aaa driver improvement program™ instructor leader certification presenter name presenter title...
TRANSCRIPT
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Instructor Leader Certification
Presenter namePresenter titleXXXXXX, 2006
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Name? From? (Geographic and Business)
Traffic Safety Experience
Expectations of the Course
Introductions
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RestroomsEmergency ExitsSmoking PolicyEmergency ContactPhones, Beepers, E-mail AccessRefreshmentsSchedule
Introductions
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Course Information
40 Hour Instructor Certification Class
• Pass with at least a grade of 70% 70% Course Content Test 70% How to Drive Test 70% Presentation score Recertify every 3 years with 8 hour
course
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Instructor Leader Candidates
•Must have 88% or better on Instructor Certification Course
•Must be recommended and sponsored by AAA club
•Successfully complete 32 hour Instructor Leader Course
•Be observed by an experienced instructor leader
•Re-certify every three years
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Objectives
• Identify content and structure of the AAA Driver Improvement Program (DIP)
• Know the policies and procedures for the use of the AAA DIP
• Identify target population of the AAA DIP
• Identify the goal/objective of the Highway Transportation System (HTS)
• Define the driving task and describe the consequences of HTS failures
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Objectives
• Identify the need for driver training
• Define risk management and understand how to manage risk while driving
• Understand the importance of the principles of perception to the driving task
• Understand the physical, mental and emotional influences that affect driver performance
• Contrast the performance characteristics of vehicles using the HTS
• Demonstrate proficiency of classroom presentation and understanding of vehicle dynamics
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Policies
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Instructor Manual
Introduction Module Summaries Instructor Certification Materials Instructional Techniques Course Materials Checklist Handouts and Quizzes Handouts and Quizzes with Answers Module Content
• Introduction Insurance/Fleet 1st Offender Mature Operator
• Seeing Insurance/Fleet/1st Offender Mature Operator
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Instructor Manual
Communicating
Adjusting Speed
Margin of Safety
Your Vehicle
Driving Emergencies
You the Driver
• Insurance/Fleet/Offender
• Mature Operator
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Program Applications
Fleet training Driver license point reduction Court/DMV referral, interdiction Insurance premium reduction Risk management Professional development
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Administrative Procedures and Guidelines--Defining Roles AAA National AAA Clubs Instructors AAA Foundation
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AAA National
Created the DIP Updates and revises programs Standardized videos, manuals Certifies instructors and instructor leaders Coordinates with AAA clubs Helps gain recognition of program Audits certified lead instructors Safeguards use of AAA logo
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AAA Clubs
Serve specific geographical areas Determine how the programs are used Can restrict use to club only Assists certifying instructors Supplies instructors with materials Coordinates with AAA National Audits Certified Instructors Safeguards use of AAA logo
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Instructors
Certified to present all AAA DIP programs Must meet standards Motor Vehicle Registration (MVR)
requirements Meet certification requirements Class size, current materials Advise local AAA Club of schedule Maintain records Present Driver Improvement Programs
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Instructors
May not use orbit or oval The statement “[instructor name] is
certified to teach AAA’s Driver Improvement Program” in print, electronic, broadcast advertising, or other forms of advertising to describe training may be used.
Present at least twice a year Recertify every three years
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AAA Foundation for Traffic Safety Separate from AAA National and
AAA clubs Research Publishes results Videos Materials
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Program Presentation Format
Program is flexible Generally 8 hours Can be easily adjusted to meet
company or court needs from 4 to 16 hours
Allows for increased instructor involvement
Interactive, keeps participants engaged
Allows for inclusion of new material Constantly updated No annual instructor fees
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Review of DIP Program Key Traffic Safety
Concepts by Module
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Module 1
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Module Titles
Introduction (Risk) Seeing Communicating Adjusting Speed Margin of Safety Your Vehicle Driving Emergencies You the Driver
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Introduction
Populations
•Volunteers
•Mature Operators
•Traffic Offenders
•Fleet Operators
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Introduction
DIP Concepts
• Crash Prevention
• Specific Needs
• Breaking the Law
• Attitude Toward Participation
• Traffic Violations
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The Need for Driver Improvement
2004 NHTSA report On average, police reported that a
motor vehicle crash occurs every 5 seconds.
Someone is killed in a motor vehicle related crash every 12 minutes.
Note: Data is from (FARS) Fatality Analysis Reporting System and (GES) General Estimates System
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2004 Motor Vehicle Crash Data
Vehicle miles traveled – 2,962,513,000,000 (2.962 trillion)
All fatalities/100 million vehicle miles traveled – 1.44
All fatalities/100,000 population – 14.52
Aged 16-20 fatalities/100,000 population – 27.07
Note: Data is from (FARS) Fatality Analysis Reporting System and (GES) General Estimates System
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Odds of Traffic Situations
Events 200 per mile Decisions 20 per mile Errors 1 per 2 miles Near collisions 1 per 500 miles
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The Costs—2004
6,181,000 crashes• Fatal crashes 38,253
• Injury crashes 1,862,000
• Property damage crashes 4,281,000
Total Cost: $230.6 billion
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Mature Operators—Age 65 or Older• Presently there are more than 36 million Presently there are more than 36 million
people over 65 in United States.people over 65 in United States.
