Sequence Constraint

Sequence is critical: it is strongly recommended this lesson be taught first, with all components, including the highway drive, for those students who are ready to drive on the highway. If the student is ready for highway driving, then proceed to a highway site at the appropriate point in the lesson. Recognize, however, that with this lesson, it is the exercise of "looking up" which makes the difference, not the location where the activity takes place. Gentle, controlled movements are a product of where you look; not a product of the road on which you are driving. Novice drivers rely on years of "looking at whatever they wish". Because they tend to "drive where they look", this can be, at best, disconcerting, at worst, dangerous, if they lock onto a "semi" on that first drive. You can say "look up" all you want but frightened students do what has worked for them in the past. Even after they accept that "they drive where they look", they may still be afraid to look beside a vehicle for fear they will hit it. Some students look at a very small area, such as a line, rather than picking up the larger field of view. Trying to diagnose and work on remediation is not something that an instructor should be doing at 100km/hr on a busy highway! As a consequence, for those students not ready at this point for driving on the highway, the instructor will realize similar results if a long, straight, controlled urban street, is used where the student could still "look up", to the horizon, and "reference down". The risk for the novice is less and the street can be easily abandoned for a quiet residential street if some other remediation is indicated. Should this be your choice as instructor, then, depending on the individual student, much of lesson 1 and 2 will be covered in the course of the lesson.

Overview

What You Do

1. Introduce the student to pre-driving preparation - doors, loose objects, seat adjustment, head restraint, vents, heater/air conditioner, mirrors, seat belts. Have the student practice pre-driving preparation.
2. Introduce the student to starting the vehicle and shutting down the vehicle.
3. Demonstrate how to set the vehicle in motion, how to stop the vehicle, and how to go through the simple steering exercise.
4. Have the student practise setting the vehicle in motion and stopping the vehicle.
5. Demonstrate driving slowly forward in straight line.
6. Have the student driver carry out the slow forward exercise.
7. Demonstrate driving slowly in reverse in straight lines and patterns.
8. Have the student driver carry out the slow reverse exercise.
9. Demonstrate a two-point turn.
10. Have the student driver execute a two-point turn.
11. As an instructor, you must be sensitive to the locale in which you are working when it comes to selecting and reflecting the various activities advanced in this curriculum, including whether a student is ready for the highway drive.
12. Have the student driver practise the skills from your demonstration. You are 100% responsible for directives. The student driver is to follow your orders completely. You are not to burden the student driver with details or judgment calls. For example, you tell the student driver when it is safe to go. Do not ask the student driver or require the student to do the necessary checks.
13. Demonstrate counting time (following distance and time to stationary object) and maintaining following distance.
14. Have the student driver and the student observer judge following distance and time to stationary objects.
15. In some cases, the instructor may drive back to the school.

Lesson Content

• pre-driving preparation
• starting and shutting down the vehicle
• setting the vehicle in motion and stopping the vehicle
• simple steering exercise (nine and three)
• straight-line backing
• forward - straight lines and patterns
• reverse - straight lines and patterns
• two-point turn
• two-point turns into an approach
• accelerator, brake, and steering control
• acceleration to speed, maintaining speed, deceleration, and stopping
• where to look: looking up and referencing down
• steering control at speed
• counting time: following distance and time to stationary objects

Instructional Objectives

Performance Objectives (Do)

• Be sufficiently familiar with all of the controls to be able to respond to the instructor's request for a control adjustment without looking at the control (two successful performances).
• Complete the pre-driving check with correction until the student completes 100% of the check (two successful performances).
• Start the vehicle and shut down the vehicle with the correct sequences (two successful repetitions).
• Set the vehicle in motion and stop the vehicle with the correct sequences (four successful repetitions).
• Complete the fine steering moving hands from the wheel, and without looking too closely at the vehicle (four successful repetitions).
• Describe how to execute the slow reverse exercise.
• Describe how to execute the two-point manoeuvre.
• Accelerate smoothly to speed limit, hold a constant speed (plus or minus 10 km/h) for about five kilometres, then brake gently to a stop (two successful repetitions).
• Describe to the instructor objects on the horizon (looking up), and describe the point 12 seconds ahead (referencing down), (four successful repetitions).
• Keep the vehicle within the chosen lane, within the lane markers (continuously for last quarter of lesson).
• Estimate time to stationary objects (four successful repetitions within two seconds).

