Get documents about "97 Associate Class v2
Shared by: 1FGn03
-
Stats
- views:
- 0
- posted:
- 6/13/2012
- language:
- pages:
- 138
Document Sample
ASSOCIATE REFEREE
INSTRUCTOR COURSE
United States Soccer
Federation
1
COURSE OVERVIEW
• Instructor Program
• USSF Entry Level Exam
• How People Learn
• Bloom’s Taxonomy
• Introduction to Instructional Theory Into
Practice (ITIP)
2
COURSE OVERVIEW
(continued)
• Introduction to ITIP
– Parts of a Lesson
• Objective
• Active Participation
• Set Micro teaching #1
• Closure
– Difficult Classroom Behavior
– Instructional Aids
Micro teaching #2
• Review of test
• Instructor Responsibilities in Tennessee
Price of Class
• The hotel is costing us a lot of money
• It was necessary to charge a high fee
• The fee covers
– The class
– Instructor registration for 2010
– Lunch on Saturday (??)
USSF Instructor Organization
5
Referee Instructor Hierarchy
NAT’L
Referee
Instructor &
Instructor Trainer
STATE
Referee Instructor
REFEREE
Instructor
ASSOCIATE
Referee Instructor
6
State Referee Program
INSTRUCTION ADMINISTRATION
ENTRY REGISTRATION
INTERMEDIATE RE-CERTIFICATION
ADVANCED CLINICS
REFRESHER
ASSESSMENT ASSIGNOR
DEVELOPMENTAL GAMES
ADVANCEMENT SCHEDULING
Associate Referee
Instructor Course
Requirements for course completion
• 85 or higher on USSF Referee Exam
• Active participation during lessons
• 16 classroom hours
• Satisfactory performance during both
Micro Teaching sessions
8
Associate Referee
Instructor Course
After completion of this course
• Appointment as Associate Referee
Instructor (Grade 9)
• Authorized to help teach entry-level
classes
• In some cases, may help teach
recertification classes
9
Associate Referee Instructor
Expectations
• Effective instructor using prepared lessons
• Effective presentation skills
• Competent in Laws of the Game
• Attend the Advanced Clinic each year
(This year: either August 7 or 8)
10
Instructor Training
and Advancement
• Recreational Youth Referee Instructor (0)
– 9 hour course
• Associate Instructor (8)
– 16 hour introduction to ITIP course
• Referee Instructor (17)
– 24 hour ITIP course
• State Referee Instructor (9)
– 24 hour Train the Trainer
– 24 hour Increasing Instructor Effectiveness
Written Exam
How People Learn
13
How People Learn
Sight 70/80%
Sound 10/20%
Other 0/10%
When I hear, I forget
When I see, I remember
When I do, I learn
14
How do you learn?
Memorize this list of numbers:
54174699216605037711594
15
How Did You
Remember/Recall?
• Did you recite the numbers as you
memorized them?
• Did you take a mental snap shot?
• Did you write the numbers down?
• Did you visualize the numbers as
you recalled them?
• What scheme did you use to
recall?
16
Visual Learners
Did you close your eyes or look up to
recall the list of numbers?
Visual learners tend to picture
information and use that snapshot to aid recall.
17
Auditory Learners
Did you repeat the numbers aloud in
order to memorize them?
Auditory learners tend to play a mental recording of
the information in order to recall it.
18
Kinesthetic Learners
Did you write down the list of numbers to
aid your recall?
Kinesthetic learners tend to use action or movement to
aid recall.
19
Recalling Information
Average person can remember 7 numbers
To increase that number we use the following:
• Mnemonics
• Relational schemes
• Visualization
• Rote memorization
20
Teaching to Aid Retention
As teachers, we must employ several
instructional methods to insure all
students’ learning styles are engaged.
That means using pictures, words, models,
demonstrations, activities, discussion,
diagrams, videos and lectures as part
of your instruction.
21
Review
• People learn by different means.
• Utilizing several methods will increase
student learning.
• Memory is an important component of
learning but not only component.
22
How People Learn
23
Bloom’s Taxonomy
Associate Referee Instructor Course
24
Bloom’s Taxonomy
• A taxonomy is a classification
according to natural
relationships.