• For the first time in U.S. history, this age For the first time in U.S. history, this age group increased at a slower rate than group increased at a slower rate than the overall population.the overall population.
• Most fatalities (82%) occurred during Most fatalities (82%) occurred during daytime.daytime.
• Most fatalities (71%) involved another Most fatalities (71%) involved another vehicle.vehicle.
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Multiple Cause Crashes—Driver Error
Decision Errors 76.2%•Speed, false assumption, improper
technique, inadequate defensive driving, improper maneuver, inadequate signal, tailgating, misjudgment, pedestrian, no headlights, excessive acceleration
Recognition Errors 64.2%
• Failed to stop, delays in recognition
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Multiple Cause Crashes—Driver Error Performance Errors 38.6%•Improper evasive action, inadequate
directional control, overcompensation, panic
Other Human Factors 4.3%
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Fleet Crashes Cost
$25,000 per non-injury crash $85,000 per 1 million miles traveled $110,000 per injury $53.3 billion annually
• Source, NHTSA 1995 Human Cost of Crashes Study
Fleet-crashes represent 25% of all worker compensation claims.
A comprehensive safety program can save over $50,000 for every million miles traveled.
*State of Maryland
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Costs Connected with Crashes
Vehicle Damage•Mechanical and body
•Vehicle downtime
Personnel Hours Lost•Investigations, review boards, hearings,
suspension, injuries/deaths, litigation, funerals
Personal Injury•Worker’s comp., medical bills, hospital
visits
Delay in Service
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Lower Crash Rate Benefits
Improved Vehicle Condition
Better Employee Relations
Reduced Operating Costs
Improved Vehicle Appearance
Better Driver Attitude
Lower Driver Turnover
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Definition of Driving
Driving a motor vehicle consists of taking skilled and properly timed actions under varying road and traffic conditions based on :•Learned information•Realistic perceptions •Sound judgments
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Understanding and Applying the PDA Process
Perception Decision Action
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The process by which an individual receives or extracts information about the environment and attaches or assigns meaning to it.
Perception
• Before sensory impulses reach the reasoning center of the brain they take on the emotional characteristics of our values and personal needs. What we see is What we see is
filtered on the filtered on the way to our brain way to our brain by our emotions, by our emotions,
values and values and personal needs.personal needs.
In simpler words...
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Perception
Value elements—beliefs, attitudes, purposes, motives and interests “color’’ our perception of people and events.
As much as our values are realistic, our perceptions are realistic.
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Survey of Perceptions
30.4 percent of drivers feel that a crash is very unlikely. Unless a driver perceives highway driving as high-risk, it is difficult to motivate change in behavior.
Perceptions of Risk and ControlLikelihood of a crash Percent1 in 51 in 5 10.910.91 in 101 in 10 12.212.21 in 501 in 50 13.413.41 in 1001 in 100 16.516.51 in 5001 in 500 11.511.51 in 10001 in 1000 30.430.4Don’t KnowDon’t Know 5.1 5.1
Perceptions of Risk and ControlLikelihood of a crash Percent1 in 51 in 5 10.910.91 in 101 in 10 12.212.21 in 501 in 50 13.413.41 in 1001 in 100 16.516.51 in 5001 in 500 11.511.51 in 10001 in 1000 30.430.4Don’t KnowDon’t Know 5.1 5.1
“It will never
happen to me!”
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Survey of Perceptions
82.6 percent of drivers feel they have a lot, or almost total control of their car. Their perception is that they are at minimal risk for a crash of any kind.
Perceptions of Risk and ControlAmount of Perceived Control PercentAlmost total controlAlmost total control 37.437.4A lot of controlA lot of control 45.245.2Some controlSome control 15.115.1Very little controlVery little control 1.7 1.7
Perceptions of Risk and ControlAmount of Perceived Control PercentAlmost total controlAlmost total control 37.437.4A lot of controlA lot of control 45.245.2Some controlSome control 15.115.1Very little controlVery little control 1.7 1.7
“I’m good. Much better than the average driver!”
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Survey of Perceptions
Drivers who believe that risk is high, believe fault could lie with themselves. Conversely, drivers who believe risk is low are more likely to blame others, or expect bad luck.
Perceptions of Risk and ControlMost Likely Cause of a Crash PercentSomeone else’s driving error Someone else’s driving error 58.8 58.8Unavoidable bad luckUnavoidable bad luck 16.5 16.5Physical defect in car or road Physical defect in car or road 9.6 9.6My driving errorMy driving error 6.3 6.3OtherOther 6.1 6.1
Perceptions of Risk and ControlMost Likely Cause of a Crash PercentSomeone else’s driving error Someone else’s driving error 58.8 58.8Unavoidable bad luckUnavoidable bad luck 16.5 16.5Physical defect in car or road Physical defect in car or road 9.6 9.6My driving errorMy driving error 6.3 6.3OtherOther 6.1 6.1
“Nothing I could do.”