Knowledge Objectives (Know)

• How to adjust each of the controls.
• The sequence for pre-driving preparation.
• How to start and shut off the vehicle.
• The sequence for setting a vehicle in motion and stopping the vehicle.
• Where to place hands on the wheel for fine steering.
• Not to turn the steering wheel while the vehicle is stationary.
• When to turn the steering wheel quickly and when to turn it slowly.
• How to drive slowly, in forward and reverse.
• Where to look when driving slowly in forward or reverse.
• When and under what circumstances, to use the two-point method of turning the vehicle around.
• What to do with the accelerator to build up speed smoothly.
• What to do with the brake to stop smoothly.
• What to do with the steering wheel to steer smoothly.
• How to measure distance in seconds from a stationary object.
• Where to look when "looking up".
• How to measure following distance in seconds, and what the following distance should be.
• Where to look when "referencing down".

Attitudinal Objectives (Believe)

• It is essential to be able to adjust the controls while looking straight ahead.
• Preparations for driving the vehicle, starting the vehicle, shutting down the vehicle, putting the vehicle in motion, and stopping the vehicle, must all be done in the proper sequence.
• Do not move the hands on the steering wheel when using the nine-and-three steering technique.
• Turning the steering wheel while the vehicle is stationary is harmful to the vehicle.
• Driving slowly is difficult and requires considerable attention.
• Reversing should never be faster than a walking pace (five to eight km/h).
• "Smooth is beautiful."
• Highway driving requires small, gentle, controlled movements.
• Steer where you look.

Rationale

From the very beginning, the student driver must be able to reach and appropriately manipulate all controls without looking at them. This is an attempt to build the habit of looking inside the vehicle the minimum amount necessary and thus avoid crashes which arise when drivers are not looking outside the vehicle.

The starting, stopping, and steering exercises are to give the student the basic skills necessary to move and stop the vehicle.

At this point, the concentration is on vehicle control at low speeds. This is perhaps one of the most difficult driving tasks to master because of the wide variety of situations to which the student must adapt. Consequently, this part of the lesson concentrates on teaching the components of the required skills.

The primary reason for the early introduction of this lesson is to make the student driver look well ahead and understand in the clearest possible situation, what "looking up" and "referencing down" means.

The secondary reason is to make the student driver use small, gentle, controlled movements.

The emphasis in this lesson is on the introduction of using the eyes correctly and the basic use of controls. All judgments, decisions about traffic, decisions about when to go or not to go, or the speed at which to drive are made by the instructor. This way, the student driver is not overloaded by having to attend to too many things at once.

Teaching Techniques

Driving the Vehicle

1. Give all directives for starting the vehicle, setting the vehicle in motion, stopping the vehicle, shutting down, and steering. At this point, the student driver's only job is to follow your directives.
2. An instructor demonstration (with driving commentary restricted to what is being taught in this lesson) gives the student an intellectual appreciation of what is required.
3. The instructor, taking 100% responsibility for directives, frees the driver to concentrate on eye use and use of the vehicle's controls.
4. Both driver and passenger can practise eye use and acquire necessary knowledge.

Instructional Aids

1. Diagrams for slow forward exercises, slow reverse exercises, and turning exercises.
2. Diagrams for explaining: where to look, how to count time for following distance, and for time from stationary objects, three second following distance, and how to pull onto and off the highway.

