Remedial Action - The ASDA Routine
This is where the driving instruction begins!
The ASDA method in its most basic form can be teacher or learner centred.
Routines (or models) are fundamental to all teaching whether in a teacher-centred or learner-centred session. Following a structured routine will keep the lesson focused and minimise the learner’s opportunity to make further errors.
The ‘Ask-Support-Develop-Assess’ (ASDA) routine is a useful starting point for learning about structured error correction
It’s important to recognise that there are no ‘one size fits all’ models for training and that this basic model can be flexible. It’s also important to understand that the use of a routine in and of itself does not necessarily mean that you will be delivering a good lesson – all the skills learned in the course are important.
The ‘Ask-Support-Develop-Assess’ routine
ASDA - ‘Ask-Support-Develop-Assess’ defines four stages of training, namely…
- Ask: Do a little exploration to discover the ‘problem issue’ or proposed learning goals. This exploration will sometimes include, or be the result of, a practical assessment, quiz or test. During this phase the appropriate lesson goals can be determined.
- Support: This will start with a discussion of how the goals can be achieved and might include an explanation, a briefing and/or a demonstration followed by some degree of assistance during initial practise if assistance is required.
- Develop: If assistance has been given this is a ‘weaning off’ process with reduced instruction prompting or questioning. It will be preceded by a ‘Job-Sharing’ discussion (perhaps while parked).
- Assess: This is an unassisted drive which provides information for further exploration or development. Again this is preceded by ‘Job-Sharing’ information.
Next: Step 2 - Example of using ASDA when moving off