Distractions Pt 2

Standard 1 Objective 2a The student and parent (or legal guardian) will discuss the process of the Graduate driver license law and parental responsibilities and review crash statistics and risks associated with driving and how parental involvement can establish lifetime safety for new drivers. Discuss the risks of distracted driving.

M17 PEP Divided Attention Instructor Notes This PEP is an in-class activity that will develop student’s learning strands from classroom to in-car instruction. This PEP must be used with PowerPoint to achieve the changing of the content. Slide One The slide is designed to be used with a laser pointer to give an example of how the driver uses divided attention from path-of-travel to dash board (moving the laser to the path then to the dashboard ½ second.) To add complexity, ask a student to tell the fuel supply during one of the ½ second sequence. A typical response is they didn’t have time to see it during the first look. This will encourage searching the dashboard in a more meaningful manner. Slide Two The slide is not set for automatic simulation, therefore, the instructor must click every ½ second for the sequence, or even .03 for a more challenging exercise. This can be changed to an automated animation sequence if desired with the animation feature. Instruction for Slide two Have students write down the numbers and letters in the sequence they are shown The sequence is a searching pattern that always returns to the path of travel within a second The student must look to the path of travel carefully as the letters change from T to G near the end of the sequence. Slide three Use the third slide for a review of what the student wrote on the paper

Physical Equivalency Practice This first slide has the path-of-travel and a dashboard. The slide is designed to be used with a laser pointer to give an example of how the driver uses divided attention from path-of-travel to dash board (moving the laser to the path then to the dashboard in a non-sequential manner every ½ second.) To add complexity, ask a student to tell the fuel supply during one of the ½ second sequence. A typical response is they didn’t have time to see it during the first look. This will encourage searching the dashboard in a more meaningful manner.

Physical Equivalency Practice G T T G T T T T T T T T A 3 7 10 1 2 P R 2 Instructor Notes: This PEP is an in-class activity that will develop student’s learning strands from classroom to in-car instruction. The first slide has the path-of-travel and a dashboard is designed to be used with a laser pointer to give an example of how the driver uses divided attention from path-of-travel to dash board. The slide is not set for automatic simulation, therefore, the instructor must click every ½ second for the sequence, or even .03 for a more challenging exercise. This can be changed to an automated animation sequence if desired with the animation feature. Instruction Have students write down the numbers and letters in the sequence they are shown The sequence is a searching pattern that always returns to the path of travel within a second The student must look to the path of travel carefully as the letters change from T to G near the end of the sequence. The second slide is a review of what the student wrote on the paper F U D

Physical Equivalency Practice G T T G T T T T T T T T A 3 7 10 1 2 P R 2 Note: Use this slide to review what the student should have recorded. F U D