Band 4 publications, instructional techniques questions ADI theory test
This topic has 50 practice questions. Here are 10 of them with the right answer and why.
Typically, how does ageing affect people's driving ability?
- Older people take more risks
- Older people overestimate their ability
- Older people have slower reactionsRight answer
- Older people are less likely to obey road signs
As people age, their reactions tend to slow and they can take longer to assess hazards. Do not try to rush them, but be tolerant and patient.
Why do motorcyclists often wear bright clothing?
- It's a legal requirement
- It keeps them cool in summer
- To help them recognise each other
- To make it easier for other road users to see themRight answer
Motorcycles are small vehicles and can be difficult to see. If the rider wears bright clothing, it can make it easier for other road users to see them approaching, especially at junctions.
How much verbal instruction is needed to help a pupil attain a good standard of driving?
- A constant amount throughout, regardless of competence
- More as the test date approaches
- Just enough to be sure they understand what's requiredRight answer
- None once they reach test standard
It's important to reduce direct instruction and transfer the responsibility for learning to the pupil as quickly as possible. You must make sure that the pupil understands what they need to do and how they need to do it. Once they have this knowledge, they should be allowed to practise and develop their competence without constant instruction.
When should you assess a learner driver's progress?
- When an improvement has been made
- At the end of the course of lessons
- Continuously, by talking with them and using feedbackRight answer
- At least once a month using the drivers record
In client-centred learning, there should be lots of opportunities for you to observe how your pupil's learning is going. You should provide frequent feedback on their progress, based on these observations, and talk to your pupil about how they view their progress. Then you can adjust the lesson content to meet your pupil's learning needs.
What should you do if you have to use the dual controls?
- Say nothing to preserve the pupil's confidence
- Make sure the pupil understands why it was necessary to use themRight answer
- Explain that it will be covered at the end of the lesson
- Say nothing and expect the pupil to understand why
If a serious incident occurs that requires you to use the dual controls, it's vital that the pupil fully understands what happened and how they could have avoided the situation or dealt with it better.
Why do you need to take time to identify your pupil's learning goals?
- To determine their range of general intelligence
- To determine how much instruction will be required to complete the course
- To help you and your pupil to agree the most effective learning planRight answer
- To confirm the final cost of their driver training
Taking time to establish a pupil's learning goals and needs provides you with the information you need to make an effective learning plan. It involves the pupil in the planning process, so the final product is something they have agreed to and engaged with.
What should you do if a pupil drives the rear wheels over the kerb when they turn left?
- Tell them that this fault can be avoided by first swinging out to the right
- Ask them to explain why they think this happenedRight answer
- Ignore the fault unless it happens again later
- Demonstrate how this was caused by turning the steering wheel too late
Learning is far more effective when a pupil can identify for themselves the reason why something has gone wrong. If they cannot work it out, you can help them to understand with an explanation or a diagram. When they understand the problem, the pupil should then practise this manoeuvre.
If you provide a demonstration of a skill in a lesson, how should you follow it up?
- With an opportunity for the pupil to practise the skillRight answer
- Encourage the pupil to search for online videos
- Encourage the pupil to ask other drivers to demonstrate the skill
- With the introduction of a new subject
Demonstration, where appropriate, is a valuable tool in the learning process. However, for it to be effective, a pupil must have an opportunity to raise any questions and check their understanding. They then need to practise this new skill.
What should you do if a pupil stops making progress in their learning?
- Be patient and slow down the pace of your instruction
- Discuss blocks to progress and develop strategies to overcome the blocksRight answer
- Go back to a different topic the pupil enjoyed and did well on to keep them interested
- Cancel their next few lessons and suggest they have lots of private practice
Learning is not always a continuous process. Sometimes pupils simply need time to consolidate learning before moving on. On other occasions there may be something blocking progress. You should work with the learner to understand what's happening and agree how to move on.
What's the term used to describe when associations are made with previously learned skills and knowledge?
- Learning plateau
- Transfer of learningRight answer
- Cognitive scaffolding
- Reflective practice
A transfer of knowledge is when links are made between previous experience and the new skills to be learned. For example, a pedestrian who can judge appropriate gaps in the traffic to cross the road can link this skill to turning right into side roads when they learn to drive. A good instructor will identify these links.