1. Distractions Pt 2

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.

4. 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

5. 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.

6. Physical Equivalency PracticeG 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

7. Physical Equivalency PracticeG 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