A1) Cues highlight/define the critical elements of what the skill can be broken down into in terms of steps. Without them, it would be you as the T saying "just do it like this"...obviously not very student friendly #espechat
A1) Critical. Limiting what you think about while trying to do a skill for the first time is so important. If you have one thing to think about at a time, you will likely develop that portion of the skill faster. #espechat
A1: Teaching cues are very important. They give Ss a way of breaking down skills in order to remember and understand parts to put into a whole. #espechat
We have Winter break in N. Cal too! Otherwise schools wouldn't get their ADA since parents take their kids out of school during this time anyway. That's why we have it. That's also why we start the 2nd week of August!! #espechat
A1) Crucial to skill development! Some Ss come to us without knowing how to do certain movements for one reason or another. We need to give them the steps & cues to learn #espechat
A1- Teaching cues break down the skills into smaller steps for the students remember. I hear my students repeating the cues during practice and assessments #espechat
A1) Cues keep student’s attention and aid in the development of skills even when you aren’t around or available. They simplify the skills being taught by breaking them down and giving ss something to think of as they perform the skill. #espechat
Having your Ss say the cues outloud as they are performing the different movements within the skill is a great teaching strategy to help them remember what to do. I use this strategy all the time...especially for my K-2 Ss #espechat
A1- Teaching cues break down the skills into smaller steps for the students remember. I hear my students repeating the cues during practice and assessments #espechat
I usually teach one skill and break it down into little teaching cues. I use this for my elementary students all the time, even K. When my students get into more complicated skills I may break it down even more, it really depends on the students and the skills. #espechat
I like the wording you used - it keeps their attention as they perform it. I'm trying to teach my Ss how to be mindful of their skills using cues - great wording! #espechat
Research shows introducing one at a time is more effective than all at once. Using a "whole, part, whole" approach like you are describing Tanner is a good method to have them show what they think they already know and then break it down from there...#espechat
A1 cues help Ss remember and demo key elements of a skill. Cues can also help Ts during assessment with what elements of skill to look at. T provides feedback to Ss using cues so they can correct. #espechat
A2) Honestly, my cues are ever evolving based on how my Ss respond to them. Sometimes I over complicate them when I first introduce them...gotta remember the K.I.S.S acrocnym lol #espechat
A2) I've used much from @thepespecialist@phys_educator & other online PE teachers. Lots from Manitoba PE curriculum as well as using @rich_wiles & the Periodical Table of PE to introduce vocab along with cues. #espechat
In reply to
@Physedmanrising, @thepespecialist, @phys_educator, @rich_wiles
A2) I used to use @pecentral for cues when I was new to the game. Recently I have tried picking experts brains. For example, asking the bball coach about bball skills or vball coach for vball skills. Twitter has been a game changer as well, obviously. #espechat
Keeping the cues ever present is another important thing to help them develop their skill. Make sure they are written on the board, on your projector screen or on signs around the gym for station work to help your Ss as much as possible #espechat
The critical elements listed in the PE Metrics book are a good start, but are not always in elementary kid friendly language...I wish they would simplify it more for this purpose #espechat
In reply to
@MrRoosPE, @Physedmanrising, @SHAPE_America
A3: I try to relate the cues whenever possible to something they already know. I know who rides horses, who plays basketball or soccer. I change verbage for some Ss. #espechat
The brain is constantly looking for novelty (read Dr. John Medina's book "Brain Rules" if you haven't yet)...if you introduce cues in a way that will stand out, such as this, you are already on the right track to brain-friendly instruction #espechat
A3 when students struggling I either pair them up with another student who gets it. Sometimes they help. Otherwise try and simplify more for them. #espechat
That's the thing... those documents are in books and not shared openly like the GLO's are. You have to pay to have the privliage of finding out what "4/5 elements of a mature pattern" really means. I don't have them. I do have them written down.
