Presentation Transcript

1. Objectives Lesson Assignment Create an objective for Law 4, containing the three (3) elements of a performance objective. Write it out and bring to the in-class sessions using the following notations: Circle the What Underline the How Shown Draw a dotted line under the How Well 1
2. Bloom’s Taxonomy - 1 Lesson Assignments Write down the following and bring to the in-class clinic sessions: List in progressive order (from lowest to highest) the (6) levels of Bloom’s and provide an example of a process verb for each. Submittal of “Bloom’s Taxonomy” module assignments: Remembering & Understanding Instructor’s Cognitive Domain
3. Bloom’s Taxonomy - 2 Remembering & Understanding Write down and bring to class each of the following verbs and label which level they would be used (R or U). DEFINE IDENTIFY DEMONSTRATE REPEAT REAARANGE PREDICT RECALL DUPLICATE LABEL TRANSLATE SUMMARIZE MEMORIZE
4. Instructor’s Cognitive Domain Write out and bring to the in-class sessions: A list of all the items that you would collectively need to teach the foul of “pushing”, and when or when not to whistle for the foul. Identify the level of Bloom’s for each item listed. Bloom’s Taxonomy - 3
5. Set Lesson Assignments Write out and bring to the in-class clinic sessions each of the following: 3 elements of a SET 3 times you might use a SET Think of how you might use a “cake” as a SET. Then create a SET (without the cake itself) to use in a classroom of adults covering any stated topic of your choosing.
6. Closure Lesson Assignments Write down and bring to the in-class sessions the following: Your understanding of what closure is. A list of the (4) critical elements of closure. Two (2) specific examples of eliciting closure for the teaching of some aspect of Law 12.
7. Instructional Aids Lesson Activity You will design and create instructional aids (without the use of power point slides) to be used in your in-class Micro-Teaching Presentation #1. The specific requirements for MTP #1 will be outlined in a separate document.
8. Task Analysis - 1 Lesson Assignment Write down the following and bring to the in-class clinic sessions: Define and describe the importance of Task Analysis. List and explain the six (6) steps of the Task Analysis process. Develop and write a complete Task Analysis for a 20-minute presentation of any aspect of any of the 17 Laws. The ”Task Analysis” module assignments: Law 12 objective Brainstorming list Order of DFK fouls
9. Task Analysis - 2 Terminal Objective Do not try to elaborate on the objective, just check for two things … content and performance. Ex. The student will be able to state when a ball is out of touch. Write an objective for some aspect of Law 12, Fouls and Misconduct, and bring to class. Do not write the objective for all of Law 12.
10. Task Analysis - 3 Brainstorming If you are teaching Law 4, Player’s Equipment, what you would want the students to know when the lesson is completed? Write down (brainstorm) a list of what you would want the students to know and bring to class.
11. Task Analysis - 4 Arrange in Order Different methods can be used for different subjects. Write down how and why you would arrange the order for teaching the DFK fouls and bring to class.
12. Active Participation - 1 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.
13. Active Participation - 2 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 …
14. Practice Lesson Assignment Write down the following and bring to the in-class clinic sessions: A list of the (2) kinds of practice and define each. An accurate definition of the (3) M’s to practice theory and give a written example of each as it relates to the correct signaling by the AR for a DFK foul.
15. Planning a Lesson Lesson Assignment Create and write out a complete lesson plan that you would use to teach some aspect of your choosing of Law 13 to an experienced group of Grade 8 referees. Include all the items contained in the “Parts of a Lesson Outline”.
16. Motivation - 1 Lesson Assignments Write down and bring to the in-class sessions: The (6) variables of motivation and explain each in your own words. An example of how you might use each element in your next Entry Level Referee course. The “Motivation” module assignments: Level of Concern examples Motivation rewards Motivation Quiz
17. Motivation - 2 Level of Concern The effective instructor consciously raises and lowers concern of individuals and the group when a change in learning effort is required. Do not let a student remain unconcerned; on the other hand reassure an overanxious student. Write down four examples of how you would raise and/or lower stress in an Entry Level Referee Course and bring to class.
18. Motivation - 3 Reward Activities Praise students when they answer correctly Extend a break after a good session - announce the extension and the reason why. Write out 4 other examples of reward activities that you could use in an Entry Level Referee clinic and bring to the in-class sessions.
19. Motivation - 4 Motivation Quiz For the following actions, write down which variable of motivation is being used: ____ 1. When modeling word problems on the board, the teacher uses the names of the students in the class. ____ 2. In asking questions during a reading session, the teacher says, “now this next one is going to be more difficult”. ____ 3. The teacher gives a diagnostic test in math in which the first two problems are so easy that she knows every student will do them correctly. ____ 4. The teacher smiles warmly at the beginning of a group’s reading lesson.
20. Motivation - 5 Motivation Quiz For the following actions, write down which variable of motivation is being used: ____ 5. For a student who loves to read, the teacher allows that student to have free reading when he finishes with the assignment. ____ 6. In a small math group, the teacher has an answer sheet available on the bulletin board for students to check the answer on their worksheet. ____ 7. The teacher lists on the board names of students who got down to their work immediately. These students are the first to be released for recess.
