Everything that is made or done by humans starts with an idea. When someone is learning to drive this means that before they can perform any action or develop a skill they have to have an idea, a mental model, about that action or skill.

Traditionally we help learner drivers to develop their mental models through explanations using diagrams, videos, road layout boards or other teaching aids. However, it's easy to overlook the fact that your learners, come along to you with pre-programmed mental models of driving before they even get in the car. These models have been developing since early childhood every time they have travelled in cars, crossed the road or ridden bicycles, etc.

A simple example of a 'pre-programmed mental model' might be found in the speed at which some learners approach junctions.

Instructors go to great lengths to explain the importance of using the brakes to slow down in order to create sufficient time and space for observation, gear changes and other actions, however, despite the instructor's best efforts many learners struggle to get the approach speed right even after repeated explanations, instruction and prompting.

The most common issues relate to approaching junctions too quickly. So why might this be?

Logic would suggest that if we are dealing with learners as a ‘blank canvas’ there should be a fairly equal split between those who are too quick and those who are too slow, but when there is a problem, more often than not the learner is too fast.

If we go back to the concept of 'mental models' it's actually a fairly easy question to answer.

Research has shown that from as early as five years old children start learning driving habits and attitudes from their parents. Their car journeys will include sensory data that starts to program their mental models for speed – buried deep in their psyche they will ‘know’ how a car feels in relation to speed in different situations. This ‘unconscious modelling’ takes place over a long period; they ‘expect’ the car to feel a certain way even though this expectation might be outside their conscious processing.

Now the potential problems with a model of speed on approach being naturally learned as described above are twofold:

Their internal model is that of an experienced driver - when they start to drive as a novice they will often need more time and space than the experienced drivers they have been driven by; because of this the 'experienced' model is not useful for initial learning.
It's possible that the drivers of the cars in which they have travelled have been habitually driving to quickly - this means they have perhaps been developing a less-than-useful general model for speed.

When giving a demonstration you are helping learners to experience the behaviour that you want them to develop; this can help with the 'unlearning' of the old model. Demonstration becomes even more important if you have a learner who has had lots of home practice, or lessons with another instructor who has allowed a speed problem (or any other problem) to go unchecked.

I (John Farlam) used demonstration extensively during my own lessons; it wasn't unusual when demonstrating speed at junctions for a customer to ask "Is it okay to go that slow on my driving test?" The reason that they asked this question was because their mental model gave them a feeling that car should be going quicker.

Demonstration can help people to develop a useful mental model.

Who's model?

Traditionally an expert demonstration shows the pupil the 'correct' way to perform any given task. In order to do this the instructor drives the vehicle whilst explaining step-by-step the procedure in question. However, this is often very much a one-way process lacking pupil engagement.

Over the years I have seen and been on the receiving end of a few 'less than useful' demonstrations.

I remember one in particular by a police trainer many years ago, who, despite being a really nice guy, was totally and utterly rigid in his role of 'expert'. As I watched his demonstration all I noticed was a blur of movement coupled with a stream of words which were difficult to follow - I remember thinking "There's no way I'm ever going to be able to do that!" The demonstration left me feeling nervous and inadequate; the exact opposite of what the trainer was trying to achieve!

If you think about this for a moment an 'expert demonstration' is effectively a rote learning session where the learner simply copies the instructor's actions. This can have its uses but ideally, your demonstrations should be interactive to help learners to develop their own mental models.

With the above in mind first rule for giving demonstrations is to ensure that they are pitched at a level that the learner can easily relate to (we give an example of this in the next video). Sometimes this might mean driving in a very 'deliberate' way slightly over-emphasising certain aspects. Other times you might demonstrate at different speeds, showing how the skill level builds.

Ideally your demonstration will fully engage your pupil so that rather simply being a passive recipient of the information, they have an active role to play as you are driving - you can learn more about this in the notes in the next step.

Next: Pitching your demonstrations at an appropriate level...