#espechat
In reply to
@PEbyMrE, @Physedmanrising, @SHAPE_America
A3) Been planning a word wall, especially for EAL Ss. It all depends, I like to vary for the different type of learners - explain to the auditory learners, show for the visual learners, and do for the kinaesthetic learners - takes time but it makes a lesson successful #espechat
A3 For struggling Ss I usually change their movement, focus on one cue, or change the equipment but not the wording of my cues...My cues are broken down in the simple terms already. #espechat
A3) For Ss that are struggling, simplifying things even more than they were presented is key, as are visual reminders/prompts (like a rubber cut-out of a foot on the floor to remind them to step w/ opp. foot for throwing) #espechat
A3) Wording of cues and mature patterns can be difficult for students to understand. Using different words or even modeling the step/cue can be effective. #espechat
A3) Modifying or simplifying words to keep students attention works. Also adding visuals and demonstrations from yourself, professionals or other staff members will help get and keep their attention. #espechat
I've been meaning to work with my 1/2 teachers to use their sight words in PE for different relay games. They would be all in just like they are with Olympic games - they have that context #espechat
A3) Cue cards with visuals/pictures of what each cue looks like on a shower ring help some of my APE students as well as those that are struggling #espechat
A4) I like to just focus on one at a time. I might use the same words, but I am giving a different explanation as to getting into the proper position to succeed. #espechat
A4) Doing bounce and catch/dribbling and a little shooting right now with my little ones actually. For shooting, its 2 words: "bend" and "push". Hoops as low as they will go and hula hoops hanging from back of rim as another target option to get the ball through #espechat
I remember being taught that there was a string connecting your elbow and knee when I learned how to do layups, I still use that visual and cue for my students today #espechat
A4cont) I've used BEEF with going through different heights of net - go from Basket 1 - Basket 5 (each higher) & they can go through the 5 as they succeed or stay and practice one until they get it consistently #espechat
A4. Bend Knees, push away, finish with a giraffe (arm extended, wrist down + follow through) Have all students make the giraffe at the end. They laugh and have fun with it, But most importantly remember it #espechat
Not really worried about that. Ks have a hard enough time just getting enough "umph" on the ball to get it up. Also, their shooting practice is totally exploratory since there are no GLOs in K or 1 related to shooting a basketball #espechat
A4- I remember being taught that there was a string connecting your elbow and knee when I learned how to do layups, I still use that visual and cue for my students today #espechat
Not really worried about that. Ks have a hard enough time just getting enough "umph" on the ball to get it up. Also, their shooting practice is totally exploratory since there are no GLOs in K or 1 related to shooting a basketball #espechat
Exploration is huge for basketball. My Ss are nuts for basketball and not all of them can even get it on the lowest net - all about the cues! #espechat
A3: if possible se S’s other movement experiences as a reference point connect the skill to other skills, eg: turning hips in hockey slap shot to turning hips while battling #espechat
A5- I use the regular diamond/window that everyone is talking about but I have the students do this on ground. One student is lying on his/her back while the other is standing above and dropping the ball into partner's hands. This eliminates bad tosses #espechat
A5) when we work on cues of any skill I post them on the whiteboard for all to reference. Like @CoachWilliams23 I like the moose to Superman. I try to be light and silly about it so it sticks and they can recall as they work on it. #espechat
A6) for holding “together is better, at the end forever”. I do let them know if they need to move their hands up it’s okay, but it’s their preference. For hitting “step to the thrower and swing forward”. A lot of modeling #espechat
A5) Used these animated GIFs last year on projector to help Ss with the progression of introducing the cues for overhead set "make your window", "cradle the egg", "push and extend". Checklist to track progress too #espechat
A6: "Squash the bug" is interesting because it takes away emphasis from driving with the back leg. I think in time that cue becomes less popular #espechat
A6) If my K's wouldn't try to hit each other, I could try it. With 1/2's, it's eyes on the ball, hands together, knuckles stay up, swing through. I like the "Together better, at the end forever @JPrincePhysed#espechat
How do they hold the bat? Which side do they stand on? How do you hit the ball instead of the tee? These are things I want to see them try for the first time without my interference. #espechat
All the time! I want to to focus on my extended arms and back foot. Then when they go I want them to focus on one of the two when they practice. #espechat
A5) Used these animated GIFs last year on projector to help Ss with the progression of introducing the cues for overhead set "make your window", "cradle the egg", "push and extend". Checklist to track progress too #espechat
A7: I do a lot of peer coaching w checklists of the cues during practice activities. That way Ss focus on a cue at a time and they also get practice seeing what it should look like. #espechat
A7: I've used peer teaching/coaching w/ checklists for 3/4's as a project to look to see if they can help each other; more so with locomotor skills #espechat
A7 peet checklists are great for this. Helps students recognize the elements of a skill. Even Ks can identify individual cues and give a partner a thumbs up/down. #espechat
A7. to reinforce the cues....laminate them with pics and post them on cones thorughout the activity area, show on the projector and sometimes we do tabata to the cues that we learned and practiced #espechat
A7) activites where the main focus is the skill such as rolling at pins. I want to try Stations where each one is a different cue. Then students can really focus on breaking the skill down and understanding how to do it. #espechat
A7: I also gear my games/activities around that skill and watch them perform in a practical setting to see if Ss are performing the skill correctly. Great time for remediation w/out other Ss noticing. #espechat
The activity has been around forever, I just "projectified it" lol. No verbal prompts about when I use my remote to change the slide, Ss have to be paying attention using their eyes. Fun activity that really reinforces the idea of "eyes up" #espechat
Make big signs of the traffic light colors and just hold them up and switch them every so often...works the same way in any environment, no projector needed. #espechat