• Bloom’s taxonomy classifies
cognitive skills according to the
level of thinking demanded.
25
Bloom’s Taxonomy
Objective:
At the end of this lesson, the
learner will be able to state the 6
levels within Bloom’s Taxonomy
and the relational position of each
level.
26
Bloom’s Taxonomy
• Knowledge - what is it called?
• Comprehension - what does it mean?
• Application - how does it work?
• Analysis - why does it work that way?
• Synthesis - how can it be combined with
similar ideas?
• Evaluation - how is it significant?
27
Bloom’s Taxonomy
At what level do we expect new
referees to perform?
Knowledge?
Comprehension?
Application?
Analysis?
29
Referee Instructors and
Bloom’s Taxonomy
At what level do we expect
referee instructors to perform?
Knowledge?
Comprehension?
Application?
Analysis?
Synthesis or Evaluation?
30
A Referee’s Cognitive Domain
• Grade 8 (R2) is expected to be
learning the laws of the game and
experiencing other phases.
This is the Knowledge phase.
• Grade 7 (R1) is expected to
understand the laws of the game and
be able to apply them with some
respect to the Spirit of the Game.
This is the Comprehension phase.
A Referee’s Cognitive Domain
• Grade 6 (S2) is expected to be able to apply
the laws of the game to player management
(anticipation, trifling/dubious, advantage). This
is the Application phase.
• Grade 5 (S1) is expected to manage the game
as a whole. This includes man-management,
identifying and dealing with gamesmanship and
keeping the game flowing.
This is the Analysis phase.
A Referee’s Cognitive Domain
• Grade 4 (N2) is expected to manage the
environment as well as the game. This
includes coping with foreign languages
and customs, differing styles of play,
assistants with whom you are unfamiliar
and professional egos.
This is the Synthesis phase of refereeing.
A Referee’s Cognitive Domain
• Grade 3 (N1) is expected to manage the
spectacle in its entirety. This includes
knowledge of teams and tactics, stadium
concerns (crowd control, safety, clock) and
pre-game formalities (introductions, start
times, pre-game ceremonies).
• Grades 2 & 1 (FIFA) are expected to be
near perfect in all phases of the game and
performance.
Bloom’s Taxonomy
Associate Referee Instructor Course
35
Introduction to ITIP
36
ITIP
Instructional Theory Into Practice
What is ITIP ?
• Teaching Model, pure and simple
Why use it ?
• Comprehensive yet Basically Simple
• Widely used in the U.S.
• Break paradigms
• Organized into Instructional Modules
• Has an Instructor Effectiveness Component
• Professional Library to supplement
37
Single Instructional
Model Concept
Why have a single model?
• Consistency in Lesson Plans
• Improves Utility
• Simplifies the Task of Training Instructors
38
INSTRUCTIONAL PROCESS
• Teaching as a Science
– Learning Theory
• Motivation theory
• Reinforcement theory
• Retention theory
• Transfer theory
• Teaching as as Art
– 7 Characteristics of Effective
Teachers
39
7 Characteristics
• Knowledge of content
• Planning skills
• Selection and use of materials
• Knowledge of learner characteristics
• Classroom management
• Human relations skills
• Instructional skills
40
Instructional Skills
• Effectiveness
– Monitor and adjust to learners
• Efficiency
– Within time constraints given
• Relevancy
– To learner
– To learning
41
Instruction
Instruction is a process of
deliberate decision making and
action that makes learning more
probable and more predictably
successful than it would be without
teaching.
Dr. Madeline Hunter
UCLA
42
Instruction
Instruction is a process of
deliberate decision making and
action that makes learning more
probable and more predictably
successful than it would be without
instruction teaching.
Dr. Madeline Hunter
UCLA
43
Instruction
Instruction is a process of
deliberate decision making and
action that makes learning more
probable and more predictably
successful than it would be without
instruction.
Dr. Madeline Hunter
UCLA
44
Simplified ITIP Model
Parts of a Lesson
What
Set
Objective
How Shown How Well
Active
Participation
Closure
Putting the parts together...
equals a complete lesson plan.
46
Parts of a Lesson
• Objective
• Set
• Active Participation
• Closure
Objectives Tell the Student:
?
