the whole concept

Step 3 could be thought of as an explanation of the whole concept or how the specific parts relate to the entire task, in this case, driving a car.

Your explanation would attempt to "put the pieces together" to help the student understand the goal or entire task. This could be considered providing 'perspective' ('point of view' or 'viewpoint') for the student. The student driver must know what would happen if he or she floored the accelerator (gas peddle) at the same time as stomping on the brake!

For example, I once taught someone to drive who thought that the steering wheel turned all four wheels! (This might make parallel parking easier, but would create chaos (disorder, confusion) when attempting to turn a corner!)

Step 4 could be thought of as asking and answering questions.

This process can clarify ideas, relationships, and consequences. One of the great benefits of live interaction between a teacher and a student is the opportunity to ask questions. This is one way to determine whether the student and the teacher are communicating and understand each other.

Step 5 could be thought of as practice: the student would try each task, say, starting the car, turning off the car, putting the car in gear, taking it out of gear, and so on.

This is similar to when I encourage you to read, read, read and read some more. I am encouraging you to practice your communication (in this case reading/receiving written information) skills. Whether you read or write you are practicing your English comprehension/understanding skills.

Step 6 would then be demonstration (proof): the student would put it all together and can actually drive the car (in a safe place). This step may also be considered as feedback. In other words, as the teacher, you must be able to gauge whether your student understands what he or she must in order to succeed at the task.

Of course, there is a road test (driving test) in order to receive a driver's license. This is an objective measurement/judgment of whether the student has mastered the necessary skills and information. (An 'objective measure' uses a standard scale to evaluate or measure accomplishments.) Teachers understand that testing their students is actually a test of their own communication abilities (their own effectiveness as a teacher).

In summary, the steps in the teaching process could be represented as follows:

Step 1: Motivation
Step 2: Define terms (establish communication)
Step 3: Explain the whole and the parts
Step 4: Ask and answer questions; clarify
Step 5: Practice
Step 6: Demonstrate (or prove)