As with any industry “jargon” is frequently used, the ADI qualification process has its fair share. On this page you will find some of the common acronyms and abbreviations that you are likely to encounter.
ABS
Anti – lock Braking System
ADI
Approved Driving Instructor
ADI 21AS
Record of Additional Supervision – If you have chosen supervision as an alternative to additional training this must be completed to maintain a trainee licence in Great Britain.
ADI 21AT
Record of Additional Training – required to maintain a trainee licence in Great Britain. Must be completed before your first attempt at part 3 or within the first 12 weeks of your trainee licence – whichever is sooner!
ADI 21S
Record of Supervision – used as an alternative to additional training for maintaining a trainee licence in Great Britain.
ADI 21T
Record of Training – required to obtain a trainee licence in Great Britain.
ADI 3
Application for Registration as a Potential Driving Instructor
ADI 3L
Application for Trainee Licence to give instruction
Affective Domain
Attitudes. The part of the brain that deals with emotions and attitudes is known as the Affective Domain. It takes more than knowledge and physical ability to carry out a task properly- an individual’s attitude must also be correct. For example: a speeding pupil may know, when asked, that the speed limit is 30mph, he may be able to physically get the car to abide by the limit – but does he want to? You cannot force someone to change their attitude, behavior or motivation, the harder you try, the more they will tend to resist. People often change their attitude when they are persuaded by good example or when they can understand the consequences or effect of their actions on others.
Aim
A broad statement of intent This appears to be the same as an objective, but used in an instructional sense, it is not so well defined. For example, an objective might be that a pupil is able to reverse into a limited opening. The aim is to do it perfectly. The objective should and indeed will be reached, but the aim may not be, as the pupil may need a lot more practice than there is time for that lesson.
Alert – Direct – Identify (ADI)
This is the recommended method of directing a pupil during a driving lesson. Alert, ‘I would like you to’ – Direct, ‘turn right’ – Identify, ‘at the junction ahead’. Alert, ‘At the roundabout ahead’ – Direct, ‘take the road to the right’ – Identify, ‘it’s the third exit’.
Anti-lock Braking System (ABS)
Barriers to communication
Anything that stops you communicating with your pupil is a barrier. They may be “intrinsic” or “extrinsic”, but you need to be aware of them and overcome or avoid them wherever possible. The biggest single barrier is usually the environment – the place you choose to conduct a lesson can be more important to the pupil’s ability to learn than anything else.
Biting Point
This is the term used to describe the point at which the clutch plates just begin to meet when raising the clutch pedal. At this point the engine tone changes and the front of the car may lift. (The rear if in reverse gear) this will hold the car in position (see holding point)
Blind Spots
Areas not covered by the car mirrors or caused by the style of the car bodywork (e.g. Pillars)
Block gear changing
Selecting the most appropriate gear for the situation and/or speed of the engine rather than changing up & down through each gear in turn.
Blue Badge holders
These are people who are diagnosed as severely disabled and qualify for parking concessions. The qualifying disability would usually be one that in some way caused a difficulty for a person when walking. It should be noted that a Blue Badge may be held by a non-driver but can be used on their behalf by someone driving them. For instance, someone with walking difficulties who is also blind would qualify for a Blue Badge but could not hold a driving licence.
Blue Badge holders – Parking
Where a parking bay is marked for disabled use, this means it has been reserved for Blue Badge holders only. The term ‘Blue Badge holder’ is sometimes used instead of disabled.
BOB
Boy On Bike – a humorous way to remember to check the nearside door mirror before turning. There could be a bicycle approaching. (see TOM)
Brake fade
The term used to describe the condition when the brakes of a vehicle lose their efficiency due to overheating. There are generally two types of brakes fitted to modern cars. Disc brakes and Drum brakes. You may have ridden a bicycle before and know from this that when you squeeze the brake lever, the brake pads squeeze the rim of the wheel and cause you to slow or stop. This is similar to the effect that occurs when you squeeze the foot brake of a car that has disc brakes fitted Disc brakes are less susceptible to “brake-fade” than drum brakes due to their brake pads not being so enclosed and therefore are more effectively cooled. If vehicle’s brakes are applied for long periods of time, perhaps during a hill descent, then the heat generated by the friction between the brake pad and disc or drum will cause the hydraulic fluid in the braking system to get extremely hot. This in turn can cause gas bubbles to occur in the fluid (think of boiling water) and make the brake pedal feel spongy as it starts to compress the gas instead of the hydraulic fluid. This can eventually lead to complete loss of the braking efficiency.
Brakes to slow & gears to go!
Helps you to remember that you should use the footbrake to slow down the vehicle not the gearbox!