What How Well
How Shown
2 Types Of Objectives
Instructional Objective
• What the instructor plans to do as a part
of the instructional process
Performance Objective
• What the learner must be able to do as a
result of the learning
49
Objective
A statement that tells the
learner what they will learn,
how they will demonstrate
they have learned it, and how
well it is to be done
50
3 Elements of a
Performance Objective
Performance Objectives must state:
• What the learners must demonstrate they
know, have learned or are able to do
• How the learners will demonstrate the
knowledge, learning or skill
• How well must the learners achieve to have
succeeded at the learning
51
Why Have an Objective?
• Focuses teaching activities
• Monitoring and adjusting lesson
• Evaluation criteria
52
Examples of Objectives
Given a soccer ball, the learner will check its five
essential specifications with 100% accuracy.
Following the lesson, the learner will list at least
six duties of the referee and at least four duties
of the assistant referee.
At the end of this lesson, the learner will state
the correct procedure for a substitution.
53
Examples of Objectives
What
Given a soccer ball, the learner will check its five
essential specifications with 100% accuracy.
Following the lesson, the learner will list at least
six duties of the referee and at least four duties
of the assistant referee.
At the end of this lesson, the learner will state
the correct procedure for a substitution.
54
Examples of Objectives
How
Given a soccer ball, the learner will check its five
essential specifications with 100% accuracy.
Following the lesson, the learner will list at least
six duties of the referee and at least four duties
of the assistant referee.
At the end of this lesson, the learner will state
the correct procedure for a substitution.
55
Examples of Objectives
How Well?
Given a soccer ball, the learner will check its five
essential specifications with 100% accuracy.
Following the lesson, the learner will list at least
six duties of the referee and at least four duties
of the assistant referee.
At the end of this lesson, the learner will state
the correct procedure for a substitution.
56
Parts of a Lesson
Objective
Parts of a Lesson
• Objective
• Set or Anticipatory Set
• Active Participation
• Closure
58
Active Participation
Active participation can be
defined as the engagement of
the learner’s mind with that
which is to be learned.
59
Active Participation
Active participation by the
learner increases the rate (how
quickly) and degree (how well) of
learning.
60
Active Participation
Two types of active
participation:
•Covert: non-observable, must be
elicited by the teacher
•Overt: observable, measurable
61
Active Participation
Covert participation:
• Demands wait-time
• Must be relevant to learner
• Must increase level of concern
• Must be elicited by the teacher
Words: think, imagine, picture, remember
62
Active Participation
Overt participation:
• Observable response
• Must be relevant to learner
• Must be elicited by the teacher
Words: show me, write, draw, tell your neighbor
63
Active Participation
Active participation is the
number one way to help with
discipline and behavior
management.
64
Active Participation
Using overt and covert
together, holds the learner
responsible and increases the
quality of overt responses.
65
Active Participation
Responsibilities of the teacher:
• Engage the brain of the learner
• Create relevant learning activities
• Engage students consistently
throughout the lesson
• Involve all students
66
Active Participation
Ways to promote active participation:
• Get in the habit of calling on all students rather
than “volunteers” who raise their hands.
• Ask a question and wait for a response.
• Ask a question, then call on a student. Helps to
ensure the possibility of covert behavior for all.
• Don’t use round-robin questioning.
• Monitor students for overt behavior.
67
Sample Questions
???
Choral Response
Signal Responses
Private Responses
Parts of a Lesson
Objective
MICRO TEACHING ORIENTATION
Micro Teaching Orientation
• Prepare a lesson for entry level clinic
• Written lesson plan required
• Class time given to prepare
• Instructors available to assist, if needed
• Objective: preparation of lesson, platform
skills development
74
Micro Teaching Orientation
• Planning Session (15 minutes)
– Topic:
• #1 Assigned prior to arrival
• #2 Presenter’s choice - non soccer
– Written Lesson Plan including:
• Objective
• Set
• Active Participation
• Instructional Aids
• Closure
75
Micro Teaching Orientation
• Presentation Session
– Set up (5 minutes)
– Present lesson (10 minutes)
• Classmates will act as new referee candidates
• Instructors will time presentation
• May use any instructional aids available
• Evaluation to follow lesson
76
Micro Teaching Orientation
• Evaluation Session
• Instructor lead critique focusing on:
– Platform skills
• Appearance/manner/enthusiasm
• Eye contact
• Use of visuals
• Eliciting active participation
• Dealing with the unexpected
• Voice modulation
77
Micro Teaching Orientation
– Content
• Objective met?
