Sequence Constraint

It is strongly recommended that lessons 1 and 2 precede this lesson.

Note: If the student was introduced to highway driving in Lesson 1, then a review of key points of that lesson is suggested at this point. If the student was not introduced to highway driving in Lesson 1, then cover the relevant points from Lesson 1 at this time, before proceeding with the lesson content.

Overview

What You Do

1. Student driver drives to highway.
2. Take a few minutes to review Lesson 1 and 2, first verbally, and then in practise.
3. Student driver practises following time.
4. Move the vehicle off the highway and review the theories of
   • entering and leaving a highway;
   • lane position;
   • changing lanes; and,
   • responding to traffic lights.
5. Demonstrate how to
   • enter and leave a highway;
   • attain the proper lane position;
   • change lanes; and,
   • respond to traffic lights.
   • IPDE with commentary drive
6. Student driver is introduced to and practises
   • entering and exiting highways;
   • proper lane positioning;
   • changing lanes;
   • responding to traffic lights; and,
   • IPDE with commentary drive.
7. Demonstrate a complete visual search
   • looking up, referencing down;
   • sweep left, sweep right;
   • fill in the gap;
   • check the gates;
   • check instruments;
   • check escape routes; and,
   • (in special circumstances) check the angle of the wheel of the vehicle beside you.
   • IPDE
8. Student practice following time.
9. Review theory of driving grid roads. Use diagrams if necessary to reinforce the lesson content.
10. Instructor demonstrates grid road driving.
11. Introduction and practise: student one driving grid roads.
12. Introduction and practise: student two driving grid roads.
13. Review the theory of curve negotiation. Use diagrams to cover the lesson content.
14. Have the first student drive to a pre-selected area with one or more curves which can be taken, using the nine-and-three steering technique. Usually this will be in an 80 km/h area.
15. Introduction and practise: student one in curve negotiation.
16. Introduction and practise: student two in curve negotiation.
17. Have student two drive back to base, practising an element you select from a previous lesson.

Lesson Content

• warm-up and review of Lesson 1 and 2
• maintaining following time
• entering highways
• exiting highways and merging
• lane position
• changing lanes
• complete visual search patterns
• IPDE on the highway and city road
• curves
• gridroads
• overtaking and passing
• passing techniques
• estimation of safe passing time
• estimation of closing time
• the passing judgment
• passing practice

Learning Objectives

Performance Objectives (Do)

• (Review) Accelerate smoothly to speed limit, hold a constant speed (plus or minus 5 km/h) for about 3 km, then brake gently to a stop at a prespecified point (two successful repetitions).
• (Review) Estimate time to stationary objects.
• (Review) Describe to the instructor objects on the horizon (looking up), and describe the point 12 seconds ahead (referencing down) (two successful repetitions).
• (Review) Keep the vehicle within the chosen lane, within the lane markers for one to two minutes. (This can be done simultaneously with maintaining following distance.)
• Achieve and maintain a three-second following distance for one to two minutes, if possible. (A total of one minute of successful following each time.)
• Enter and exit the highway properly, verbalizing and carrying out all the required checks and procedures (two successful performances).
• Describe and adopt an appropriate position within the lane both in terms of lane position and following distance (one minute successfully).
• Execute a lane change, verbalizing what the sequence is as the driver does it (four successful performances).
• Drive the highway for two to three kilometres, verbalizing and successfully carrying out a complete visual search.
• Adopt appropriate escape plans. Each student is to say out loud where she/he is looking and why (two successful repetitions).
• Adopt appropriate speed selection. Each student is to say out loud where he/she is looking and why (two successful repetitions).
• Carry out normal braking and sharp braking (two successful repetitions).
• Drive in deep gravel and, if possible, mud (five minutes of successful driving).
• Negotiate curves. Each student is to say out loud the sequence headings slightly before each component of the sequence (eight successful curve negotiations - four left, four right - with sequence correct, nine-and-three steering, taking the correct line through the curve, with proper search patterns).
• Describe and carry out complete search pattern:
  - look up, reference down
  - look up, reference down
  - sweep left, sweep right
  - look up, reference down
  - check the gap
  - look up, reference down
  - check left gate, check right gate
  - look up, reference down
  - check rear gate
  - look up, reference down, etc. (two successful repetitions)