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Definition of Risk:
The Chance of Injury, Damage or Loss
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Assessing Risk When Driving
The amount of risk can seldom be determined with complete accuracy.
How would you respond?
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Factors to Evaluate for Better Risk Management Probability•What is the likelihood of a dangerous
event occurring?
Manageability•What is the manageability of the
dangerous event?
Consequences•Identify and consider alternative actions.
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Characteristics of Risk When Driving
Risk is always present
• Probability, Manageability, Consequences
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Characteristics of Risk When Driving Perceived risk differs from actual risk
• Probability, Manageability, Consequences
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Characteristics of Risk When Driving Risk is shared•Probability, Manageability, Consequences
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Characteristics of Risk When Driving
Risk can be altered
• Probability, Manageability, Consequences
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Reducing the Consequences of a Crash
Never hit head-on.
Drive off the road rather than skid off the road.
Hit something soft rather than something hard.
Hit something going your way.
Hit something stationary with a glancing blow.
Hit something stationary before hitting something coming toward you.
Steer right whenever possible.
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Reducing the Probability That a Dangerous Event Will Occur
Direct: Driver performance•Manipulative competence, maximizing
visibility, and vehicle performance
Indirect: Influencing behavior of other highway users
•Signaling, horn, obey traffic laws, do the expected, headlights, eye contact, position of vehicle, flashers, blind spots, reduce time of involvement
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Factors Affecting Decision Making and Risk Management
Laws of Learning•Recency
•Level of training
•Use
Transfer of Training•Classroom to car
•Vehicles
•Environments
Motivation•Attitudes, emotions, needs
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Factors Affecting Decision Making and Risk Management
Sensory Modalities•Sight, touch, movement, hearing, smell
and taste
Level of Awareness•Fatigue, physical wellness
Drugs•Over-the-counter, illicit, illegal, alcohol
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Seeing
Module 2
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Seeing
DIP Concepts
• Establishing a visual lead
• Checking to the sides
• Checking behind
• Compensating for impairments
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Principles of Visual Perception
Perception takes time and is selective The human is an integrated being Mental set Grouping
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Eye Trace--Principles of Visual Perception
Visual Habits--Scanning
3 - 4 4 - 5 6 - 7
years old years old years old
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Please read the statement below carefully.
“Finished file are the result of years of scientific study
combined with the experience of many”
Seeing Example
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Principles of Visual Perception
• Selective Search
• How many “F” did you see?3? 4? 5? 6? 7? 8? 9? 10?
Answer?
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Visual Search Categories
Highway
Non-Motorized Users
Motor Vehicles
Traffic Controls
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Visual Search Categories
* Fatals are by 100 Million Miles Traveled
Highways- 3,880,151 Miles
• Interstate highways
52,744 miles (1.3 fatalities)
• Urban streets
757,363 miles (1.8 fatalities)
• Rural highways
3,089,241 miles (3.0 fatalities)
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Vision Characteristics/Basic Visual Fields
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Vision Sightlines/Travel Paths
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Sightlines/Travel Path Characteristics
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Structure
RoadwayStructure
RoadwaySurfaces
RoadwaySurfaces
RoadwayFeatures
RoadwayFeatures
AtmosphereAtmosphereIntersectionsIntersections
Types of Input
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Managing Visibility, Time, and Space
20-30 second visual search
12-15 second visual control zone
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Factors Affecting Driver’s Ability to Detect Useful Information
Speed
FatigueAge
Alcohol
OtherDrugs
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Stand Still (0 MPH)Stand Still (0 MPH)
30 MPH30 MPH
Visual Reductions Due to Speed
45 MPH45 MPH
60 MPH60 MPH
Field of
Field ofVisionVision
Field of
Field ofVisionVision
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Sources of Glare
Sources of glare:•Vehicle headlights/oncoming or following
•Dirty and/or pitted windshield
•Light colored paper on dash
•Snow or ice on ground
•Driving into the sun/morning or evening
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Sources of Glare
Sources of glare continued:•Flood lights
•Misaligned head lights
•Failure to dim lights in fog, rain or snow
•Flashing lights of any kind
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Controlling Glare
Preventive Measures:
• Keep all windows and lights clean
• Keep all objects of reflective nature off the dash
• Adjust sun visors
• Adjust mirrors: inside mirror to night driving setting, outside mirrors to enhanced setting
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Controlling Glare
Preventative Measures:•Wear sunglasses on sunny days
•Adjust speed to accommodate reduced visibility conditions
•Adjust seat to a higher position
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Visual Changes and Compensations Vision changes as we age
• Eye muscles tire easily
• Eye muscles become rubbery
• Glare recovery slows
• Field of view shrinks
• Transparency of lenses decreases
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Visual Changes and Compensations
Vision changes as we age• Depth perception weakens
• Pupil size is reduced
• Visual acuity diminishes Static vs. dynamic
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Dynamic Visual Acuity
Charleston
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Dynamic Visual Acuity
Interstate “destination” signs have letters 16 inches tall•At 60 mph a driver should be able to
read clearly 9 seconds away.