Briefing
Short explanation of what the person needs to do. Mostly used when introducing a new topic to a beginner or novice.
Communication
The art of conveying meaning by an interchange of ideas or experience Good communication skills are a must for a driving instructor. Communication can be defined as: the ability to impart knowledge and ideas to cause a change in behavior or attitude.
CPD
Continuing Professional Development
Creep & Peep
Using clutch control to creep forward to get a better view at a junction where the view is restricted.
Disabilities and the Driving test
When applying for a driving test, anything that may have an effect on the running of the test must be declared on the application form. For example this could be that the candidate is deaf or has difficulty walking into the Driving Test Centre. This allows the examiner to prepare, if necessary, for any changes to the usual procedure followed. More time can be allocated if required or arrangements made to meet the candidate in the car park if wheelchair access is a problem. Apart from these procedural differences, a disabled person will take exactly the same test as everyone else and the same criteria for passing will be applied. All of the other rules regarding people accompanying or acting as interpreter remain the same, as does the requirement to remove any dual accelerator. Should a candidate pass the test using a specially adapted vehicle, the examiner will note the adaptations on the Pass Certificate (D10). This information does not appear on the driver’s licence. The number and type of adaptations available are considerable, items such as: · Steering ball for one-handed operation of the steering wheel. · Hand operated (push pull T-bar) brake and accelerator Left side accelerator pedal · · Infrared remote control, usually mounted on the same bracket as the steering ball, for indicators, wipers, lights and horn. · Extra mirrors, essential if the driver is unable to take a direct observation through the rear window when reversing. The vehicle may also be adapted in certain ways. Power steering can be made ultra light and brake pedal effort considerably reduced. Manual gearbox cars can be adapted to semi-automatic mode so that gears are still changed using a gear lever but do not require the operation of the clutch pedal by the driver.
DL25
Driving test report form
DL26
Practical test application form
Dual (divided-line) braking system
All modern cars are fitted with a dual or divided-line braking system. By having a second, completely separate hydraulic brake line and master cylinder, the likelihood of complete brake failure is vastly reduced should a loss of brake fluid occurs in part of the system. Because of the way the system is divided, one front wheel and its diagonally opposite rear wheel can still be used to stop the vehicle. This can also mean the driver has to apply increased brake pedal pressure to bring the car to a stop.
DVLA
Driver & Vehicle Licensing Agency – responsible for regulating driving licences.
DVSA
Driving vehicle & Standards Agency – responsible for regulating the ADI register and L tests.
EDP
Explain, Demonstrate, practice – Teaching technique to help work from the simple to the complex.
Explanation, Demonstration, Practice.
Teaching Method A skill must first be explained verbally, then an example shown, possibly by demonstration, and finally practice to assess if understanding has been achieved. Note that the demonstration does not necessarily mean you actually doing it; often the use of diagrams or other material will be sufficient. I hear and I forget; I see and I remember; I do and I understand
Extrinsic
External Any outside influence on a pupil’s ability to pay attention – such as traffic flow, noise, weather conditions etc.
Feedback
An exchange between the pupil and instructor for the latter to ascertain as to whether satisfactory understanding and progress is taking place, best carried out throughout the lesson and summarized at the end of a period of training.
Four-stroke engine cycle
Induction – compression – ignition/power – exhaust. This is the basic cycle that your engine goes through to provide the power needed to turn the wheels. 1. Induction – This is when the mixture of air and fuel is sucked into the cylinder through the inlet valves2. Compression – The mixture of air and fuel is squeezed to make it provide a bigger bang3. Ignition – this is when the fuel is ignited to create the bang which then forces the cylinder down to create the power needed to turn the wheels4. Exhaust – the gases created by the burning of the fuel are pushed out through the outlet valves and the cycle begins again. In simple terms you could remember this as: SUCK – SQUEEZE – BANG – BLOW
Four-wheel drive
It may sound obvious but on a two-wheel drive system the power or drive is only transferred directly from the engine to two wheels. This is either the two front wheels – “front wheel drive” or the two rear wheels – “rear wheel drive” The main advantage of having four-wheel drive is the increased traction, or grip, particularly on loose or slippery surfaces. Because the improved grip reduces the possibility of a vehicle’s wheel sliding in some circumstances, it can also be stated that the main advantage of four-wheel drive is improved road holding.
Gas
Acceleration as in “more gas” or “less gas” or “gas pedal”
Gestalt
Learning by understanding. (Pre-knowledge – new knowledge – insight) Once a pupil is familiar with the basic principles of driving he must learn to apply them himself in a number of different situations. Only if he understands the meaning of what he has been taught is this possible.
