1. Set USSF Referee Instructor CourseITIP United States Soccer Federation

2. 2 Set Lesson Set Have you ever sat in a class with little or no idea as to what was about to be discussed? Or that your mind was wandering and your attention was elsewhere? What did the teacher do to get you and your classmates focused and “in tune”?

3. 3 Parts of a Lesson Set

4. 4 Set Lesson Objective At the end of this lesson, you will list 3 elements of a SET and 3 times that a SET could be used. You will also be directed to construct a SET to the satisfaction of the instructor for an objective of your choosing.

5. Set- Meaning Set - Meaning Definition The opportunity for the mind of the learner to bring forward prior knowledge to the current learning.

6. 6 Set- Meaning Set - Meaning In other words A SET generates students’ interest in the topic that is to follow …. by relating it to something from their past.

7. Set - Purpose Students bring their world into the class and may not appear to be attentive. They may not be ready for the learning. The challenge for the teacher is to break through their pre-occupation. One way this can be done is to make the learning relevant to the students.

8. Set - Purpose Can tweak a student’s understanding Can serve to relieve a student’s anxiety Can lighten up the mood

9. Set - When to Use Always at beginning of the lesson After an interruption When changing focus during the lesson At the end, to prepare for the next lesson

10. Set - When to Us e Always at Beginning of Lesson Hook’s the student’s minds … gives them a kick-start. Gets learner’s going Good wake-up call Most common usage of a set

11. Set - When to Us e Always at Beginning of Lesson EXAMPLES:  Think about the best teacher you had as a student.  How many of you have played soccer?  While you were driving, when was the last time that you exceeded the speed limit by more than 15 mph.

12. Set - When to Use After an Interruption Use after a class break (typical pre-defined interruption). Use after an interruption, when the class needs to refocus.

13. Set - When to Use After an Interruption Students may not be attentive Puts everyone back in tune with the topic Breaks thru their pre-occupation

14. Set - When to Use After an Interruption EXAMPLES: What’s the last thing we discussed. Everybody stand up. When was the last time you attended a professional soccer game?

15. Set - When to Use When Changing Focus During Lesson Examples: When shifting from active participation to quiet work. When changing from sedentary activity to physical activity.

16. Set - When to Use When Changing Focus During Lesson Example: Use as a separator between Major Fouls and Misconduct. “Think of a time when you saw a referee give a caution.”

17. Set - When to Use When Changing Focus During Lesson Example: Use as a separator between offside and offside position. “When should an AR raise the flag for an offside offense?”

18. Set - When to Use When Changing Focus During Lesson Example: When shifting from the penal fouls to the punishment for those fouls. “Think of the last time you saw a serious foul called in the penalty area, what happened next?”

19. Set - When to Use At the End of a Lesson Use the previous set to lead into the next set, by continuing the analogy or building upon it. As a preparation or lead-in for the next session

20. Set - When to Use At the End of a Lesson Example: In preparation for the next lesson during a break or overnight. “What is an example of unsporting behavior?”

21. Five Elements of a Set Involve students in active participation Draw upon prior learning Relate to past or future learning Relate the learning to the student Cause the student to think in the manner you want them to think Set

22. Effective Set Must Involve students in “Active Participation” What are the two types of Active Participation? Overt …. Raise your hand Covert …. Think about Set

23. Set - Techniques Open-ended questions Use of jokes or cartoons Simulation / Pretend Role Playing Comparisons Set

24. Use of jokes or cartoons … Anecdotes and jokes can be used to refocus, but they need to be relevant. … Cartoons are also a great way of generating or stimulating student interest. …. Overuse of either can be detrimental to a student’s learning

25. Set Role Playing … Can sometimes be useful, but can also cause problems with horse play. … Would it be an efficient use of time? … What would happen if you did the same thing with a group of 10 -12 year olds vs. a group of adults?

26. Set Simulation / Pretend This can take time to set up and run through, but it can be very effective with advanced groups.

27. Set Comparisons Examples: What are the differences between a football and a soccer ball? Think about the advantages and disadvantages of driving and flying to Chicago.

28. Effective Set Must Be Relevant to Topic Be Relevant to Group It needs to grab the interest of the learners and get them to actively participate in the learning. Set

29. If used correctly, a SET can help eliminate classroom and behavior problems. If used incorrectly, a SET may cause problems

30. Set A mindless SET with no relative value is useless and detracts from the learning.

31. SET Must Be Relevant Impractical to bring an elephant into the classroom to teach the color gray, but ….. You could relate a picture of an elephant to accomplish the same thing. Set

32. 32 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.

33. Set USSF Referee Instructor CourseITIP United States Soccer Federation