• Alter position on the road - behind trucks, vans, or within lane to optimize visual scanning (two successful repetitions).
• Identify and explain gates.
• Identify the status (open/closed) of all gates (two successful repetitions).
• Identify and explain real hazard (two successful repetitions).
• Predict outcome of real hazards (two successful repetitions).
• Decide what to do as a response to real hazards (two successful repetitions).
• Execute the decision for real hazards (two successful repetitions).
• Identify and explain potential hazards (two successful repetitions).
• Predict outcome of potential hazards (two successful repetitions).
• Decide what to do as a response to potential hazards (two successful repetitions).
• Execute the decision for potential hazards (if one occurs naturally).
• Carry out complete sequence of IPDE for real hazards.
• Carry out as much of the sequence as is feasible for a potential hazard.

Knowledge Objectives (Know)

• How to measure following distance in seconds and what following distance should be.
• How to enter and exit a highway.
• Where to be in the lane and what the following position should be.
• How to make a lane change.
• How to respond to traffic lights.
• What constitutes a complete visual search pattern.
• What the options are for leaving a grid road and which are the best options to use.
• How to select the speed for driving a grid road.
• How to brake on gravel.
• How to accelerate on gravel.
• How to drive curves and corners on gravel.
• How to drive in mud.
• What to do when meeting slow vehicles.
• The sequence of curve negotiation.
• How to slow (braking) in a straight line.
• Where the vehicle will go if it enters the curve too quickly or if it spins out.
• How to alter vehicle position to optimize search patterns.
• What is a real hazard?
• What is a potential hazard?
• What are gates?
• What does Identify, Predict, Decide, Execute mean? (CCT)
• What are the methods of inter-driver communication on the highway?
• How to share the highway with trucks, slow-moving vehicles, motorcycles, etc.

Attitudinal Objectives (Believe)

• Timing is crucial.
• It is necessary to get to the speed of the traffic on the highway reasonably quickly.
• Signalling your intentions to other drivers is important.
• A lane change should be gradual and smooth, and should be accompanied by increased acceleration.
• It is necessary to position the vehicle so that the driver has good vision and so that vehicle position can be used to signal the driver's intention.
• The time to the traffic light can be used to decide whether to stop or proceed.
• Continuous use of a proper search pattern is essential.
• It is essential to drive slowly on grid roads.
• It is critical to keep search patterns as far ahead as possible, all the time.
• Brake in a straight line.
• You need to strive to obtain your information at least 12 seconds ahead.
• It is essential to know the status of your gates.
• It is essential to practise IPDE as part of driving. (CCT)
• You cannot see other drivers on the highway, and so have to use lights, signals, and vehicle position to communicate.
• Other vehicle types have a right to use the highway and have specific limitations and advantages.

Rationale

By the end of the lesson, the student driver should have completed the visual search pattern and should be able to enter, properly maintain position on a highway, exit from a highway, and respond appropriately to a traffic light.

So far the student driver has learned how to control the vehicle and where to look to determine if the road is clear ahead and where to look for steering. The instructor will be able to gradually withdraw detailed directives concerning the acts of signalling and controlling the vehicle. The instructor will still need to supply 100% of the decision making and of the traffic-related judgments.

It is not easy to drive on grid roads. New drivers need guidance and practise. This lesson is timed to be introduced at a point where the student has reasonably good visual and vehicle control skills.

While there are comparatively few curves in Saskatchewan, the skills required to negotiate a curve successfully are critical, because this is an area of potentially high crash involvement.

This lesson is timed to come when the student has reasonably good control of the vehicle and is reasonably comfortable on the highway at speed. It is the first real challenge requiring delicacy in the use of the accelerator.

To this point, the concentration has been on vehicle control, on signals and communication, and on an introduction to eye use.

