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?
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.
At the end of this lesson you will:
The engagement of the learner’s mind with that which is to be learned.
Active Participation by the learner increases ….
of the learning.
What are some ways in which we can engage the learner’s mind?
Responsibilities of the Instructor
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
Instructor cannot ask students to think of something without giving them time to actually do it.
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.
Must increase learner’s level of concern
Students must feel that if they don’t participate, they will suffer the consequences.
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.
No wait time needed
Immediate response can be expected and measured. Instructor can see which students are responsive.
Must be relevant to the learning
Creates a level of concern and students are more inclined to be attentive.
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.
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.
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.
Actions that promote Active Participation
Actions that hinder Active Participation
Write out the following and bring to the in-class sessions:
Type of Behavior Quiz