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ADTSEA Conference 2014
Higher Ed Division
Robin Bordner Michigan Traffic Safety
Gay Ching Hawaii State Cadre
Michigan’s Instructor Prep. Program
Driver Education Improvement Act 2006 3 Phase Implementation of PA 384 Implementation complete by Dec. 2008 Follow ADTSEA 3 course program Student Teaching – additional 4th course
Recent Activity: January 2014 all programs transitioned to
ADTSEA 3.0 Curriculum for DTA class
General Needs of the Instructor Candidate
Dealing with the Non-Teacher. Common attitude “I drive, I can teach it” Not a commitment to the discipline. People looking for a part time job.
Most are the Hands-On type learner
Class #3 Developing Vehicle Skills
Useful activities for the IC: Drive, Seek, & Find Objective: to get the IC out on the local
streets, see what is available, identify unique traffic situations
Pre-Assessment Plan Objective: give IC awareness of the value of
parking lot exercises for pre-assessment, teaching, and post-assessment
Drive, Seek, & Find
In class power point review of 5 BTW environments,
Identify the characteristics of each
Review 6 BTW Modules required in the Michigan Curriculum Guide
Identify the 5 environments on local map, iPad, iPhone, or tablet
Drive, Seek, & Find
Take a road trip in one environment with a partner – Drive
Look for components REQUIRED to be taught & additional situations – SEEK
List the situations/components & street name and return to classroom - FIND
Drive, Seek, & Find Unique finds:
Shared left turn lane Michigan Left Turn Blvd. / divided street Roundabout / traffic circle Hill parking Single Point Freeway interchange Complex Urban intersections
Note: speed limit, lane configuration, etc
Drive, Seek, & Find
Begin to build route
ID what skills or components to include ID what route in which to teach the skill
Considerations: Skills previously learned Traffic mix & type of vehicles Time of day & length of route
Drive, Seek, & Find
Process Pick a partner based on route interest Identify the situations available in that
environment Develop the “Draft Route”, create the
written route plan Drive the planned route with their partner
1-2 times
Drive, Seek, & Find Return to the classroom for power point review of:
Giving Directions Taking Control of the Vehicle Using the In-Car Record Form Creating a Final Assessment Route Drive the route, practice giving directions, practice teaching route to another group.
Drive, Seek, & Find
This activity gives the Instructor Candidate:
Knowledge of designing routes that allow REQUIRED objectives to be taught.
Understanding of building a route using the local traffic situations.
Awareness of the need for repetition & becoming very familiar with each route.
Pre-Assessment Plan
Conducted before any BTW instruction takes place.
In-class review of possible skills that can be assessed in the parking lot.
Review of the Preliminary Driver Skill Audit Exercises (T. Kline, EKU) handout.
Pre-Assessment Plan Instructor tool to assess the very basic skills
before entering the traffic mix.
Lay out like an obstacle course.
Can be used during future lessons for instruction purposes.
Can be used on last drive to assess and show improvement.
Pre-Assessment Plan
Process Each Instructor Candidate
is given the exercise handout. Identify at least 4 basic skills that could be
assessed before in-car instruction begins. map the exercises on a flip chart. Give directions & the pathway to follow. Answers questions from other IC.
Pre-Assessment Plan
This activity gives the Instructor Candidate:
Awareness of the beginning skill level of each Novice Driver.
Prevents any unforeseen first drive errors. Additional uses of the parking lot area
available to them (large or small) for a pre-assessment, teaching lesson, and post-assessment.
ADTSEA 2014
Higher Ed Division Workshop
The End
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