Situational/Environmental Requirements

Moving Off and Stopping

• A straight stretch of road with city speed limits, with as little traffic and as few parked cars as possible.
• Pavements with good traction - no ice, preferably no snow.
• Good visibility - day time with normal lighting conditions, not in rain, not in snow storms.
• A highway that is not too busy. If available, a divided highway is preferable. Reasonable access to and egress from the highway is necessary.

Activity Delineation

Vehicle Familiarization

Instructor Activity

1. Explain to the student the reasons for vehicle familiarization:
   • there are many crashes, even with experienced drivers, in new vehicles
   • the driver must be looking outside of the vehicle to maintain proper steering
2. Describe control use and have the student examine selected controls, describe what it is for, and how and under what circumstances it should be adjusted, including:
   • windshield wipers and washers
   • lights, including headlights
   • signals and emergency flasher
   • horn
   • heater and air conditioning controls
   • vents
   • parking brake and release
   • gear selector
   • radio
3. Have the student practise adjusting each control as you request. The vehicle must be stationary. The student should be looking through the windshield at an object well ahead and must not look down at the control. Groping is acceptable and is to be encouraged rather than have the student look down into the vehicle.

Pre-Driving Preparation

Instructor Activity

1. Describe and have the student carry out the pre-driving activity:
   • check that all doors are properly shut;
   • secure all loose objects;
   • adjust the seat;

     - sit straight and well back into seat

     - adjust seat forward or backward

     - adjust seat height (if possible)

     - adjust seat angle (if possible)

     - adjust seat back angle (if possible)

   • adjust headrests (if adjustable);
   • adjust vents, heater controls, air conditioner, etc.;
   • adjust mirrors; and,
   • fasten and adjust seatbelt.
2. Repeat the pre-driving activity having the student describe the sequence as well as possible. Correct errors and omissions. Have the student explain why carrying out the various activities are important.

Starting and Shutting Down the Vehicle

Instructor Activity

1. Describe to the student driver the sequence of activities for starting and carrying out that sequence:
   • determine what kind of choking mechanism the particular vehicle has (see Owner's Handbook);
   • carry out appropriate accelerator manipulation;

     - regular vehicle, (if cold) depress the accelerator half way and release

     - fuel injection, do not touch accelerator

   • check the gear selector position: normally vehicle should be in park or neutral if it is cold (standard transmission should be in neutral with the clutch depressed);
   • turn the key clockwise to the first or second position to check that all gauges and warning lights are functioning;
   • continue to turn the key; when the engine starts, release the key; and,
   • depending on the choke mechanism, depress the accelerator pedal to release the choke, if necessary.
2. Repeat the starting procedure having the student describe the sequence as well as he/she can. Correct errors and omissions. Have the student explain why he/she is carrying out the various activities.
3. Describe to the student driver the sequence of activities for shutting down and have her/him carry out that sequence:
   • set parking brake;
   • shift gear selector to park (first or reverse for manual shift);
   • turn off electrical accessories (lights, wipers, radio, etc.); and,
   • turn ignition to off position and remove key.

Setting the Vehicle in Motion and Stopping the vehicle

Instructor Activity

1. Describe to the student driver the sequence of activities for setting the vehicle in motion and carrying out that sequence:

   Automatic Transmission

   • right foot on foot brake;
   • left foot to brace position;
   • gear selector to drive;
   • release parking brake;
   • hold steering wheel in nine-and-three position;
   • move right foot from brake to accelerator; and,
   • accelerate and steer on to the road as directed.
2. Describe to the student driver the sequence of activities for stopping the vehicle and carrying out that sequence:
   • begin early and brake gently;
   • push the brake pedal and take out the freeplay;
   • as soon as resistance is felt, maintain light pressure on the brake;
   • as the vehicle slows, gradually release the pressure on the brake; and,
   • carry out shut-down procedure.
3. Repeat the procedure for setting the vehicle in motion, having the student describe the sequence as well as possible. Correct errors and omissions. Have the student explain why she/he is carrying out the various activities.
4. Repeat the procedure for stopping the vehicle having the student describe the sequence as well as he/she can. Correct errors and omissions. Have the student explain why he/she is carrying out the various activities.

