The 17 competencies / Teaching and learning strategies / Competency 11
ADI Part 3: getting the pupil to analyse problems
The form asks: Was the pupil encouraged to analyse problems and own their learning?
Give the pupil the time and space to work things out, which means you need to stop talking. DVSA also accepts that some pupils need time to reflect, so answers don't always have to come on the spot.
What earns marks
- Time, in a safe place, to explore problems
- Prompt analysis after risk-critical moments
- Strategies such as examples or further reading
- The pupil feeling responsible for their own learning
What loses marks
- The pupil feeling you controlled the learning
- Not trying other ways to tackle a problem
- Unsuitable or incorrect input
The common mistake: Asking "why did that happen?" and answering before the pupil speaks. Count to five in your head after every question.
Go deeper
Chapter 13 of The 17 Competencies covers this competency in full: what a low and high score look like, common mistakes, and a rehearsal drill for your real lessons. Or score your last lesson on all 17 competencies, free.
Based on DVSA's guidance for examiners (section 3.24) and the Part 3 report form. Applies to Part 3 and the Standards Check.
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