• All parts of a lesson included?
• Factual errors will be mentioned
– Use of allotted time
• Over allotted time
• Under allotted time - was topic covered?
– Peer group comments if time permits
78
MICRO TEACHING ORIENTATION
End of Day One
Yesterday
• What do we expect from an Associate
Referee Instructor
• How people learn
• Bloom’s taxonomy
• Instruction
• Two of four parts of the ITIP lesson
– Objective
– Active participation
PARTS OF A LESSON
• Objective
• Set or Anticipatory Set
• Active Participation
• Closure
82
Anticipatory Set
The opportunity for the mind of the
learner to bring forward prior
knowledge to the current learning.
In other words
Generating student interest in the
learning that is to follow by relating it
to something from their past.
83
Anticipatory Set
Set must:
• Involve the learners in active participation
• Draw upon prior learning
• Relate to new learning
• Relate the learning to the learner
• Cause the learner to think in the manner
you want them to think
84
Anticipatory Set
When to use Set:
• Always at the beginning of a lesson
• After an interruption
• When changing focus during the lesson
• At the end, to prepare for the next lesson
85
Anticipatory Set
Techniques of using Set:
• Open-ended questions
• Role playing
• Use of anecdotes or jokes, if relevant
• Use of cartoons, if relevant
• Simulation
If used correctly, Set can help eliminate classroom
and behavior problems. If used incorrectly, it may
cause problems.
86
Parts of a Lesson
Set
Parts of a Lesson
• Objective
• Set or Anticipatory Set
• Active Participation
• Closure
88
Closure
Closure is what the teacher does
to bring the lesson to an
appropriate or logical conclusion
by giving the learner an
opportunity to bring together the
things they have just learned
89
Closure
Critical Elements of Closure:
• Summary by learner, not the teacher
• Uses active participation
• Relevant to the objective, not just related
• Must focus on the learning, not the activity
90
Closure
When to use Closure:
• Always at the end of a lesson
• After an important piece of learning
• As a Set for the next lesson
91
Closure
Ways to elicit Closure:
• “Summarize in your own words”
• “Think of the results”
• “Tell me what you’ve learned”
• “Explain what we’ve done so far”
• “What can you do now, that you couldn’t
do before the lesson”
92
Parts of a Lesson
Difficult Classroom
Behaviors
94
Difficult Classroom Behaviors
When dealing with these behaviors, it is
imperative that you don’t slam the door on
your students.
If you deal with the disruptive student too
harshly, it may discourage participation
from all students
Politeness and assertiveness are keys to
dealing with difficult behaviors.
95
Difficult Classroom
Behaviors
Rambling
Wandering off subject - using farfetched examples
• Refocus attention by restating relevant point
• Direct question to group that is back on subject
• Ask how topic relates to current discussion
• Use visual aids, begin to write on board, turn on
overhead projector
• “Would you summarize your main point?” or “Are
you asking…?”
96
Difficult Classroom
Behaviors
Talkativeness
Knowing everything, manipulation, chronic whining
• Acknowledge comments made
• Give limited time to express viewpoint or feelings,
and then move on
• Make eye contact with another person and move
toward that person
• Give the person individual attention during breaks
• “That’s an interesting point. Now let’s see what
other people think.”
97
Difficult Classroom
Behaviors
Sharpshooting
Trying to shoot you down or trip you up
• Admit that you don’t know the answer and
redirect the question to the group or to the person
who asked it
• Acknowledge that this is a joint learning
experience
• Ignore the behavior
• “Has that ever happened to you?” or “I feel you
know the answer, why don’t you share it with us.”
98
Difficult Classroom
Behaviors
Heckling/Arguing
Disagreeing with everything said - personal attacks
• Redirect question to group or supportive
individuals
• Recognize participants feelings and move on
• Acknowledge positive points
• “I appreciate your comments, but I’d like to hear
from others.” or “It looks like we disagree.”
