Time On Task
USSF Referee Instructor Course
ITIP
United States Soccer Federation
Time on Task
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”
Time on Task
Definition
The time the student is actually involved
in the learning.
Time on Task
Definition
All 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
Definition
All 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 Task
Academic Emphasis
Academic Learning Time
Sponge Activities
Time on Task
Academic Emphasis
The placing of high emphasis on academics
as opposed to other areas, which should
incorporate the following:
1)
2)
3)
4)
Instructor’s high expectations
Students held accountable
Instructor places high value on use of time
Students know how learning will affect their
future
5) 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 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.
Time on Task
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.
Time on Task
Sponge Activities
The 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 Objective
By 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 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.
Time on Task
Sponge Activity
A 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 Assignments
Write 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
USSF Referee Instructor Course
ITIP
United States Soccer Federation