Identifying Modules
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Identifying Modules. Romona Cook Donald Brown Revised 3/6/2014. Program of Organized Instruction for Driver Education and Traffic Safety (POI). http://www4.esc13.net/drivers/courses-drivers/drivers-education. It is the TEA approved

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Identifying modules

Identifying Modules

Romona Cook

Donald Brown

Revised 3/6/2014


Program of organized instruction for driver education and traffic safety poi

Program of Organized Instruction for Driver Education and Traffic Safety(POI)

http://www4.esc13.net/drivers/courses-drivers/drivers-education


Identifying modules

It is the TEA approved

Program of Instruction (Essential Knowledge and Skills)

for teenage driver education and traffic safety programs as prescribed by the Texas Education Code and Texas Administrative Code.


Identifying modules

Each phase

of Driver Education

Classroom / Driving / Observation

is required to follow the

Program of Instruction (Essential Knowledge and Skills)


Based on risk reduction

Based on Risk Reduction

Understanding

Consequences

Legally

Experiences

Knowledge

Skills

Obligations

Responsibility

Planning

Privilege


Why follow the poi

Why follow the POI????

Developed by experts.

Comprehensive.

Why recreate the wheel?

Approved by governing agency.

Schools and instructors need to have a written program and maintain records (lesson plans, tests,. evaluation scores, etc.). to prove the program is following the state POI guidelines

It is the first line of liability protection.


Close up look at the poi

CLOSE UP LOOK AT THE POI


Poi topics

POI Topics

Module One: Traffic Laws

Module Two: Driver Preparation

Module Three: Vehicle Movements

Module Four: Driver Readiness

Module Five: Risk Reduction (Management)

Module Six: Environmental Factors


Poi topics cont

POI Topics Cont.

Module Seven: Distractions

Module Eight: Alcohol and Other Drugs

Module Nine: Adverse Conditions

Module Ten: Vehicle Requirements

Module Eleven: Consumer Responsibility

Module Twelve: Driver Responsibility


Identifying modules

Each Module Includes:

  • instructional objectives

  • knowledge and skills

  • student expectations


Module numbering system

Module Numbering System

1st number is the Module Number

2nd number is the Instructional Phase

1 = classroom

2 = in-car

3 = observation phase

3rd number is the Knowledge and Skills

ABC’s for the Student Expectations


Identifying modules

Using Module 3 as an example…

Module starts off with theInstructional Objective…

This is the BIG Picture


Module three vehicle movements

Module Three: Vehicle Movements

Instructional Objective

POI Handout page 22

The student legally and responsibly performs Vehicle Movements reduced-risk driving practices in the Highway Transportation System (HTS) by:

  • sustaining visual attention and communication,

  • utilizing reference points,

  • managing vehicle balance, and

  • executing vehicle maneuvers.


Identifying modules

POI Handout page 25 & 26

Then the modules provide:

Recommended

Timeframes…


Identifying modules

CLASSROOM RECOMMENDED TIMEFRAMES

* Schools are allowed to provide a five-minute break period per classroom instructional hour. Revert break time back to instruction time if not utilized.


Identifying modules

IN-CAR RECOMMENDED TIMEFRAMES


Identifying modules

Then, the Modules provide,

Knowledge

and Skills


Identifying modules

3.1.1Visual Attention, Mental Attention, and Communication. The student reduces risk by legally and responsibly sustaining visual attention and communication. The student is expected to:

Knowledge and Skill

See POI handout page 27 – 30 for Knowledge and Skills 3.1.2 through 3.1.6


Identifying modules

AND,

Student

Expectations


Identifying modules

…what the student is expected to know when the lesson is complete.

