Continued Professional Development: February 2025

If you didn't already know, ADI Network has partnered with Intelligent Instructor+ to bring you the best continued professional development in the industry — and all for free.

Once you've passed your part 3 exam, that shouldn't be the end of your learning. It's important to continue your driving instructor training to improve your coaching skills, keep up to date with industry trends and be the best instructor you can be.

What's landed in February?

Goals for Successful Teaching: Part 2 by Bill Lavender

Learning to drive is a serious business, but it should also be an enjoyable one that can have light-hearted moments. The correct balance needs to be found, and this will vary from learner to learner. So, what are we teaching, and how?

"We need to think about the type of lesson delivery that will suit each individual learner driver. Our teaching style needs to match individual learning styles such as “activist” or “theorist”. If the road safety issue highlighted at the beginning of this chapter is to be addressed, the learning process needs to be interactive. This contrasts with traditional driving instruction, where the learner is simply told what to do. With this passive, “expert knows best approach”, learning, understanding, and retention is much more likely to be short-term and limited. A lesson that focuses on driving faults, associated with the pass/fail driving test criteria, is inevitably a negative learning experience. Also, relying too much on route learning techniques, where the trainer uses repetitive practise, is also fairly ineffective for the longer-term “safe driving for life”.

Client Centred Learning (CCL) assumes that the professional trainer/learner relationship is based on equality, believing that more learning is achieved by the learner forming their own understanding, rather than relying solely on a transfer of information and knowledge from the trainer. The trainer-learner relationship is non-judgemental, allowing the learner to feel comfortable expressing opinion. From the earliest opportunity, learners should take active responsibility and ownership for their learning process.”

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