99
Difficult Classroom
Behaviors
Grandstanding
Getting caught up in one’s own agenda or thoughts
to the detriment of other learners
• “You are entitled to your own opinion, belief or
feelings, but now it’s time we moved on to the
next topic.”
• “Can you restate that as a question?”
• “We’d love to hear more about that if there is
time after the presentation.”
100
Difficult Classroom
Behaviors
Griping
May be legitimate complaining
• Point out that we can’t change policy here.
• Validate his or her point.
• Indicate you’ll discuss the problem with the party
privately.
• Indicate time constraints.
101
Difficult Classroom
Behaviors
Side Conversations
May be related to topic or personal - distracting
• Don’t embarrass talkers
• Ask their opinion on topic being discussed
• Ask talkers if they would like to share their ideas
• Casually move toward those talking
• Stand near the talkers, ask a near-by participant
a question so that the new discussion is near the
talkers
• As a last resort, stop and wait.
102
Difficult Classroom
Behaviors
Shyness or Silence
Lack of participation
• Change teaching strategies; group discussion to
individual written exercises; lecture to
demonstration
• Give strong positive reinforcement for any
contribution
• Involve by directly asking him/her a question
• Make eye contact
• Appoint to be small group leader
103
Difficult Classroom Behaviors
Overt Hostility/Resistance
Angry, belligerent, combative behavior
• Remain calm and polite. Keep your temper in
check.
• Don’t disagree, but build upon what has been
said.
• Maintain eye contact, move closer to the person.
• Always allow the person a way to gracefully
retreat from the confrontation.
• “You seem really angry, Does anyone else feel
this way?” Solicit peer pressure
104
Difficult Classroom Behaviors
Overt Hostility/Resistance
Angry, belligerent, combative behavior
• Hostility can be a mask for fear. Reframe hostility
as fear to depersonalize it.
• Respond to fear, not hostility
• Do not accept a false or prejudicial assumption,
e.g., “If by ‘jerk’ you mean disagreeing with
you…” or “What I think of you as a coach has
nothing to do with this class.”
105
Difficult Classroom Behaviors
Overt Hostility/Resistance
Angry, belligerent, combative behavior
• Allow individual to solve problem being
addressed. He may not be able to offer solutions
and will sometimes undermine his own position.
• Ignore the behavior
• Talk with the individual privately during the break.
• As a last resort, privately ask the person to leave
the class for the good of the group.
106
Difficult Classroom
Behaviors
107
Using Instructional Aids
108
Using Instructional Aids
• Slide show presentations
• Videotapes and films
• Slides
• Audio tape
• Flipcharts or posters
• Chalkboard/Dry-erase board
• Handouts
• Props or models
109
Slide Show Presentations
• Highly versatile, however takes preparation
• Teacher remains in front of class with lights
on
• Color can lend emphasis
• Easily viewed by large class
• Don’t be a slave to slides!
110
Videotapes and Films
• Can bring reality into classroom
• Pre-teach material
– Tell students what to look for
– Verify that objectives were met
• Videotape players widely available
• Video harder to view by large audience
unless special equipment is used
• Videotape easier to gather and edit
footage
111
Slides
• Highly portable
• You adjust the pace of presentation
• Can be made by teacher
• Can be viewed by large audience
• Can be changed easily
• Must be used in darkened room
• Lamps can burn out
112
Audio Tape
• Highly portable
• Limited use in classroom setting
• Can be made by teacher
• Speaker should be expert in his field
• Can be a great supplement or study aid
• Recording quality must be very high
113
Flipcharts or Posters
• Can be made by teacher prior to lesson, or
• Teacher remains in front of class with
lights on
• Blank sheets can be written on
• Highly versatile
• Color can lend emphasis
• Good for listing items or review
114
Chalk or Dry-erase boards
• Highly versatile - spontaneity maintained
• Teacher remains in front of class with
lights on Welcome to the
• Color can lend emphasis USSF Referee
• Reusable/erasable Clinic
• Good for listing items or review
• No special training required for use, but
some techniques can be helpful...
