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Active Participation. USSF Referee Instructor Course ITIP United States Soccer Federation. 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?

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Active participation

Active Participation

USSF Referee Instructor Course

ITIP

United States Soccer Federation


Active participation1

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


Active participation5

Active Participation

Active Participation by the learner increases ….

therate(how quickly)

and

thedegree(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 …. measurable

you can see or hear if student is participating


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Active Participation

Covertparticipation

Demands wait-time

Instructor 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 learner

Instructor cannot ask students to picture something that they don’t know.

Ex. If students were asked to picture “the hand of God” soccerplay ,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 Instructor

Using 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 / Overt

The 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 Participation

Actions 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 Participation

Actions 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

  • ____ jot down the answers in your notebook …

  • ____ summarize to yourself …

  • ____ make a mental list ….

  • ____ give some thought to …

  • ____ hold up your pencil …

  • ____ discuss in your group …

  • ____ show me two fingers …

  • ____ draw a picture in your mind …

  • ____ think of another example …

  • ____ whisper to your neighbor …


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Active Participation

USSF Referee Instructor Course

ITIP

United States Soccer Federation


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