•If it is readable at less than 5 seconds, then the driver has less than 20/40 visual acuity.
Charleston16”
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Visual Changes and Compensations
Vision changes as we age
• Dynamic depth perception worsens
• Dark adaptation is poorer
• Glare sensitivity increases
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Techniques for Improving Night Driving Vision and Safety
Adjust speed Keep your eyes moving Look to the sides Protect your eyes
from glare Keep windshields
and headlights clean
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Techniques for Improving Night Driving Vision and Safety
Use headlights wisely Make it easy for others to
see you Avoid driving at your
bedtime hour Select vehicles with
automatic day/night headlights (electrochromatic)
Increase following distance at night
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Module 3CommunicatingModule 3
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Communicating
DIP Concepts
• How drivers communicate with you.
• How to interpret road signs signals and markings.
• Communicating with other drivers.
• Communicating in special circumstances.
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Communicating
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Categories of Communication
Signs, Signalsand Markings
Vehic
les
HighwayEnvironment
Drivers
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Clues to Motor Vehicle Actions
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Pay Attention to Other Drivers
VISITOR
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Communicating to Other Drivers
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Traffic Signs
Red/White:
Prohibitive,Forbidden
Black/White:
Regulatory speed control
Black/White:
Regulatory signs
Yellow/Black:
General Warning
Orange/Black:
Construction Maintenance
Brown/White:
Recreation Scenic
Blue/White:
Guide
Service
Green/White:
Guide Directions
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Sign TypesRegulatory
Yield Signs
inverted triangle
Do Not Enter Signs
red circles on
square background
Stop Signs
eight-sided
and red
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Sign TypesRegulatory
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Sign Types Warning
Intersections
Traffic
Changes in width
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Sign Types Warning
Crossing
Conditions
Curves
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Sign TypesWarning
A merge sign warns drivers on the
freeway and those merging onto the
freeway. Both should adjust speed
and position to maintain safe flow..
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Sign TypesWarning--Special Shapes
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Sign TypesRoute Markers
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Shared Left Turn Lane
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Shared Turn Lane Reversible Lane Double Yellow
Pavement Markings
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Module 4Adjusting SpeedModule 4
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Adjusting Speed
DIP Concepts• Visibility and speed
• Surface conditions and speed
• Traffic and speed
• Driving distractions
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Judgmental Abilities
Spatial relationshipsEstimation of speed Evaluation of roadway Prediction of other’s
actions
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Risk Management
Increase response time
• Vehicle placement
• Speed adjustments
Increase vehicle control• Vehicle placement
• Speed reductions
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Assessing the Level of Risk
Separate elements
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Assessing the Level of Risk
Compromise
• Resolve possible responses to a single adjustment of speed or road position.
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Driving when Traction is Poor
The three factors leading to loss of vehicle directional control, skidding, can be classified under one or combination of three headings. They are:•Condition of the roadway
•Condition of the vehicle
•Action of the driver
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How Fast is Too Fast?
It is not how quickly you can get there if everything goes well, but rather how quickly could you respond if something goes wrong?