This lesson completes the eye use patterns for the highway and introduces the student driver to the thinking or predictive component of driving in traffic on the highway. (CCT)

Teaching Techniques

1. Effective use of warm-up and revision.
2. Continue to withdraw, in selected areas, from 100% directives. Maintenance of 100% directives in other areas.
3. Training through demonstration.
4. Continued use of student "commentary".
5. Continued use of practising components of the driving task.

Instructional Aids

Diagrams for entering highways, exiting highways, lane position, following distance, changing lanes, traffic control devices, complete visual search patterns, grid roads, and curve negotiation.

Situational/Environmental Requirements

1. Pavements with good traction.
2. Good visibility - day time with normal lighting conditions.
3. A highway that is not too busy. If available, a divided highway is preferable. Reasonable access to and egress from the highway is necessary.
4. Grid road, ideally with a variety of surfaces - deep gravel, mud, light gravel, but also with corners or curves and as great a variety of sight distances and slow moving vehicles as possible.

Activity Delineation

Student Drives to Highway

Instructor Activity

1. Take the opportunity to practise a previous lesson one where the student is weak or catch up on performance objectives if these have not been completed.
2. Review Lesson 2

Instructor Activity

Give all the directives to the student driver concerning when and what to do, but not how to do the activities.

1. Have the student driver maintain a three-second following distance, within half a second, for one to two kilometres.
2. Have the student driver move on to the highway, accelerate to speed, maintain speed for several kilometres (plus or minus five km/h), decelerate, pull off the highway and stop. You should have the student describe what he/she is doing and tell you why (two repetitions).
3. Have both the student driver and the student observer tell you where they are looking when "looking up" and "referencing down" (four repetitions each student). Alternate between the student driver and the student observer.
4. Have both the student driver and the student observer estimate and check following distance, and the time to stationary objects (two repetitions of each judgment type by each student). Alternate between the student driver and the student observer.

Theory of Entering and Leaving a Highway

Usually, when entering a highway, the vehicle will be either pulling out from the side of the road or entering from an intersection. Mostly the vehicle will be starting from a stationary position. (This is not true of freeways.)

(By this time the student driver will be able to move the vehicle without requiring detailed instructions as to how to control the vehicle.)

Instructor Activity

1. Practise the following time drills previously experienced as judgments only by the student driver.
2. Explain the theory of entering a highway:
   • Student driver is ready to move - vehicle is started, right foot is on the brake, gear selector is in "drive", parking brake is released.
   • Student driver has to estimate if he/she can move on to the highway without causing any approaching vehicle to slow down. If there is nothing coming, then that is fine. If a vehicle is approaching, in the right-hand lane, coming towards the student, then the student will need _____ seconds before the oncoming vehicle reaches the car, to carry out this manoeuvre.
   • Once it is established that the highway can safely be entered, the following checks are necessary:
     - final check in all directions to ensure that the way is clear; signal and,
     - move off, getting the vehicle on to the highway and straight before accelerating firmly to the speed limit (or a safe speed for the conditions).
3. Explain additional requirements of the student driver once the vehicle is on the highway:
   • Check steering position, left foot brace, eye use.
   • Add to the search pattern - sweeping left and right 12 seconds ahead, filling in the gap, checking the gates, checking escape paths and checking instruments. Before changing lanes and at other appropriate times, check the angle of the other driver's front wheel.
4. Explain how to leave the highway:
   • check gates. Make sure that the gate that the student driver wants to move into is open and that the rear gate is open, or at least that the vehicle is not being tailgated. If the driver is being tailgated, then the action must begin much earlier and be carried out more gradually to allow the driver behind to adjust.
   • If a lane exists which is legally and socially usable as a deceleration lane and the gates are open, signal, shoulder check the gate you are moving into and move into that lane. Then, slow down. The aim is to interrupt the traffic on the highway as little as possible.
   • If no deceleration lane exists, begin early to notify the driver behind of your intentions, and allow her/him time to adjust to your deceleration before exiting the highway.

     Well before the exit, check the gates, signal, brake (to put the brake lights on) and slow down gently and predictably. Continue checking the gates as the vehicle slows down, then, just before the turn, shoulder check the gate which is being entered. Add appropriate intersection search patterns.

Theory of Lane Position, Changing Lanes, and Responding to Traffic Lights

Instructor Activity

1. Explain the theory of lane position:
   • Positioning the vehicle in the lane for vision. Manoeuvre the vehicle within the lane to optimize the ability to see around the vehicle in front.
   • Position the vehicle to signal intentions. Move the vehicle to the right or the left of the lane to supplement the turn signals.
2. Explain the procedure for changing lanes:
   • Well in advance, determine the need to change lanes.
   • Check the mirrors to see which gates are open and that there are no other vehicles moving into the gate which your driver's vehicle is entering.
   • Signal the intention to change lanes.
   • Shoulder check the blind spot.
   • Have the driver look where he/she wants the vehicle to go.
   • Accelerate gently and let the vehicle drift toward the position where the driver is looking.
   • When the vehicle is almost completely in the new lane, have the driver look ahead in line with where she/he proposes to be driving, and the steering will adjust.
   • Check the condition of the new gates.
   • Adjust speed.
3. Explain the theory of responding to traffic lights:
   • Traffic lights are comparatively rare on highways, so there is a danger of treating them with the same timing as one would use in the city. The first step is to recognize that it is highly probable that the time required to stop will be underestimated.
   • If the traffic light is red or amber, begin braking well ahead of the light and pay special attention to the rear gate. Get the brake lights on early, as a signal of the intention to stop.
   • If the traffic light is turning amber, then a decision must be made whether to stop or proceed. If the stop is too sudden, there is a possibility of being rear-ended. If the driver is too late in going through the amber, or an early red, there is a possibility of an intersection crash.
   • It takes about four seconds to stop smoothly from 80 km/h. If the vehicle is more than four seconds from the light, then stop. If the vehicle is within four seconds of the light, then proceed through the amber light, checking very carefully to ensure that no other vehicles are entering or are proceeding through the intersection. If vehicles are in the intersection, take appropriate evasive action.

Instructor Demonstration

Instructor Activity

1. Demonstrate, while giving a commentary:
   • entering a highway properly;
   • proper lane position and how to change lanes;
   • how to respond to traffic lights; and,
   • how to exit the highway.

Student Practises Entering Highway, Proper Lane Positioning, Changing Lanes, Responding to Traffic Lights, and Exiting Highway

Instructor Activity

1. Have the student driver practise following times from three to five seconds to establish a comfortable following time.
2. Have the student driver enter the highway properly, carrying out all the required checks and procedures and explaining what she/he is doing.
3. Have the student driver practise proper lane positioning, carrying out the action and explaining what he/she is doing.
4. Have the student driver make a number of lane changes, carrying out the action and explaining what she/he is doing.
5. Have the student observer define proper lane positioning and how to make a lane change.
6. Have the student driver respond to traffic lights, carrying out the action and explaining what he/she is doing.
7. Have the student observer practise responding to traffic lights by defining the action she/he would take.
8. Have the student driver exit the highway properly, carrying out all the required checks and procedures and explaining what he/she is doing.
9. Have the student observer define the required checks and procedures for exiting highway.

Theory of Visual Search

The theory and practise of visual search is central to this new driver education course. Based on assumptions made from Saskatchewan Government Insurance crash data, it is believed that a large number of crashes occur because the new driver does not see the threat in time. This is largely because the driver is not looking sufficiently far ahead.

Most instructors know that new drivers do not look sufficiently far ahead, but find it difficult to teach this skill. In this course, an attempt has been made to define the components of looking far ahead; e.g., where to look and what to look for. It is still up to the instructor to select the patterning of these components for any particular driving area or driving condition.

The basic search pattern to which the driver should always return is to look up and reference down. This sequence will make sure that the student knows if the road ahead is clear, and will give the visual "snapshot" that is needed for steering.

To the basic search pattern, the driver is to add:

• sweeping left;
• sweeping right (as far ahead as possible);
• filling in the gap (between the 12 second referencing down location and the driver's vehicle);
• checking the gates (checking the mirrors to assess the status of the gates and, prior to a lane change, doing a shoulder check to assess the status of the blind spot within the relevant gate);
• checking the instruments (speedometer from time to time and less frequently, fuel gauge and warning lights);
• checking escape routes (if, for example, the driver proposes to escape right, checking the width of the shoulder and the surface of the shoulder); and,
• if the driver wishes to make a lane change, or suspects the other vehicle beside him/her is likely to make a lane change, checking the angle of the front wheel of the other vehicle.

The aim of this search pattern is to get the driver thinking as far ahead as possible, striving to identify threats at least 12 seconds ahead.

Instructor Demonstration of Visual Search

Instructor Activity

Demonstrate, while giving a commentary, the complete visual search pattern.

Student Practises Complete Visual Search Pattern

Instructor Activity

1. Have the student driver add the appropriate visual checks to highway driving, carrying out the action and explaining what is done.
2. Have the student observer practise the complete visual search pattern, explaining what is being done as it is carried out.

Passing on Highways

Overview

What You Do

1. Have student one drive to a pre-selected area on a highway with good sight distances.
2. Review homework assignment - theory of passing. Use diagrams to cover the lesson content.
3. Demonstrate, while giving a commentary, estimation of safe passing time, closing time, and the passing judgment. Demonstrate passing.
4. Have student one drive, establish a passing time, and determine a safe passing time. Alternate between having the student driver and the student observer estimate closing time and make the passing judgment. Have the student driver pass, describing what is being done as it is carried out.
5. Have student one drive, establish a passing time, and determine a safe passing time. Alternate between having the student driver and the student observer estimate closing time and make the passing judgment. Have the student driver pass, describing what is being done while doing it.
6. Have student two drive back to base.

Learning Objectives

Performance Objectives (Do)

• Execute four passes, counting the time of the passes, and determine a passing time.
• Build in a five second safety margin to determine safe passing time.
• Determine the point at which you could safely return to your lane if you were to pass the vehicle in front - the "safe return point" (four successful repetitions).
• Estimate the closing time of an oncoming vehicle within two seconds, that is, the time from when the vehicle is seen until it reaches the "safe return point" (eight successful repetitions).
• Make the judgment of "safe" or "unsafe" and check the closing time with the safe passing time (eight successful repetitions).
• Execute, based on the passing judgment, four passing manoeuvres.

Knowledge Objectives (Know)

• How to determine passing time.
• How to determine safe passing time.
• How to estimate closing time.
• How to make the judgment to pass or not.
• How to pass.
• How to determine the minimum sight time required for passing.

Attitudinal Objectives (Believe)

• Time can be used to make the passing judgment.
• It is necessary to practise estimating closing time if you have not driven on the highway recently.
• If there is anything coming towards you, minimize the amount of time spent in the oncoming lane - overtake quickly.

Rationale

The overtaking judgment is a complex but important driving judgment. As a result of the lessons to this point, the student driver should be comfortable with, and competent in, highway driving. This means he/she should be free to concentrate on the passing judgment.

Using time to perform the passing judgment is more difficult at night, but it is the only method which works.

Teaching Techniques

• Continued use of student homework prior to lesson.
• Continued use of demonstration.
• Practising the passing judgment in safety (not passing until the student's estimates are perfect).
• Practising judgment estimates and then obtaining immediate feedback.

Instructional Aids

Student homework assignment.
Diagrams of passing.
Driver's Handbook.

Situational/Environmental Requirements

1. A straight stretch of highway with at least 40 seconds clear visibility for practising the overtaking task.
2. A stretch of highway with reasonable traffic coming towards the driver to practise closing time estimates.

Activity Delineation

Student One Drives to Location

Instructor Activity

1. Select an area in which the driver is weak or one for which he/she has not completed the performance objectives. Use the drive to the location to work on this area and complete performance objectives.

Review Homework Assignment

Instructor Activity

1. Review the theory of overtaking (from the Driver's Handbook).
2. Preparing yourself for safe passing can be broken down into three parts: estimation of your safe passing time, estimation of the closing time between you and the approaching vehicle; and, the actual passing judgment.

Estimation of Your Safe Passing Time

The first step in developing your new technique for estimating safe passing times is to find out how long it normally takes you to pass. This varies from 10 to 40 seconds depending on your vehicle, your technique, and the difference in speed between you and the vehicle you are passing. To find your safe passing time, choose a divided highway or a two-way highway at a time and place when traffic is light.

First, determine your passing time as follows:

• Follow the vehicle ahead at the same speed but three seconds back. Note the speed.
• Check that you can see at least 40 seconds ahead, that there are no vehicles coming the other way, and that there are no intersections.
• Begin counting "Thou - sand and one, Thou - sand and two" from the point you decide to pass and begin to accelerate.
• Signal, and at the point where you still have good vision and can smoothly change lanes around the vehicle ahead, move into the left lane.
• Continue in the left lane until you see the vehicle you have just passed in your inside mirror (see Mirror Use). As you pull back into your original lane, continue your acceleration. Do not decelerate as you change lanes.
• Continue counting until you have completed your pass. Stop your count when your left rear wheel crosses the lane line (just as you are returning to your original lane in front of the vehicle you have passed).
• The last number you say after "Thou - sand" is your measure of passing time in seconds.
• Try this several times at highway speeds varying the difference between you and the vehicle ahead until you "get a feel for" what your "passing time" actually is.

Next, build in a safety margin that makes you comfortable.

Five seconds is a minimum safety margin. For example, if your passing time is 15 seconds, add another five seconds for possible error. This will give you a cushion of five seconds if the vehicle coming towards you is approaching faster than normal or if your estimation is not accurate.

Your passing time + your safety margin = your safe passing time

Your safe passing time in this case is 20 seconds. If you think about it, your safe passing time will also tell you the minimum sight distance needed for safe passing, even if there is nothing coming the other way.

Estimation of the Closing Time of Two Vehicles

This is similar to judging the time from fixed objects except now you have a vehicle coming towards you. The gap between you and the approaching vehicle will close about twice as fast as if you were approaching a fixed object.

Steps to estimate closing time are as follows:

• Position your vehicle three seconds behind the vehicle in front.
• Determine the point at which you could safely return to your lane if you were to pass the vehicle in front: "the safe return point". For example, watch a vehicle pass and notice where it pulls back into the driving lane.
• When an approaching vehicle appears, start counting and continue counting until the vehicle reaches the safe return point ahead of the vehicle you would have passed. The last number you say after "Thou - sand" is your measure of closing time.

The Safe/Unsafe Judgment

When you feel confident that you can estimate closing times reasonably well, practise judging when it is safe to pass, then check by counting time. When a vehicle is approaching, decide if it is safe to pass or not. Say "safe" or "unsafe" then count "Thou - sand one, Thou - sand two" ... Check the actual closing time against your safe passing time to see if you were right. Keep practising until you can make the safe/unsafe judgment with 100% accuracy.

There are two advantages to practising your passing judgment in this way. First, it is completely safe because you never actually pass the vehicle. Second, your timing will be based on the actual speeds of vehicles using the highway.

The Actual Passing Judgment

Now practise what you have learned. When you judge it is safe to pass, carry out a passing manoeuvre.

Remember:

• You have built a minimum of a five second safety cushion into your safe passing time. Do not give this up under any circumstances.
• When you have enough experience with this method of estimation to be skilled and comfortable with it, extend your range. Determine the safe passing times for different situations, such as different speeds, surface conditions, and longer vehicles such as tractor trailers. The passing time will vary.
• Your safe passing time is also a measure of the shortest sight distance you need to pass, even with no oncoming traffic.
• Your passing time will vary with the speed difference between you and the vehicle you are passing.

Being Passed

When you are being passed:

• Do not speed up.
• If the driver passing you has misjudged, slow down and let the driver back into the lane.
• When being passed by large trucks, you are likely to be pushed around by the wind. Just look where you want to go and your steering will take care of itself.

Demonstration of Passing

Instructor Activity

1. Demonstrate, while giving a commentary:
   • passing time;
   • safe passing time;
   • closing time;
   • passing judgment; and,
   • actual passing.

Student One Carries Out Passing

Instructor Activity

1. Have student driver one drive, establish a passing time, and determine a safe passing time.
2. Alternate between having the student driver and the student observer estimate closing time.
3. Alternate between having the student driver and the student observer make the passing judgment.
4. Have the student driver pass, describing what he/she is doing as it is being done.

Student Two Carries Out Passing

Instructor Activity

1. Have student driver two drive, establish a passing time, and determine a safe passing time.
2. Alternate between having the student driver and the student observer estimate closing time.
3. Alternate between having the student driver and the student observer make the passing judgment.
4. Have the student driver pass, describing what is being done as it is performed.

Introduction to IPDE - Highway

(Identification/Prediction/Decision/Execution)

Teaching Techniques

1. The homework assignment should bring the student driver to the vehicle with the knowledge required and, therefore, save time.
2. Required knowledge must, however, be checked, because the lesson cannot proceed until the student driver understands the concepts involved. If the student driver does not have the necessary knowledge, spend time tutoring. The student does not drive until the knowledge objectives are met.
3. Demonstration commentary drive (restricted to the points in the lesson) helps to transfer the theoretical knowledge to the actual driving situation and gives the student driver an understanding of precisely what is required on the highway and in the city.
4. Having students verbalize where they are looking and what they see helps the students to specify the components of visual search and IPDE. (COM) It is important not to hold the student driver too long at this verbal phase. It is essential to allow the student driver to take time in the early part of the lesson, because he/she may have difficulty performing a commentary drive. An opportunity to practise first as a student observer will make this task easier for the student driver.
5. Practising the components of visual search and IPDE, and then putting them together, should speed learning.

Instructional Aids

• Diagrams for
• search patterns;
• real hazards;
• potential hazards;
• gates;
• identification;
• prediction;
• decision and execution;
• inter-driver communications; and,
• sharing the road.

Situational/Environmental Requirements

1. Pavements with good traction - preferably no ice or snow.
2. Good visibility - day time with normal lighting conditions, preferably not in rain, not in snow storms.
3. Highway and urban streets with some traffic. Reasonable access to and egress from the highway is necessary.

Activity Delineation

Check homework assignment

Instructor Activity

Question students on homework assignment covering all of the following:

• complete search patterns;
• vehicle position to optimize search patterns;
• real hazards;
• potential hazards;
• gates;
• identification;
• prediction;
• decision;
• execution;
• inter-driver communication; and,
• sharing the highway with other vehicle types.

Theory for this Lesson

1. Hazards.
   A "hazard" is a source of danger. When driving it is something that forces you to change your speed (usually to slow down) or change your steering (usually to steer around it) to avoid a crash.
2. "Real" and "potential" hazards.
   • Examples of "real hazards" are: a stop light, a vehicle moving slowly or stopping in your lane, a curve that requires you to slow down, a pedestrian or vehicle blocking you, an animal on the road.
   • A "potential hazard" is something that might happen: a vehicle on the shoulder that might pull out, a pedestrian who might cross the road, a traffic light that might change, an animal in the ditch.
3. Gates.
   • Four gates surround your vehicle at all times:
     - one front gate;
     - one rear gate; and,
     - two side gates.

   • If a gate is "open", you can drive into it whenever you wish.
   • If a gate is "closed" - by another vehicle, a curb, a guard rail, you loose the opportunity to move into the area which that gate controls.
   • The rule for safe efficient vehicle movement is to ensure that you always have a minimum of two open gates.
4. The IPDE method of dealing with hazards (from the Driver's Handbook).

   This method is described on pages 66-67 of this Guideline.

5. Inter-Driver Communication

   There are two types of communication with other road users:

   • communicating what you are going to do; and,
   • requesting communication from the other road user about what that road user is going to do.

   Techniques of communicating what you are doing:

   • vehicle position;
   • signal lights;
   • brake lights;
   • headlights;
   • back-up lights;
   • four-way flashers;
   • hand signals;
   • horn; and,
   • eye contact.

   Techniques of requesting communication about the intentions of other road users:

   • eye contact (usually this will not work on the highway;)
   • horn; and,
   • lights.

