Time On TaskUSSF Referee Instructor Course

ITIP

United States Soccer Federation

Time on TaskLesson Set

We talk about time-wasting on the field; what wastes time in the classroom?

Late arrivalsStorytellersPassing out papersInappropriate questionsMaterial too difficult

Write 2 other examples and bring to classAll of this affects our “time on task”

DefinitionThe time the student is actually involved in the learning.

Time on Task

DefinitionAll students of some intelligence can learn.Slowest 10% of students need 5-6 times longer to learn the same objectives as the most rapid 10%. However, given additional time they can learn the same objectives.Some learn in an hour, while others need an hour and a half.

Time on Task

DefinitionAll students are attentive to an instructional activity about 75% of the time.Instructors that have good results manage to keep theirs students “on task” for most of the lesson time.

Time on Task

3 Areas of Time on TaskAcademic Emphasis

Academic Learning Time

Sponge Activities

Time on Task

Academic EmphasisThe placing of high emphasis on academics as opposed to other areas, which should incorporate the following:

1) Instructor’s high expectations2) Students held accountable3) Instructor places high value on use of

time4) Students know how learning will affect

their future5) No time wasted

Time on Task

Three kinds of time:Allocated Time …. Amount of time set aside for learning.Engaged Time …. Portion of allocated time that the student is actually engaged in learning or completing assigned activities.Academic Learning Time …. Time students spend on learning with a high degree of success.

Time on Task

Allocated TimeYou 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.

Time on Task

Academic Learning TimeStudents 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 instructionMake sure students are successfulUsing a soccer game as an example, write out the three kinds of time.

Time on Task

Sponge ActivitiesThe name of the learning opportunities which use the wait time that would otherwise be lost.Instructor tosses out a “sponge” to the class. The sponge activities “soak up” time that would otherwise be lost.

Time on Task

Lesson ObjectiveBy the end of this session you will design (3) sponge activities, based on the Laws of the Game, to the instructor’s satisfaction.

This objective was deliberately placed late in this lesson module in order to have the learning focus on the actual “sponge” activities.

Time on Task

Sponge ActivitiesDo 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.

Time on Task

Sponge ActivityA sponge activity is an excellent way to put in practice:• While handing out papers• While taking role• Dismissing students • Handling late arrivals

Time on Task

Lesson AssignmentsWrite down the following and bring to the in-class clinic sessions:

1) Design (3) sponge activities based on the Laws of the Game

2) 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

Time on Task

Time On TaskUSSF Referee Instructor Course

ITIP

United States Soccer Federation