Active ParticipationUSSF Referee Instructor Course

ITIP

United States Soccer Federation

Active Participation

Lesson SetPicture 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.

Active Participation

Lesson ObjectivesAt 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

Active Participation

DefinitionThe engagement of the learner’s mind with that which is to be learned.

Active ParticipationDefinition

• 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 Participation

Active Participation by the learner increases ….

the rate (how quickly) and

the degree (how well) of the learning.

Active Participation

• I see … I forget• I hear … I remember• I do … I understand

Active Participation

What are some ways in which we can engage the

learner’s mind?

Questions StoriesJokes

Active ParticipationResponsibilities of the

Instructor• Engage the brain of the

learner• Create relevant learning

activities• Engage students consistently

throughout the lesson• Involve all students

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

Active Participation

Covert participation

• Demands wait-timeInstructor cannot ask students to think of something without giving them time to actually do it.

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.

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.

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.

Active Participation

Overt participation

• No wait time neededImmediate response can be expected and measured. Instructor can see which students are responsive.

Active Participation

Overt participation • Must be relevant to the learning

Creates a level of concern and students are more inclined to be attentive.

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.

Active ParticipationCovert / 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

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.

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

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

Active Participation

Lesson AssignmentsWrite 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.

Active ParticipationType of Behavior Quiz1.____ 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 …

Active ParticipationUSSF Referee Instructor Course

ITIP

United States Soccer Federation