Student Expectations


Identifying modules

Student Expectations

POI handout page 27

  • describe how to sustain visual attention, mental attention, and communication;

  • relate how the sense of sight, hearing, smell, taste, touch, and kinesthesia support visual attention and mental attention;

  • illustrate and explain the purpose of the different fields of vision;

  • describe how to utilize visual targeting to sustain visual attention and mental attention;

  • describe how each field of vision supports visual attention and visual targeting;

  • illustrate and define open, closed, and changing vehicle operating space, line of sight, path of travel, lane placement, and following interval;

  • summarize how vehicle speed impacts visual attention, mental attention, and communication;

  • list the characteristics of traditional and non-traditional roadways and intersections including railroad grade crossings and traffic circles;

  • summarize how to use visual attention and mental attention to identify other roadway users including vulnerable roadway users (pedestrian including a runner, physically disabled person, child skater, highway construction and maintenance worker, utility worker, or other worker with legitimate business in or near the roadway or right of way, or stranded motorist or passenger, person on horseback, person operating equipment other than a motor vehicle including, bicycle, motorcycle, horse-driven conveyance, farm equipment, slow moving vehicles, etc.);

  • list the characteristics of traditional and non-traditional roadways and intersections including railroad grade crossings and traffic circles;

  • relate how visual attention and communication are utilized to manage vehicle operating space, line of sight, path of travel, lane placement, right-of-way, following interval, vehicle speed, communication, and compensating for limitations;

  • list communication techniques utilized to alert other roadway users including vulnerable roadway users who may or may not be utilizing visual attention and mental attention;

  • list communication techniques utilized by other roadway users including vulnerable roadway users to obtain a driver’s visual attention and mental attention; and

  • reduce risk by legally and responsibly sustaining visual attention, mental attention, and communication.


Identifying modules

AND,

Driving Plan

Driving Plan – Formulation of a plan that incorporates the knowledge and skills that provides the foundation to launch and continue the lifelong learning process of legal and responsible reduced-risk driving practices.

POI Handout page 29


Identifying modules

AND,

Classroom and In-car

Progress Assessment


Texas administrative code 176 1009 progress

Texas Administrative Code, §176.1009. Progress

Appropriate standards shall be implemented to ascertain the progress of the students.

  • Progress standards shall meet the requirements of the Program of Instruction (POI) for Driver Education and Traffic Safety approved by the commissioner of education.

  • Successful completion and mastery are prerequisites to awarding a grade of 70% or above.


Poi requires an assessment at the end of each module tac 176 1009

POI requires an assessment at the end of EACH ModuleTAC §176.1009

POI The student reduces risk by legally and responsibly completing a Progress Assessment to evaluate classroom knowledge and understanding and measure progress (mastery equals 70% or above).

POI The student reduces risk by legally and responsibly utilizing baseline and progress assessment tools to evaluate and improve behind-the-wheel skill level (mastery equals 70% or above).

.


Identifying modules

POI handout page 28

Classroom Assessment of Modules must include questions to measure knowledge of each POI student expectation (what the student is suppose to know after they are taught a module)


Identifying modules

POI handout page 28

Behind-the-Wheel Assessment

  • includes assessed with a POI Baseline Assessment Tool

  • while student is demonstrating their ability to perform the Modules tasks


Group activity

Group Activity

  • Divide into 12 assigned groups

  • Develop activity for assigned module

  • Report activities to all groups

    Activities will be compiled and posted on ESC website.


Identifying modules

Driving Plan

Driving Plan – Formulation of a plan [by the student] that incorporates the knowledge and skills that provides the foundation to launch and continue the lifelong learning process of legal and responsible reduced-risk driving practices.

POI Handout page 29


Driving plan

Driving Plan

Complete the following statements from the knowledge and skills you have learned in the Module.

  • Safety:I will use the information I learned in Module 1: Traffic Laws to develop legal and responsible reduced risk driving practices by:

  • Economy:I will use the information I learned in Module 1: Traffic Laws to conserve our environmental resources and develop environmentally friendly driving practices by:

  • Civility:I will use the information I learned in Module 1: Traffic Laws to develop courteous driving behaviors to share the roadways with other roadway users by cooperating and sharing the roadway with:


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