Active Participation USSF Referee Instructor CourseITIP United States Soccer Federation.
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Transcript of Active Participation USSF Referee Instructor CourseITIP United States Soccer Federation.
![Page 1: Active Participation USSF Referee Instructor CourseITIP United States Soccer Federation.](https://reader036.fdocuments.us/reader036/viewer/2022062515/56649cd85503460f949a1c03/html5/thumbnails/1.jpg)
Active Participation
USSF Referee Instructor Course
ITIP
United States Soccer Federation
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Active Participation
Lesson Set
Picture the last referee recertification test that you took. Did taking that test cause you to think, to remember and/or increase your knowledge to some degree? It was not possible for you to passively sit and read without some amount of active thought.The test served as a tool to get you to actively participate in the learning process.
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Active Participation
Lesson Objectives
At the end of this lesson you will:• Define Active Participation • Name the two types of Active
Participation• Indicate the type of Active
Participation from a list of examples
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Active Participation
Definition
The engagement of the learner’s mind with that which is to be learned.
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Active Participation
Definition
• A teaching strategy that improves an instructor’s effectiveness
• Helps keep the mind of the learner on the objective of the lesson
• Involves consistent relevant engagement of all the students in the lesson and the process of learning
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Active Participation
Active Participation by the learner increases ….
the rate (how quickly) and
the degree (how well)
of the learning.
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Active Participation
• I see … I forget
• I hear … I remember
• I do … I understand
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Active Participation
What are some ways in which we can engage the
learner’s mind?
Questions
Stories
Jokes
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Active Participation
Responsibilities of the Instructor
• Engage the brain of the learner
• Create relevant learning activities
• Engage students consistently throughout the lesson
• Involve all students
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Active Participation
Two Types of Active Participation:
Covert - non-observable … unseen participation by student is unknown
Overt - observable …. measurableyou can see or hear if student is participating
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Active Participation
Covert participation
• Demands wait-timeInstructor cannot ask students to think of something without giving them time to actually do it.
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Active Participation
Covert participation
• Must be relevant to learnerInstructor cannot ask students to picture something that they don’t know. Ex. If students were asked to picture “the hand of God” soccer play ,some would be able to see it in their mind, the rest would have no relevancy or understanding.
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Active Participation
Covert participation
• Must increase learner’s level of concern
Students must feel that if they don’t participate, they will suffer the consequences.
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Active Participation
Covert participation
• Must be elicited by the teacher
Instructor has to ask the students to think, to imagine, to picture, to remember, etc. in order for them to begin the process.
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Active Participation
Overt participation
• No wait time needed
Immediate response can be expected and measured. Instructor can see which students are responsive.
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Active Participation
Overt participation • Must be relevant to the learning
Creates a level of concern and students are more inclined to be attentive.
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Active Participation
Overt participation
• Elicited by the InstructorUsing words like show me, write, raise your hand, tell your neighbor, stand up.
Need not always be an individual response … group response just as effective.
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Active Participation
Covert / OvertThe use of COVERT and OVERT together holds the student responsible and accountable for their covert actions …. and increases the quality of their overt response.Direction is given for a covert activity … allows thinking time … followed by the instructor directing the overt activity.
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Active Participation
Active participation is the number one way to help with discipline and behavior management.
If students think you’re going to call on them for an answer, they will concentrate on your question rather than pursuing other activities.
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Active ParticipationActions that promote Active
Participation
• Get in the habit of calling on all students rather than “volunteers” who raise their hands.
• “Everyone write down …”• “Think of the last time …”• “Show … the direction of the throw-in”• “Hold up your hand”• “Discuss in your group”• Monitor the students for appropriate
responses
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Active ParticipationActions that hinder Active
Participation
• Straight lecture …. boring• Calling on the same people• Calling students in order • Sending one person to the board• Calling out a student by name prior to
asking a question …. lets everyone else off the hook.
• Saying “who can tell us?• Answering your own question … not
leaving some wait time
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Active Participation
Lesson Assignments
Write out the following and bring to the in-class sessions:
• A definition of Active Participation in your own words.
• List the two types of Active Participation with a specific example of each.
• Indicate the type of Active Participation for each of the 10 directions stated in the “Type of Behavior Quiz” shown on the following slide.
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Active Participation
Type of Behavior Quiz
1.____ jot down the answers in your notebook …2.____ summarize to yourself …3.____ make a mental list ….4.____ give some thought to …5.____ hold up your pencil …6.____ discuss in your group …7.____ show me two fingers …8.____ draw a picture in your mind …9.____ think of another example …10.____ whisper to your neighbor …
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Active Participation
USSF Referee Instructor Course
ITIP
United States Soccer Federation