Driving Slowly

Instructor Demonstration

Instructor Activity

1. Demonstrate driving slowly forward in a straight line:
   • allow the idling speed of the engine to move the vehicle;
   • brake as necessary to control speed; and,
   • look well ahead.

Student Drives Slow Forward Exercises

Instructor Activity

Have the student driver describe and carry out

• slow drive forward.

Instructor Demonstration

Instructor Activity

Demonstrate driving slowly in reverse in a straight line, allowing the idling speed of the engine to move the vehicle, braking as necessary to control speed

• precise steering;
• imprecise steering; and,
• palming the wheel.

Explain how to sit, how to hold the wheel and where to look.

Student Drives Slow Reverse Exercises

Instructor Activity

Have the student driver describe and carry out

• precise steering in reverse;
• imprecise steering in reverse; and,
• palming the steering wheel.

Introduction to Highway Driving

Activity Delineation

Use both the drive to the highway and the demonstration on the highway to describe the points to be covered in the lesson. Carry out as many as possible of Instructor Activities 1-6 on the drive to the highway. Repeat and complete these activities on the highway.

Instructor Activity

1. Give commentary on steering technique, techniques for accelerator use, brake use, and speed maintenance.
2. Demonstrate counting time: following distance and time to stationary objects.
3. Require each student to estimate and count following distance and time to stationary objects.
4. Give a commentary showing where you are looking (restricted to "looking up" and "referencing down").
5. Require each student to estimate and count "looking up" points and "referencing down" points.
6. Commentary on two-point turn.

Student Highway Drive

Instructor Activity

1. Give all required directives to the student driver:
   • Ensure that pre-start and start activities have been carried out.
   • Give the student driver a detailed overview of what he/she is supposed to do.
   • Instruct the student driver (as she/he is driving) on when and how to set the vehicle in motion and when and how to enter the highway.
   • Instruct the student driver (as he/she is driving) on when and how to accelerate to speed, maintain speed, decelerate, and stop.
2. Have the student driver demonstrate and tell you how she/he is steering, accelerating, using the brake, and maintaining speed.
3. Have both the student driver and the student observer tell you where they are looking (restricted to "looking up" and "referencing down"). Alternate between the student driver and the student observer.
4. Require both the student driver and the student observer to estimate and count "looking up" points and "referencing down" points. Alternate between the student driver and the student observer.
5. Guide the student driver and the student observer in counting time: following distance and time to stationary objects. Alternate between the student driver and the student observer.

Instructor Demonstration

Instructor Activity

Demonstrate two-point turn into a driveway, or an approach.

Student Carries Out Turn

Instructor Activity

Have the student driver describe and carry out

• two-point turn

Return to Base

Instructor Activity

1. Have the students explain the desired steering and accelerator movements, brake use, and speed maintenance technique. Alternate between the student driver and the student observer.
2. Have the students count time: following distance and time to stationary objects. Alternate between the student driver and the student observer.
3. Require each student to estimate and count following distance and time to stationary objects. Alternate between the student driver and the student observer.
4. Have the students give commentaries showing where to look (restricted to "looking up" and "referencing down"). Alternate between the student driver and the student observer.
5. Require each student to estimate and count "looking up" points and "referencing down" points. Alternate between the student driver and the student observer.
6. Require each student to relate procedure for two-point turn.

Evaluation

1. Complete the student driver evaluation form as the lesson progresses. Do not, however, look down and fill in the form while the vehicle is in motion.
2. At the end of the lesson have the student driver initial the evaluation form.
3. Record presence and satisfactory performance of the student observer.
4. File the evaluation forms daily.

Homework Assignment

Have the student practise counting time against a clock until she/he can count to 30, with an accuracy of plus or minus three seconds.

Notes: