HED 443s

Sample Lesson

Lane Positioning and Speed Control

Prerequisites (Basic Focus):

Each student will have classroom instruction in the SIPDE procedure, 4-8, 8-12, 12-15, and 20-30 second following/scanning process, lane positioning, and speed control. Each student will have shown appropriate knowledge of such information. Where possible, each student will have driven to appropriate driving simulation films relating to the above topics. Each student will have spent 1 1/2 hours relating to the basic skills of driving.

Lesson Objective:

Students will demonstrate proper lane positioning and speed control procedures in a traffic setting. In low density traffic, the student will demonstrate visual, speed, and steering control adjustments while integrating experience and knowledge to perform activities as presented.

Specific Instructional Objectives

While driving on-street, each student will apply the SIPDE process, the steps of the Smith System, the 20-30 second visual lead, 12-15 second visual control zone, 8-12 second response zone, and the 2-4 second following distance.

Learning Activities

1. Teacher will predrive route.

2. Teacher will review the on-street route for potential obstructions and conflicts with both students.

3. Teacher will review objectives for lesson with both drivers.

4. At an appropriate location, each student driver will verbally explain how they are using concepts cited in this SIO.

5. As one student is driving, the observer will be providing 2-3 minutes of commentary driving relating to 20-30 second, 12-15 second, 8-12 second, and 2-4 second.

6. The observer will verbally perform the SIPDE process for the driver and teacher.

7. At appropriate times the teacher will evaluate the use of the topics of this SIO by each student during the lesson.

Content:

SIPDE

Search

Identify

Predict

Decide

Execute

The Smith System:

Aim High in Steering

Get the Big Picture

Keep Your Eyes Moving

Leave Yourself an Out

Make Sure You are Seen.

Visual and Searching Times/Techniques

0-4 potential immediate crash zone

4-8 second following distance

8-12 second response zone

12-15 second visual control zone - identify object/conditions that require a response or continuous attention

20-30 second visual lead - look for closed/changing visual zones

Search as far ahead as possible to identify potential conflicts.

Common Errors:

1. Following too close

2. Looking too close to car

3. Not centered in lane

4. Not tracking well in turns

Evaluation:

The teacher will have each student make a self-assessment on their use of topics covered in the SIO and then the teacher will provide each student with an appropriate, detailed assessment of each student’s use of the topics.

Specific Instructional Objective

While driving on-street, each student will select appropriate speed control for existing conditions, after seeing changes in path of travel, and after seeing speed limit or warning signs.

Learning Objectives

1.Teacher will review on-street route for potential obstructions and conflicts with both students.

2.Teacher will review objectives for lesson with both drivers.

3.Teacher will review SIPDE procedure 20-30 second visual lead, 12-15 second visual control zone, 2-4 second following distance, 8-12 second response zone.

4.Driver reviews the processes listed in LA #3. Student observer listens to review and asks/answers questions where appropriate.

5.Driver responds vocally to his/her speed control actions when asked by teacher.

6.The teacher will evaluate the speed changes in response to changes in space around the vehicle.

7.The student observer will chart changes in speed control made by the driver.

8.Each driver will be involved in 6-10 speed change situations.

9. Teacher will predrive route.

Content:

Flat - On straight roadways student will maintain safe speed without exceeding posted speed limit.

Hill - The driver will make appropriate accelerator manipulation to maintain a smooth and safe speed.

Curves - The student will slow down coming into curves and accelerate coming out within the parameters of traffic and design.

Turns - The student will slow to 10 MPH to make a 90_ turn to the left or

right turning into the appropriate lane to complete the turn.

Common Errors:

1. Speeding too fast for conditions

2. Too slow for conditions

3. Improper speed in curves and turns

4. Does not maintain proper lane position relative to environment.

Evaluation:

The teacher will have each student make a self-assessment on their speed control skills and then teacher will provide each student with an appropriate, detailed assessment of each student=s speed control technique.

Specific Instructional Objectives

While driving on-street, each student will select the appropriate lane for space management, legal requirements and destination, will select the best lane position while driving straight ahead, and will select the best lane position while approaching cures and hill crests.

Learning Activities

1. Teacher will review on-street route for potential obstructions and conflicts with both students.

2. Teacher will review objectives for lesson with both drivers.

3. Teacher will review where the vehicle should be positioned in the lane to minimize conflict with other vehicles.

4. The driver will respond to questions from teacher about open and closed lane zones and changes to lane positioning.

5. The observer will chart changes in areas/space of the student driver.

6. Where appropriate, the teacher will verbally evaluate space changes in response to changes in space around the vehicle.

7. Each driver will be involved in 3-5 lane changes and multiple adjustments in lane positioning.

Content:

Through lanes

Turn lanes

Protected turn lanes

Positioning for turns in proper lane and within lane

Common Errors:

1. Wrong lane before, during or after turn

2. Wrong lane travel on highway

3. Improper lane change procedure, i.e., lack of signal

Evaluation:

The teacher will have each student make a self-assessment on their lane positioning skills and then the teacher will provide each student with an appropriate, detailed assessment of each student=s lane positioning technique.

Resources:

American Automobile Association (1996). Responsible Driving. New York: Glencoe/McGraw-Hill.

American Automobile Association (1997). How To Drive, ninth edition. Heathrow, FL: AAA Association Communication.