115
Chalk or Dry-erase boards
• Start with a clean board
• Write clearly, large and legible
• Don’t try to create a work of art
• Leave info on board as long as practical
• Talk to the class, not the board
• Use eraser, rather than your hand
• Can be messy, watch your clothes
116
Handouts
• Make sure content is relevant to
objectives
• Good for review and study aids
– Outlines - Agendas
– Checklists - Preprinted notes
– Assignments - Copies of visual aids
• Distribution can distract from lesson
– students may read handout, not watch you
– can disrupt flow if handed out during lesson
• Enough copies must be available for
class
117
Props or Models
• Should be large enough to be seen by all
• Can be manipulated by teacher or student
• Can provide tactile learning opportunity
• Models can substitute for the real thing
• Objects reinforce “concrete” learning
• Must be relevant to objectives
• Can be passed around
118
Using Instructional Aids
119
Introduction to ITIP
120
Review of Test
121
MICRO TEACHING
Second Talk
End of Day Two
Instructor Administrative Duties
Associate Referee Instructor
Course
124
State Administrative Duties
• Entry-level clinic “paperwork”
• Re-registration process
• Fitness testing
• Interpretations of the Laws
125
Entry-level Clinic Paperwork
• Area coordinators organize instruction
• Pay scale as defined in policies
• Materials/equipment available
– Projector/
– Course online
– Overhead projector
– Dry-erase board
126
Entry-level Clinic Paperwork
• Registration procedures for new referees
– 75% or higher on test
– Complete USSF registration form
– $40 (checks payable to MSR)
– Registered as grade 8 (R2) referee
– Receive badge, law book and “procedures”
manual
127
Re-registration Processes
Referees
• In-service training
– 5 hours during preceding 12 months
• Refresher test required
• Physical fitness test - grades 7 & above
• Registration sent to referee in
• Online registration
128
Re-registration Processes
Associate Instructors
• Attend Law change or interpretation
clinic annually
• Registration sent to referee in fall
– Sent to State Director of Referee
Instruction
– Register Online
– Appropriate fee included
129
FITNESS TESTING
• Conducted by USSF Instructor
– SDI approval required
– Document signed by instructor
– All tests completed in same day
• Consisting of:
– Endurance test –
• meters in 12 minutes
• 200m
• 50m
• Required for grade 7 and above
130
Standards of Dress and
Appearance for Instructors
• Always acceptable for men, Navy blue blazer
and gray slacks with USSF tie or emblem; for
women, two piece suit or equivalent; black
shoes. (Typical for first night of
clinic)
• Always acceptable, especially while teaching or
demonstrating on the field: Well kept sweat suit
with USSF logo, sports shirt with USSF logo.
• Acceptable, especially in summer: Slacks or well
kept sweat suit bottoms, sports shirt with USSF
131
logo.
Law Interpretation Responsibilities
• Certified Instructors within State Assoc.
– Maintain current knowledge of Laws
– Maintain knowledge of interpretations
– Disseminate information through training
activities
– Work with SDI to obtain current
interpretations
– Provide feedback on concerns of referees
on matters of interpretations and application
of Laws
132
Law Interpretation Responsibilities
• State Director of Referee Instruction
– Serves as principle source within State for
interpretations of the Laws of the Game
– Disseminates standardized interpretations
and application of Laws from USSF
– Disseminates referee mechanics,
procedures and techniques from USSF
– Serves, by invitation, as official interpreter
for Laws at all State-sponsored
competitions
133
Law Interpretation Responsibilities
• Manager of Referee Devel. And
Education
– Provides and disseminates standardized
interpretations, application and guidelines
for Laws of the Game
– Develops and implements standardized
criteria for referee mechanics, procedures
and techniques
– Develops content for and coordinates
interpretation and application clinics
– Acts as official interpreter for Laws at all
USSF-sponsored competitions
134 – Coordinates publication of the USSF LOTG
Instructor Administrative Duties
Associate Referee Instructor
Course
135
Course Evaluation
136
Course Evaluation
Please rank - 1 (poor) to 7 (outstanding)
• Organization of the course
• Work of the Instructors
• Scope of information covered
• Handouts
• Visual Aids
• Overall, I consider this course to be
137
Course Evaluation
• What would you have liked more of ?
• What would have liked less of ?
• What was the high point of the program?
• Was the course worth the time and money
you invested?
• Why or why not?
138
