Section 1 Assessment: Lesson Planning

ADI Part 3 Training
Lesson 10: Key Points & Knowledge Check.
Section 1 Assessment: Lesson Planning

Time limit: 0

Quiz Summary

0 of 21 Questions completed

Questions:

Information

You have already completed the quiz before. Hence you can not start it again.

Quiz is loading…

You must sign in or sign up to start the quiz.

You must first complete the following:

Results

Quiz complete. Results are being recorded.

Results

0 of 21 Questions answered correctly

Your time:

Time has elapsed

You have reached 0 of 0 point(s), (0)

Earned Point(s): 0 of 0, (0)
0 Essay(s) Pending (Possible Point(s): 0)

Categories

Not categorized 0%

REVIEW & RETRY

Nearly There

Review the questions you found difficult, revisit the relevant modules, then try the assessment again.
SECTION 1 COMPLETE

Great Work

You have passed the Section 1 assessment and demonstrated a good understanding of lesson planning, support, prompting, adaptation and independence.

Review
Answered
Correct
Incorrect

Question 1 of 21

1. Question

Why is “Today we are going to do roundabouts” a weak lesson goal?

It names a topic but does not identify the specific skill to improve
Correct Incorrect Correct answer

It is too difficult for most pupils
Correct Incorrect Correct answer

It gives the pupil too much responsibility
Correct Incorrect Correct answer

It should only be used with experienced pupils
Correct Incorrect Correct answer

Correct

Incorrect
Question 2 of 21

2. Question

A pupil says they want to work on roundabouts. What should the instructor do before deciding the lesson goal?

Start practising roundabouts immediately
Correct Incorrect Correct answer

Give a full explanation of MSPSL
Correct Incorrect Correct answer

Identify the specific skill or difficulty the pupil needs to develop
Correct Incorrect Correct answer

Choose the busiest roundabout available
Correct Incorrect Correct answer

Correct

Incorrect
Question 3 of 21

3. Question

A pupil is new to a skill and cannot yet manage it independently. Which level of support is most appropriate?

Independent practice
Correct Incorrect Correct answer

Reflective prompting only
Correct Incorrect Correct answer

Silence
Correct Incorrect Correct answer

Full talk-through
Correct Incorrect Correct answer

Correct

Incorrect
Question 4 of 21

4. Question

The pupil has managed several attempts well with prompts. What is the best next step?

Keep using the same amount of prompting for the rest of the lesson
Correct Incorrect Correct answer

Stop all support without discussion
Correct Incorrect Correct answer

Review the support with the pupil and reduce it if appropriate
Correct Incorrect Correct answer

Return to full talk-through
Correct Incorrect Correct answer

Correct

Incorrect
Question 5 of 21

5. Question

What is the main purpose of agreeing a job share before practice begins?

To decide who controls the car
Correct Incorrect Correct answer

To prevent the instructor from intervening
Correct Incorrect Correct answer

To make the pupil’s responsibilities and the instructor’s support clear
Correct Incorrect Correct answer

To make the lesson shorter
Correct Incorrect Correct answer

Correct

Incorrect
Question 6 of 21

6. Question

What is the main purpose of prompting?

To tell the pupil exactly what to do
Correct Incorrect Correct answer

To keep the instructor in control of every decision
Correct Incorrect Correct answer

To help the pupil think and make decisions with the right level of support
Correct Incorrect Correct answer

To avoid using full talk-through altogether
Correct Incorrect Correct answer

Correct

Incorrect
Question 7 of 21

7. Question

A pupil understands the skill but still needs help recognising when to act. Which type of support is most appropriate?

Guided prompting
Correct Incorrect Correct answer

Full talk-through
Correct Incorrect Correct answer

Complete silence
Correct Incorrect Correct answer

Physical intervention
Correct Incorrect Correct answer

Correct

Incorrect
Question 8 of 21

8. Question

A pupil is coping well and becoming more independent. What should the instructor usually consider doing?

Increase the amount of prompting
Correct Incorrect Correct answer

Call it a day and tell the pupil they are test ready
Correct Incorrect Correct answer

Return to full talk-through
Correct Incorrect Correct answer

Reduce the level of support
Correct Incorrect Correct answer

Change the lesson goal immediately
Correct Incorrect Correct answer

Correct

Incorrect
Question 9 of 21

9. Question

Why is reflection important during a lesson?

It gives the instructor time to rest
Correct Incorrect Correct answer

It allows the pupil to avoid difficult situations
Correct Incorrect Correct answer

It helps decide whether support should stay the same, increase or decrease
Correct Incorrect Correct answer

It replaces the need for practice
Correct Incorrect Correct answer

Correct

Incorrect
Question 10 of 21

10. Question

A partly trained pupil is struggling to remember the MSPSL routine. Which prompt is most appropriate?

Are you happy with that decision?”
Correct Incorrect Correct answer

What comes next in MSPSL?”
Correct Incorrect Correct answer

“Deal with this one independently.”
Correct Incorrect Correct answer

“I’ll stay completely silent.”
Correct Incorrect Correct answer

Correct

Incorrect
Question 11 of 21

11. Question

Which prompt is most suitable for a trained pupil who should be taking more responsibility?

