way • Should relate to judgment and/or performance in: • Searching • Speed Control • Direction Control • Timing decisions and actions

37. Ask Questions Observe Performance Evaluate Behavioral Patterns OK OK Coach for correct behaviors Repeat Behaviors Behavioral Patterns to Evaluate Not OK Diagnose Problems & Prescribe Solutions Give Positive Feedback “I like the way you______.” “That was a great_______.” “Good use of___________.” “Your________is excellent.” Not OK 37

38. Requires Immediate Feedback • Wrong actions or inaction • Provide protection, Prescribe solution • Wrong judgments/decisions • Provide protection, Prescribe solution • Correct actions • Specific positive feedback • Correct judgments/decisions • Specific positive feedback Avoid overwhelming the student!

39. Acceptable: Makes reduced risk decisions by Searching, adjusting speed or direction Preventing others from changing speed and/or direction Complying with traffic laws  Yes– Student is able to perform  MP – Student is able to perform with some coaching  NI – Student is able to perform with consistent coaching  NO – Student is unable to perform Criteria for Rating Performance Instructors must accurately observe driver behaviors

40. Criteria for Rating Performance  Yes– Student is able to perform  MP – Student is able to perform with some coaching  NI – Student is able to perform with consistent coaching  NO – Student is unable to perform Unacceptable: • The driver does what you do • You “feel comfortable” • You become frightened • You compare one driver toanother

41. Post Drive Follow-Up

42. 4 Factors Influence Objectivity These factors are: • Being able to give directions as planned • Rating performance on what was observed • Avoiding “pet peeves” • Avoiding critical comments during the evaluation process

43. Opportunity In-car instructors often do a great job identifying driver’s mistakes. In-car instructors often fall short when it comes to giving the student positive feedback for correct performance, and explaining how to correct any mistakes, so that driver success can be achieved! 43

44. Opportunity To be effective, in-car teaching and coaching techniques must: • Identify what the student does well and provide positive feedback • Identify problems and errors – Observe & examine • Understand cause and effect relationships - Diagnose • Coach & Correct errors - Prescribe effective solutions YOU have the opportunity to make a difference in every student’s life! 44

45. The Top Eleven Driving Errors Not attending to the path of travel Driving five or more mph too fast for conditions Driving too fast through a curve Inadequate search at an intersection and thus pulled in front of cross traffic Involved lack of attention at an intersection and being struck by another driver 45

46. Improper evasive action – ex: quick turn not executed properly Failed to maintain visual lead Failed to see action developing at side of the roadway Following too closely Willfully taking right-of-way Distracted Preliminary TRB Report-1999 The Top Eleven Driving Errors 46

47. Vision Control Motion Control Steering Control The Three Concerns of Traffic Safety! 47

48. Driver Errors One Two Three Four Five Six

49. Building the Drive Route Using Google Earth

50. Required Tools • Lesson Plan • Module Learning Goals & Key Behaviors • Computer with Internet access • Google Earth Software downloaded and installed—Free from Google • Ability to use the computer and Internet • A good friend who might be able to help if you don’t know how to do any of the above