Was the pupil encouraged to analyse problems and take responsibility for their learning

ADI Part 3 Lesson Planning: Teaching Learner Drivers to Take Responsibility

When preparing for the ADI Part 3 test, one key area often causes confusion:

“Was the pupil encouraged to analyse problems and take responsibility for their learning?”

This comes straight from the DVSA driving instructor standards, and it’s central to modern driving instructor training. But many trainees wonder:

How do I actually do that in a real lesson?

Let’s break it down in easy, practical steps — ideal for anyone who is new to teaching and still building confidence.

1. Help the Pupil Notice the Problem

When something goes wrong, our instinct is to correct it immediately.

But in ADI Part 3 lesson planning, the examiner wants to see reflective learning.

Instead of saying:

“You didn’t check your mirrors.”

Try asking:

“What do you think made that turn tricky?”

This encourages pupil reflection, a powerful coaching technique used by experienced instructors across the UK.

It shows the examiner that you are helping the learner think — not just telling them.

2. Use Simple Coaching Questions

Some learner drivers won’t know straight away what went wrong. That’s normal.

Rather than jumping in with a lecture, ask small guiding questions:

“Did you check your mirrors before moving out?”
“Where were your eyes as you turned?”

These questions develop:

• awareness

• problem-solving

• responsibility

This is exactly what DVSA coaching-based learning is designed to achieve.

3. Encourage Responsibility for Their Own Driving

Once the pupil understands the problem, get them thinking about solutions.

“What could you do differently next time?”
“What might help you spot that earlier?”

This moves them from following instructions to taking control.

Independent behaviour is essential — because once they pass the driving test, there won’t be an instructor beside them.

4. Agree the Next Step Together

Good ADI Part 3 lesson planning involves shared decisions.

Let the pupil suggest what to try next.

“Shall we repeat that junction and focus on mirrors first?”

Now:

• the goal is clear

• the plan makes sense

• the pupil feels involved

This is exactly what the DVSA means by client-centred learning.

5. Praise Thinking, Not Just Driving

When they improve, recognise the mindset — not just the manoeuvre.

“Well done — you spotted the mirror issue yourself this time.”

That praise builds:

• confidence

• ownership

• long-term safe driving habits

Small wins matter. They are the foundation of responsible learner drivers.

Why This Matters for ADI Part 3

The examiner is not only watching your teaching.

They’re asking:

Can this instructor help learners become safe, independent drivers?
Do they use reflective coaching, not just instructions?
Do they plan lessons around the pupil, not themselves?

When you encourage reflection and responsibility, you show that you meet the DVSA instructor competency standards — and you help learners drive confidently in real-world situations.

Key Takeaways

• Use coaching questions instead of constant instruction.

• Let the pupil analyse their own mistakes.

• Work together on solutions.

• Build reflective habits that last beyond the test.

That is the heart of ADI Part 3 lesson planning — and a mark of a trusted UK driving instructor.