“Brake now.”
Correct Incorrect Correct answer

“Check your mirrors, signal, position and slow down.”
Correct Incorrect Correct answer

“What made you choose that position?”
Correct Incorrect Correct answer

“I’ll talk you through the next one.”
Correct Incorrect Correct answer

Correct

Incorrect
Question 12 of 21

12. Question

A nervous pupil becomes overwhelmed when meeting oncoming traffic. What is the best response?

Increase the pace of the lesson
Correct Incorrect Correct answer

Give several instructions at once
Correct Incorrect Correct answer

Slow the situation down and give the pupil time to think, Bite sized chunks.
Correct Incorrect Correct answer

Remove all support immediately
Correct Incorrect Correct answer

Correct

Incorrect
Question 13 of 21

13. Question

A confident pupil is making decisions quickly but not always leaving enough space. Which approach is most appropriate?

Avoid questioning them because they are confident
Correct Incorrect Correct answer

Return immediately to full talk-through
Correct Incorrect Correct answer

Use questions that challenge their judgement and decision-making
Correct Incorrect Correct answer

End the lesson goal and move to another topic
Correct Incorrect Correct answer

Correct

Incorrect
Question 14 of 21

14. Question

Why might an instructor deliberately remain silent during part of the lesson?

To see whether the pupil notices they have stopped talking
Correct Incorrect Correct answer

To reduce their own workload
Correct Incorrect Correct answer

To give the pupil an opportunity to demonstrate independent learning
Correct Incorrect Correct answer

To avoid responsibility for the driving situation
Correct Incorrect Correct answer

Correct

Incorrect
Question 15 of 21

15. Question

Why is saying “I’ll help if needed” usually not enough when agreeing the job share?

It gives the pupil too much information
Correct Incorrect Correct answer

It means the instructor cannot intervene
Correct Incorrect Correct answer

It does not clearly explain what the pupil is responsible for or what support the instructor will provide
Correct Incorrect Correct answer

It should only be used with experienced pupils
Correct Incorrect Correct answer

Correct

Incorrect
Question 16 of 21

16. Question

Which of these is the best example of a light prompt?

“Brake now and look right.”
Correct Incorrect Correct answer

“Check your mirrors, signal, position, slow down and look.”
Correct Incorrect Correct answer

“Mirrors?”
Correct Incorrect Correct answer

“I’ll do this one for you.”
Correct Incorrect Correct answer

Correct

Incorrect
Question 17 of 21

17. Question

A pupil is approaching a junction too quickly. When is a prompt most useful?

After the pupil has already passed the junction
Correct Incorrect Correct answer

At the very last second
Correct Incorrect Correct answer

Early enough for the pupil to recognise the problem and adjust safely
Correct Incorrect Correct answer

Only after the instructor has used the dual controls
Correct Incorrect Correct answer

Correct

Incorrect
Question 18 of 21

18. Question

After making a safety intervention, what should the instructor normally do?

Ignore it and continue driving
Correct Incorrect Correct answer

Tell the pupil they failed the exercise
Correct Incorrect Correct answer

Calmly explain why the intervention was needed and help the pupil reflect on what could have been noticed earlier
Correct Incorrect Correct answer

Take over the driving for the rest of the lesson
Correct Incorrect Correct answer

Correct

Incorrect
Question 19 of 21

19. Question

Which statement best describes the relationship between client-centred learning and safety?

The pupil should always be allowed to make their own mistakes
Correct Incorrect Correct answer

The instructor should avoid intervening because it reduces independence
Correct Incorrect Correct answer

The instructor should encourage pupil responsibility while still intervening when safety requires it
Correct Incorrect Correct answer

Client-centred learning means the pupil decides whether an intervention is necessary
Correct Incorrect Correct answer

Correct

Incorrect
Question 20 of 21

20. Question

A pupil understands the skill, is usually making the correct decisions, but occasionally needs a small reminder. What level of support is most appropriate?

Full talk-through
Correct Incorrect Correct answer

Direct instruction
Correct Incorrect Correct answer

No support under any circumstances
Correct Incorrect Correct answer

A light prompt
Correct Incorrect Correct answer

Correct

Incorrect
Question 21 of 21

21. Question

At the end of a lesson, which question is most useful for the instructor to ask themselves?

Did we cover enough different roads?
Correct Incorrect Correct answer

Did I give enough instructions?
Correct Incorrect Correct answer

Did the pupil enjoy every part of the lesson?
Correct Incorrect Correct answer

Can I show that the pupil learned something, rather than simply being guided through the lesson?
Correct Incorrect Correct answer

Correct

Incorrect

Quiz Summary

Information

Results

Results

Categories

Nearly There

Great Work

1. Question

2. Question

3. Question

4. Question

5. Question

6. Question

7. Question

8. Question

9. Question

10. Question

11. Question

12. Question

13. Question

14. Question

15. Question

16. Question

17. Question

18. Question

19. Question

20. Question

21. Question