   Sharing the Highway with Other Vehicle Types (see Driver's Handbook)

   • school buses
   • trucks
   • motorcycles
   • farm equipment and over-width vehicles
   • snowmobiles

Theory for this Lesson

Student Drive to Highway

Instructor Activity

1. Introduce search pattern concepts on the way to the highway. Tell students where to look and have observer and driver practise search patterns.
2. Identify real hazards and have the student observer and the student driver identify real hazards.
3. Identify potential hazards and have the student observer and the student driver identify potential hazards.
4. Identify gates and status of gates and have the student observer and the student driver identify status of gates.
5. If time permits, begin prediction and decision components of IPDE, and have the student observer and the student driver predict and decide.

Instructor Demonstration and Commentary Drive

Instructor Activity

1. Take the wheel and describe your search patterns. Encourage students to ask questions.
2. Discuss and demonstrate vehicle positioning to optimize search patterns.
3. Identify real and potential hazards.
4. Verbalize, as you drive, the complete IPDE method of dealing with hazards.
5. If possible at the time, demonstrate and discuss how to share the road with other vehicle types.

Student Drives on Highway

Instructor Activity

1. Have the student driver
   • describe and carry out complete search patterns;
   • describe and position vehicle to optimize search patterns;
   • identify real hazards;
   • identify potential hazards;
   • identify status of gates;
   • describe what he/she is doing and IPDE; and,
   • if possible, describe what he/she is doing and drive with other types of vehicles.

2. Have the student observer
   • describe and carry out complete search patterns;
   • describe vehicle position to optimize search patterns;
   • identify real hazards;
   • identify potential hazards;
   • identify status of gates;
   • carry out IPDE and instruct the driver in the execution; and,
   • if possible, describe how to drive with other types of vehicles.

Student Drives Back to City

Instructor Activity

1. Have the student driver verbalize IPDE, carrying out the execution where relevant.
2. Have the student observer verbalize IPDE.

Student Drives in City

Instructor Activity

1. Have the student driver
   • describe and carry out complete search patterns;
   • describe and position vehicle to optimize search patterns;
   • identify real hazards;
   • identify potential hazards;
   • identify status of gates;
   • describe what he/she is doing and IPDE; and,
   • if possible, describe what he/she is doing and drive with other types of vehicles.

2. Have the student observer
   • describe and carry out complete search patterns;
   • describe vehicle position to optimize search patterns;
   • identify real hazards;
   • identify potential hazards;
   • identify status of gates;
   • carry out IPDE and instruct the driver in the execution; and,
   • if possible, describe how to drive with other types of vehicles.

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.

Driving Grid Roads

Activity Delineation

Student One Drives to Grid Road Location

Demonstrate Grid Road Driving

Instructor Activity

1. Drive along the grid road, discussing and demonstrating search patterns, following distance, escape plans, and speed selection.
2. Drive along the grid road discussing and demonstrating accelerating, braking, and corner or curve driving.
3. Drive along the grid road discussing and demonstrating driving in deep gravel, driving in mud, and meeting slow vehicles.

Student One Drives Grid Roads

Instructor Activity

Have student one

• drive along the grid road, describing and carrying out the proper search patterns, following distance, and speed selection;
• describe escape plans;
• drive along the grid road describing and carrying out proper accelerating, braking, and corner or curve driving; and,
• drive along the grid road describing and carrying out proper driving in deep gravel, driving in mud, and meeting slow vehicles.

Student Two Drives Grid Roads

Instructor Activity - repeat the same sequence as with student one.

Curve Negotiation

Activity Delineation

Introduce and Practise Curve Negotiation

Instructor Activity

1. Explain there are two types of curves: posted with a speed advisory or not posted. In addition to responding to any recommended speed reduction by reducing speed before entering the curve, the important things to remember in driving curves are to stay in the centre of your lane, and to steer where you want to go. Review applicable section in the Handbook.
2. Student drives the curve successfully.

Student Driver Activity

Respond as requested.

Student Two Drives Back to Base

Instructor Activity

Select an area in which the driver is weak or one for which performance objectives are not completed and use the drive to work on this area.

Evaluation

1. Complete the student evaluation forms for student one and student two 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 each student initial the evaluation form.
3. File the evaluation forms daily.