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Turning Miles Per Hourinto Feet Per Second
MPH X 1.5 = FPS•60 MPH X 1.5 = 90 feet per second
The distance from first to second base
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4-5 Second Stopping Zone
60 MPH = 90 feet per second x 4 secs. = 360 feet to stop or more than a football field
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Stop or Steer
• 3-4 seconds following distance (minimum steering zone)
• 4-5 seconds stopping zone (minimum braking zone)
• 12-15 visual control zone
• 20-30 second scanning zone
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Margin of Safety
Module 5
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Margin of Safety
DIP concepts• Margin to the front
• Margin to the sides
• Margin to the rear
• Margins in special circumstances
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A Margin of Safety
Ahead...Sides...Behind...Between
Visibility, Time and Space
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Non-Motorized Users
Expect to be challenged
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3 to 4 Second Minimum Following Distance
Measure between two fixed objects
3 seconds at lower speeds and heavy traffic
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Response Time
Factors Affecting Reaction Time• Age
• Fatigue
• Inattention
• Medication
• Drugs/Alcohol
• Emotions
• Visibility
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Reaction Time
Average .5Average .5
Range .2 to .9Range .2 to .9
Average 2.5Average 2.5
Range 1 to 7Range 1 to 7
Simple (motor response)
Complex (mental process)
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Passing at Different Speeds
Passing Vehicle 40 MPH
Vehicle Being Passed 30 MPH Oncoming Vehicle 40 MPH
0 2 5 10 15 19 19 15 10 5 0 Seconds
0 500 1000 1500 1710 2000 2500 3000 3500 Ft
0 2 5 10 13 13 10 5 0 Seconds
0 500 780 1000 1500 2000 2500 3000 3500 Ft
Passing Vehicle 60 MPH Oncoming Vehicle 60 MPHVehicle Being Passed 50 MPH
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Passing Larger Vehicles
Oncoming Vehicle 60 MPH
Passing Vehicle 60 MPH Vehicle Being Passed 50 MPH
Crash at 24-26 seconds
0 2 5 10 15 20 25 Seconds
0 500 1000 1500 2000 2500 3000 3500 Ft
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Module 6Your VehicleModule 6
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Your Vehicle
DIP Concepts• Pre-drive check
• Occupant protection
• Vehicle operation
• Safety technology and techniques
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Pre-Drive Check
Fluids Body damage Tires Debris
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Tire Inflation and Vehicle Control
For best control inflate tires to vehicle manufacturer’s recommended maximum
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Driver Seat Position
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Occupant Protection
Head 23 inches Chest 16 inches Pelvis 14.5 inches
Movement of belted occupant in 30 MPH crash
Based on 150-180 lb. male data
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Occupant Protection
Seatbelts save lives
Over 54% of fatalities were not wearing seat belts
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Occupant Protection
Wear lap belt low and snug on hips
Shoulder belt should cross over shoulder
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Occupant Protection
Everyone buckles up
Children under 13 ride in back
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Occupant Protection
Infant to 1 year and 20 pounds•Rear facing
Over 1 year and up to 40 pounds •Must be in an approved
child seat 4 to 8 years and up to 80
pounds •Should be in an
appropriate booster seat
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Myths
Ejection Fire and immersion Protect a child by holding on your lap Move away from point of impact
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Control and Information Devices
1
5
9
13
17
2
6
10
14
18
3
7
11
15
19
4
8
12
16
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Control and Information Devices
20
24
28
32
36
21
25
29
33
37
22
26
30
34
38
23
27
31
35
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Motor Vehicles
Vehicle Attributes
• Airbags
• Seatbelts
• Safety glass
• Power seats
• Color
• Size
• Head restraints• Door locks• Antilock brakes• Radial tires• Tinted windows• Daytime running
lights
• Electrochromatic mirrors
• GPS
• Traction control
• Night vision device
• Telematics
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Over a 15 Year PeriodVehicle Maintenance Data
Problem Defective Percent
Battery 27,135 20.4%
Lights 31,962 24.1%
Emissions 33,168 25.0%
Drive Belts 38,446 28.9%
Fluids 39,406 29.7%
Tires 56,168 42.2%
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Driving Emergencies
Module 7
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Driving Emergencies
DIP concepts
• Mechanical failure
• Refueling safety
• Off-road recovery
• Loss of traction
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Off-Road Recovery
Ease off accelerator and Stay Off the Brake•Why ease off accelerator?
•Is it OK to brake if vehicle has ABS on all four wheels?
Hold steering wheel firmly
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Off-Road Recovery
Line vehicle up with, and 12-to-18 inches from, road edge•What could happen if driver allows tires to scrub against road
edge?
Check oncoming and following traffic
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Off-Road Recovery
If traffic is clear, the shoulder is relatively smooth and the difference between the pavement and the shoulder is no more than four inches, return to pavement two wheels at a time. Turn steering wheel 1/8 to 1/4 of a turn back toward pavement.
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Off-Road Recovery
Why is it important to immediately counter-steer as the front tire touches the pavement edge?
Why not return all four wheels to the pavement in one movement?
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Off-Road Recovery
As front off-road tires touch the pavement, immediately counter-steer 1/4 to 1/2 turn and immediately back to center steer. Repeat steering procedure if all four wheels were off road.