Hold back position
Used for the point at which you wait when giving priority to an oncoming vehicle.
Holding Point
The point at which the clutch plates will hold the car still – on an uphill slope for example.
MSM
Mirror, Signal, manoeuver – One of the most important routines a driver use.
MSMPSL
Mirrors, Signal, Manoeuver, Position, Speed & Look. Used to help remember the routine for approaching hazards and junctions.
Negative Transfer
When old learning conflicts with the new learning For example, you will commonly hear the words “…. My last instructor didn’t say that…”. Such situations must be handled with care so as not to confuse the pupil altogether.
Objective
What the pupil should be able to do by the end of the teaching period These must be set at the beginning of any session of tuition, so that the pupil clearly understands what is expected of them.
Open junction
A junction where the view to the right and left is clear on the approach.
Open Questions
Those with several possible answers Generally, any question starting with “who”, “what”, “where”, “when”, “why” or “how”, is an open question. The advantage of this type of question is twofold: 1. It makes the pupil think of a fuller answer to the question 2. It means that you don’t have to ask so many questions to achieve the same result.
ORDIT
Official Register of Driving Instructor Training
PDI
Potential Driving Instructor
Perception
The interpretation of information collected by the senses. The brain gives meaning to sensory information by comparing it to previous experience or knowledge.
POM
Prepare, Observe, Manoeuvre – routine used to help remember the sequence for moving away.
Potential Hazard
A situation involving another road user that may cause you to change speed, direction or stop.
PST
Preset Test for the Part III Test of instructional ability
PAS
Power Assisted Steering
Psychomotor Domain
Physical skills. This is the part of the brain that is concerned with physical skills. For example: a pupil may know what the clutch pedal does and understands that it should be used in a certain way. However, unless they actually practice the action it takes to control the clutch, they won’t be able to use the clutch properly – pretty much in the same way as learning to ride a bike or to kick a football.
Q & A
Question & answer technique.
RAMP
Road Ahead, Mirror, Pupil – This acronym is used to remember the routine to use before giving a directional instruction to your pupil
Recap
Establishing previous knowledge and therefore a suitable starting point for a lesson by asking questions. Usually at the start of a lesson or before introducing a new topic or skill. This term is also used to describe the series of questions used at the end of an exercise or training period to establish what has been achieved.
Rhetorical Questions
Not requiring an answer. An example could be saying to a pupil who has failed their test – “I bet you’re a bit upset aren’t you?”
ROMPS
Recap, Objective, Main points, Practice, Summary. This is a good way of remembering the lesson structure. (see ICROMPS)
Rote
Learning by repetition. In a teaching sense it could be used in the early stages of learning to drive, when instructions are repeated over and over, for example to familiarize the pupil with the use of the controls. It is also the method of learning for facts and figures, such as stopping distances.
SCALP
This term is used to describe the considerations you take when you wish to stop at the side of the road or perform a manoeuvre. Safe, Convenient And Legal Position.
Senses
Sight: 75% of knowledge is received visually – remember this when giving lessons. Use visual aids wherever appropriate. Hearing: Verbal information is the hardest to learn. Only 10% of what a pupil is told will be remembered.
Skill
Ability or expertise, often acquired by training
Skills Analysis
The technique of breaking down a skill into its component parts, to understand how and why it is done.
SMART
Specific, Measurable, Achievable, Relevant, Time-related.
Static Hazard
A permanent physical feature of the road, such as a roundabout, bends or junction.
Three Educational Domains Of The Brain
In order to learn, there are basically three parts of the brain that we have to train.These are simply the parts of the brain that you use for physically doing things, use for thinking and use to influence our behavior. Also see, Psychomotor, Affective and Cognitive Domains.
TOM
Tim on a Motorbike, a way of remembering the check or the Offside door mirror. (See Bob)
Transfer of Learning
Associations made with previously acquired skills or knowledge. By using a familiar example of a skill known to the pupil, a new skill may be taught. For example, you could explain that a pupil should use the brakes smoothly and progressively by relating to how he uses the brakes on his bike. This idea of progressing from the known to the unknown should be used throughout a course of tuition.
Transmission System
Sounds complicated, but put simply, there are a series of parts that take the power from the engine and transfers it to the wheels. The gearbox is part of this system and is often referred to as “the transmission.” This is typically used when referring to Automatic gearboxes.
Tyres & Tarmac
Often used to describe the clearance between your vehicle and the vehicle you are waiting behind in a queue – leave enough space to move out from behind it if necessary. You should be able to see the rear tyres of the car in front and a little tarmac. Adjust this accordingly when behind larger vehicles such as buses.