21. Reinforcement Lesson Assignment Write two examples of positive reinforcement and two examples of negative reinforcement that could be used in an Entry Level Referee clinic, labeling each and bring to the in-class sessions.
22. Elements of Instruction Lesson Assignment Write down and bring to the in-class sessions a list of all the elements of instruction and in your own words an explanation of each.
23. Questioning Techniques Lesson Assignment Write out the following and bring to the in-class clinic sessions: An explanation of the purpose of a question. The (3) techniques for posing specific questions to students and an example for each. The (4) qualities of a good question with an example of each.
24. Retention Lesson Assignment Write down the following and bring to the in-class clinic sessions: State the retention formula List (6) variables of retention and a practical classroom example of each
25. Time on Task - 1 Lesson Assignments Write down the following and bring to the in-class clinic sessions: Design (3) sponge activities based on the Laws of the Game Submittal of “Time on Task” module assignments: 2 examples of wasting time in classroom Law 11 timing 3 kinds of soccer time 2 other reasons for sponge activity Sponge activity after Law 1
26. Time on Task - 2 Lesson Set We talk about time-wasting on the field; what wastes time in the classroom? Late arrivals Storytellers Passing out papers Inappropriate questions Material too difficult Write 2 other examples and bring to class All of this affects our “time on task”
27. Time on Task - 3 Allocated Time You must determine how much time you need to spend on each section of what you teach. This amount of time must be relative to the importance of the content. Determine the amount of total time it would take you to teach Law 11 to a group of 12-year old recreational soccer players in an Entry Level Referee clinic. Write out how much time you would allocate to each phase of this learning.
28. Time on Task - 4 Academic Learning Time Students need to feel successful to stay on task 90% of the time. The instructor needs to increase the attention ratio with: Correct level of difficulty (not too hard or too easy) Correct pacing of instruction Make sure students are successful Using a soccer game as an example, write out the three kinds of time.
29. Time on Task - 5 Sponge Activities Do not require the instructor to lead them. It is something students can do on their own. Example: If you were to write down some instructions on the board after a lunch break what might the purpose of doing so be? Review or extend previous learning Build readiness of focus Settle students down to business Write out 2 other reasons for doing so and bring to class. Write out a sponge activity you might use after teaching Law 1.
30. Transfer - 1 Lesson Assignment Write down the following and bring to the in-class clinic sessions: The (4) factors in a learning situation that promote transfer and give an example of each. Submittal of “Transfer” module assignments: Free Association words Analogous learning system 3 positive transfer examples 3 negative transfer examples 4 examples of Association 2 examples of Critical Attributes
31. Transfer - 2 Lesson SET: Free Association game …. Write down the first thing you think of when you see each of the following words (bring list to in-class sessions): Vegetable Color ice cream boy happy circus birthday Your answers to each word depended upon your previous individual experiences. If all everyone in a class had ever eaten was vanilla ice cream, then everyone’s answer would be the same. We’ve all had similar, but different experiences. Our prior learning affects the acquisition of new knowledge …. It affects the transfer of learning. This module is on transfer and the teaching for transfer.
32. Transfer - 3 Transfer is one of the most powerful principles of learning. It is a more reliable predictor of the speed of a new learning than I.Q. Example: Two boys of equal I.Q. --- #1 reads Road & Track and works on cars, while #2 loves to read Shakespeare. Which one will learn the carburetion system of a new car faster? … (#1). Suppose #1 has a lower I.Q. than #2? … (still #1). Write down what an analogous learning system in which #2 should always excel.
33. Transfer - 4 Two Types of Transfer Positive – process of old learning accelerates new learning (Write down 3 examples and bring to class). Negative – old learning can interfere with new learning Ex: A person that types only on a typewriter switching to a computer (Write down 3 examples and bring to class).
34. Transfer - 5 Association When two actions or events occur at the same time they become bonded or welded together. The presence of one elicits the other: Bell ……. Fire drill Romeo ….. Juliet Snow White ….. Seven Dwarfs Write down 4 other examples and bring to class.
35. Transfer - 6 Perception of Critical Attributes Description of something as to what it is by differentiating it from other things, i.e. mammals (internal skeleton, warm blooded, etc.). Write out 2 examples and bring to class. The power of critical attribute, once identified, can be applied to any new situation to confirm or deny the use of previous knowledge. Example: Which Law do you teach first? Penalty Kicks or free-kicks? …. Explain why. Ball In and Out of Play or Method of Scoring?
36. Check for Understanding Lesson Assignment Write out and bring to the in-class sessions: The three (3) different types of total group responses used to check for understanding. Include anexample of each that could be used in an Entry Level Referee Clinic.
37. Methods of Explanation Lesson Assignment Write down and bring to the in-class sessions a list of the (5) methods of explanation and include a soccer related example using each.