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Skid Control
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Natural Forces Affecting Driving
Friction/adhesion Gravity Inertia
Kinetic energy Impact
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Three Stages of Traction
Static Rolling Sliding
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Suspension System and Vehicle Control
The tire with the least amount of weight will most likely lock up and skid
Importance of good shocks
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Vehicle Suspension Balance
Over 50% of occupant fatalities occur as a result of single vehicle crashes
Crashes involve improper steering or braking
Vehicle suspension balance – distribution of vehicle weight or the chassis
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Maintaining Vehicle Balance
Driver seating position/driver hand position
Changing vehicle load
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Vehicle Traction
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Courtesy of Goodyear and ADS
Vehicle Balance (Tire Patch)at Rest or No Acceleration
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Courtesy of Goodyear and ADS
Changing Vehicle Balance Front to Rear (Tire Patch), Acceleration Straight Ahead,. 3G
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Courtesy of Goodyear and ADS
Changing Vehicle Balance Rear to Front (Tire Patch), Braking Straight Ahead, .3G
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Courtesy of Goodyear and ADS
Changing Vehicle Balance to the Sides (Tire Patch), No Acceleration, .3G
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Braking Distance
Threshold Braking Technique
Antilock Braking System
Stabbing/Jabbing Brake Method
Locked Brake Method
Traditional Pumping Method 180-200
150-180
120-130
110-120
BRAKING
DISTANCE
@ 60 mph
Dry, level surface comparisons
130-150
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Skid Control
Look and steer where you want to go
Do not shift to neutral, steer, threshold brake
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Push-Pull Steering: 8 & 4 or 7 & 5
Push-Pull Techniques1) Push up while the
other hand slides up
2) Pull down while the
other hand slides down
3) Return to original position
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Reducing Consequences of a Collision Safety belts and airbags Locate and secure loose
articles Anti-lock brakes (ABS) Head restraints Locked doors
When a collision is inevitable and you have a choice, select an impact with the least consequences
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Range Exercise Schematics, Layout / Description
Figure eight
Blocked lane
Serpentine
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Practical Application
Purpose of range exercise• Steering
• Braking
• Visual target Range etiquette• Headlights
• Seat belts
• Riders
• Cone replacement Range set-up
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Figure Eight Exercises
Push-Pull SteeringIn this exercise the student will experience the comfort and control of the push-pull steering method.
Look and SteerStudents will be coached to look in the direction they would like the car to go.
Brake in a CurveStudents will experience weight transfer as well as the effects of understeer and oversteer.
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Figure Eight
Figure 8• Push-pull steering
• Look and steer
• Brake in curve
• Understeer / oversteer
180’
100’40’
40’
10’
40’
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Blocked Lane Exercise
Steering vs. Braking Students will evaluate the effectiveness of a one-second steering maneuver as opposed to a four-second stopping maneuver to avoid collisions.
Separate Brake and SteerStudents will experience increased car control by completing their steering maneuver prior to applying the brakes.
Also incorporates the learned skills:• Steering
• Look and steer
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• Steering• Steering vs. Braking• Vision/Searching• Separate Brake and Steer
10’10’
10’
’
45’45’ 100’
190’
Blocked Lane30’
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Serpentine Exercise
Steering
Demonstrates effectiveness of the lower hand grip position and its value in emergency evasive maneuvers.
Weight Transfer
Students will experience the effects of lateral (side-to-side) weight transfer.
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• Steering• Weight Transfer
70’ 45’ 45’ 45’
295’
45’ 45’
Total distance of range exercise
Serpentine
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Recommended Range Equipment Sixty (60) 18” to 24” cones One (1) 100’ tape measure Marking chalk Safety zone orange vests
(1 for each person) Cooler with water Two-way radio
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You, the Driver
Module 8
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You, the Driver
DIP Concepts• Alcohol facts
• Other drugs (illegal or
illicit)
• Fatigue
• Emotions
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Do they all pack the same punch?
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Alcohol per Serving
12 ounce beer 1-12 ounce beer x 4.8% = .58 ounces of pure alcohol
4 ounce glass of wine 4 ounce glass of wine x 12% = .48 ounces of pure alcohol
1 ounce shot of 80 proof alcohol 1 ounce shot of whiskey x 40% = .40 ounces of pure alcohol
12 ounce wine cooler 1-12 ounce wine cooler x 5% = .60 ounces of pure alcohol
They are not all the same!!!
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Alcohol:
It’s a stimulant It has nutrients It increases mental and
physical ability Same amount of alcohol
effects everyone the same way
Any will cause bodily injury
There are ways to quickly sober up
It is a depressant It has calories It decreases mental and
physical ability Same amount affects
individuals differently Excessive amounts
cause injury Time is the only way to
sober up
The Myths The Facts
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Alcohol: In/Out
Factors:
• Gender, Weight, Consumption, Time
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Elimination Rate
ABSORPTION > ELIMINATION >
BAC
0.00
0.05
0.10
0.15
0.20
9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1
STOPSDRINKING –
1:30
.16 = PEAK – 2:00
.08 = INTOXICATED
LEGALLY – 7:30
.05 = IMPAIRED – 9:30
Elimination = .015% per hour
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Alcohol and Your Brain
When drinking rate exceeds elimination rate, brain becomes sedated
• Sequence of mental growth
Vital functions
Muscle control
Higher learning center
• Progression of alcohol’s sedative effects
Higher learning center
Muscle control
Vital functions
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Alcohol: Three Defenses
Consumption Rate Time Food
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Alcohol: Probability of a Collision .00 BAL= 1/1 Collision Risk
.10 BAL= 7/1 Collision Risk
.15 BAL= 25/1 Collision Risk• 33% of all traffic fatalities are at .15 or
more.
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Where the Law Draws the Line
Legally Sober
Weakened Inhibitions
Emotional Instability
Mental Confusion
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Alcohol: The Law
Admin Per Se Law•Immediate license suspension
.08 and above (some states still at .10)
Implied Consent• Agreed to test on license application
Some states have teen zero tolerance– Teen or CDL holder
» .00 .02 .04
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Drugs: Categories
Non-Prescription
Prescription
Illegal or Illicit
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Drugs: Types
Stimulants
Hallucinogens
Depressants
Narcotics
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Temporary Illness
Headache
Allergies
Cold/Flu
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Depressants
Alcohol (booze)
Analgesics (pain pills)
Anti-diabetics (sugar medicine)
Barbiturates (downers)
Sedatives (ludes)
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Hallucinogens
Cannabis (pot)
Lysergic Acid (LSD/acid)
Mescaline and Peyote (mesc)
Phencyclidine (PCP)
Inhalants (fumes)
Psilocybin (shrooms)
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Stimulants
Amphetamines (speed)
Caffeine (soft drinks/chocolate/coffee)
Nicotine (tobacco)
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Narcotics
Cocaine (crack/coke)
Opiates (codeine/heroin/morphine)
Designer Drugs (Ecstasy/XTC)
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Fatigue
Weariness from labor (physical) or stress (mental).
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Fatigue: Types
Normal• Circadian rhythms
Sleepiest between 12pm-6am and 1pm-3pm
Mental• Types
Fatigue caused by disease• Types
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Fatigue: Physical Symptoms
• Tired muscles
• General bodily sensations
• Sleepiness
• Tired feeling in head
• Pains in back and head
• Pain and soreness in muscles
• Stiffness in joints
• Swelling of hands and feet
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Fatigue: Mental Symptoms
• Inability to keep fixed attention
• Impaired memory
• Failure to grasp new ideas
• Difficulty in reasoning
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Fatigue: How Do You Delay It? Avoid long drives Avoid leaning forward Change drivers Keep eyes moving Adjust temperature Avoid anger
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Stop for a Rest
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Emotions: Road Rage
Understand your own emotions Identify situations that upset you Plan trips Expect others to make mistakes Do not underestimate the other drivers
capacity for mayhem
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Road Rage
Emotions are contagious Direct emotions to actions not
individuals Delay driving when upset Unwind Ask someone else to drive
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Road Rage Tips
Do not make eye contact with an aggressive driver
Do not make obscene gestures Use your hour sparingly and
specifically Do not block the passing lane Do not switch lanes without signaling Use turn signals all the time
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Road Rage Tips
Avoid blocking the right-hand turn lane
Do not take more than one parking space
If you are not disabled, do not park in a disabled space
Do not allow your door to hit the parked car next to you
Do not tailgate
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Road Rage Tips
If you travel slowly, pull over and allow traffic to pass
Avoid unnecessary use of high beam headlights
Do not stop in the road to talk with pedestrians or other drivers
Do not inflict loud radio or music on neighboring cars
Do not let the car phone distract you
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Facilitation of the Class
AAA Driver Improvement Program
Teaching Methods
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Overview
What is it? How it’s done! Selection and planning factors Organizing discussion Conducting a guided discussion
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How It’s Done!
Instructor MUST carefully plan the lesson to reach the desired learning outcomes.
Students share information, experiences and opinions with each other.•The flow of communication is a transaction
among all the students – not a recitation!
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Selection and Planning Factors
Lesson objectives Group size Time available Instructor personality Establishing a common base for
discussion Use of a problem Planning the room arrangement
Proper selection of the following factors contributes to the success of your class.
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Lesson Objectives
Use guided discussion for more complex cognitive and affective objectives.•Group discussion promotes the
understanding of concepts and the development of problem solving skills.
Effective for subjects with a low degree of consensus among authorities.•Through discussion, students begin to
understand the controversy and differing points of view.
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Lesson Objectives
Needs of students•If students need to develop critical
thinking skills, guided discussion is perfect.
Effective for changing students attitudes and their behavior.•When students make a public
commitment in a discussion, they are more apt to follow through with a change in behavior.
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Time Available
Be aware of group size in relation to amount of class time.•As group size increases, so should
discussion time.
Each student should have enough time to discuss their positions.
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Instructor Personality
Key to success is flexibility!Instructor must: •Adapt to students.
•Have confidence in ability to use questions well.
•Keep track of arguments and scattered points.
•Follow twists and turns of discussions.
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Establish a Common Base for the Discussion
Students need to have at least a basic knowledge level on a discussion topic.•Lectures, programmed texts, films all
provide basic knowledge.
Guided discussions should be based on material in that block of instruction.
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Use of a Problem
Providing students with a problem enables them to sustain a worthwhile discussion.
Should not use a case study – this is too complex!
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Planning the Room Arrangement
Circular arrangement is best.•No one is placed in a position of
dominance.
•Each member can establish direct eye contact with each of the other members.
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Organizing the Guided Discussion
Introduction
Development
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Introduction
Attention Motivation Overview steps•Pinpoint topic of discussion.
•Show visually – handouts, whiteboard, overhead.
•Define terms or concepts.
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Development
Lead-off Question•Calls for definition of a concept.
“How would you define risk?”
•Focus on attributes of a concept. “What behaviors signal that someone is
intoxicated?”
•Rephrase principle into “how” or “why.” “Why is managing risk important?”
•Based on a key supporting point. “Describe why picture A has a high level of
risk.”
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Development
Follow-up Questions•Ensure that characteristics, examples,
and non-examples of the concept are developed.
•Use questions with “how,” “why,” and “what effect.”
Do not use for knowledge level facts.
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Development
Anticipated Responses (AR)•Make a list of AR from students.
This forces the instructor to think about possible answers that students will give.
Example: List student responses on an overhead while teaching. This records the information for later use, and it prompts more discussion.
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Development
Transitions•Good transitions review the key points
just covered, remind the students of the central idea, and introduce the next point.
Planned Summaries•Comprehensive summaries occur after
each main point.
•Develop primarily from student contributions.
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Development
Conclusion•Remotivation
•Closure
•Summarize
•Offer additional support materials Examples, statistics or expert
testimony
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Conducting a Guided Discussion
Avoid biasing the discussion
Avoid encouragement of yielding
Avoid withholding crucial information
Avoid sticking to a dead topic
Controlling Questioning Summarizing Know when to
intervene Deal with non-
participation Deal with hurt
feelings
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Controlling
You define your role•Limit yourself to questioning, clarifying,
probing, and summarizing.
•Judge quickly and accurately when intervention is necessary.
•Lines of communication should flow among students.
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Questioning
Leadoff Questions•Give students time to respond.
•Ask one question at time.
•Ask open-ended question.
Spontaneous Questions•Can help to get class back on track.
•Used to seek clarification or to probe for more information.
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Summarizing
Occurs after discussion of main points. Use ideas developed from the group which
support achievement of your objectives. Introduce support material.
Avoid crediting students by name for their contributions or making quality judgments about various responses.
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Knowing When to Intervene
If discussion goes off topic, briefly summarize and ask a spontaneous or follow-up question to get back on track.
If a pause is too long•Students may be confused.
•The question was not clear.
•Students have nothing to add.
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Knowing When to Intervene
Students may state an error•Allow other students to help correct the
error.
•Ask a probing question.
•Ask student to clarify.
Do not let the error stand!
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Knowing When to Intervene
Fallacies•Black and white
Students may be divided on two extremes of an issue.
•Stacking the evidence Students distort or arrange facts in a special
way.
•Misuse of an analogy Should not be used to prove a point.
•Hasty generalization Generalizations made with insufficient
evidence.
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Dealing with Non-participation
Tolerate silences Rephrase a question Make new comments, then ask a new
question Focus on the quiet students•Ask direct or relay questions.•Tie the ideas from quiet students to other
ideas, and refer back to them frequently.
Positive reinforcement encourages non-participants to join the discussion.
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Dealing with Hurt Feelings
Rule personal attacks out of order. Instructor should behave in a rational and
non-emotional way to criticisms of their own ideas.
Sarcasm and ridicule have no place
in a guided discussion!
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Avoid Biasing the Discussion
Instructors have influential power in the classroom.•Be careful that students are not
conforming to what the instructor wants.
•Using your own opinions may force students into agreement.
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Avoid Encouragement of Yielding
Encourage minority points of view.
Do not insist on unanimity of opinions.•You don’t want students to agree just to
settle the matter.
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Avoid Withholding Crucial Information
Do not use your own expertise if your only goal is to enhance your own image.
Only use when the group will profit from it.
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Avoid Sticking to a Dead Topic
A dead topic is one which no longer helps to achieve the learning objective.
Signs of a dead topic:•Long periods of silences
•Repetition of points
•Boredom
•Inattention
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Evaluating the Discussion
Ask questions like•“Did the students have the required
knowledge to discuss the topics?”
•“Should the reading assignments be changed?”
•“What were the lines of communication?”
Formal evaluations come from tests.
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Improving Instructional Technique
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Improving Instruction
Plan and be prepared
Apply adult learning concepts
Teach to all learning styles
Effective use of visual aids
Use facilitator checklist
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Types of Learning
Domains of learning
• Psychomotor
• Cognitive
• Affective
Training requires all three domains
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Types of Learners
Imaginative
Analytical
Practical
Dynamic
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Lesson Map
Instructional planning Introduction Attention Motivation Overview Instructional content Conclusion
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Instructional ContentPersonal Preparation
Objectives
• Learned capability
• Condition
• Standard
Instructor guide (IG)
• Personalize
Additional training aids
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Delivery
Body language
• Eye contact
• Gestures
• Pacing
Instructor voice
• Tone
• Conversational
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Time Management
Importance Introduction and conclusion Questions and interruptions The unexpected Lesson filler
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Lecture
Demonstration – Performance
Guided Discussion
Facilitation
Types of Presentation
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Please Remember
Complete all paperwork
Visit instructor web site
Collaborate with local club
Familiarize yourself with the order process
Keep records up to date