We all have those students that struggle to "get it". As a teacher, I always ask myself what else I can do. So, I started a "Check in, check out" program with a few students. It has helped our bond, and thought it might also help others #ProudTeacher#physed#pegeeks#espechat
A2: I use it with most lessons. Today was if their partner was following directions the first time. W my Ks it is as simple as a thumbs up if they notice the one thing they are looking for in their partner. #espechat
A2: I now teach middle schoolers but when I had younger students I had them peer asses on striking, dance, and team work. Students would observe the elements of each and complete a rubric based on what they saw demonstrated. #espechat
A2: We called it peer reflection and work on giving constructive feedback the right way. Here is an activity I did last year. Student did a great job with this https://t.co/lqPPGXU34R#espechat
A2: I think tasks that have one thing to look for are best. Example: can your partner dribble while keeping their eyes forward? S would assess with a thumbs up/down. #espechat
A2: We called it peer reflection and work on giving constructive feedback the right way. Here is an activity I did last year. Student did a great job with this https://t.co/lqPPGXU34R#espechat
I have Ss raise fingers. If they have all 2 or 3 parts (which is projected), they raise that amount of fingers. Example: hopping (1 foot, arms out by side) #espechat
A2 K-2 I have them do thumbs up or circle on paper & say good job partner on skills like underhand throw. I have them watch for 1 cue. 3-5 I have them assess one cue on most 1st lesson of a unit. Its easier when they are looking for one thing #espechat
A2) I would feel comfortable using it for small, 1 criteria skills where they could circle the answer. Like Sara said, βcan they dribble with 1 hand.β Circle: YES or NO #espechat
A2: When teaching elementary, I found it was smoothest for younger Ss (PreK-1st) to peer assess behaviors such as following safety rules. 2nd-5th graders when guided and with practice were able to peer assess skills such as overhand and underhand throwing, striking, etc #espechat
I have them do this when they are working in groups. Each time something happens or is said in their group that makes them feel glad to be a part of it they flash a thumbs up. And the reverse as well. I start this in 2nd grade. #espechat
A3: W my older Ss I use if for most everything. Today was a coaching form that had prompts about how their partner was using space in a tag game. #espechat
A3 I have them assess one cue just like the younger Ss. I have them do peer assessments at the start of almost all units. They assess each other a total of 10 during the lesson because they are trying to perform the cue at least 8/10 times #espechat
A3: I am more willing to give my older students paper and pencil to record the assessment. I have done this in @phys_educator's jump rope ladder. Peer coaches approve when a student has completed a jump #espechat
A3) I feel depending on your teaching style and ability of your students, the possibilities are endless here. I donβt use it much, but curious to see what others think. #espechat
Thanks, I was having a hard time keeping Ss accountable for how they were making each other feel in the moment. No words are spoken about it, but it really keeps Ss focused on the social interactions even when they are not the focus. #espechat
A3 for the older ss I have done a three person rotation with paper and pencil. I don't attach a grade to it though. I think that is necessary.
#espechat
I have them do this when they are working in groups. Each time something happens or is said in their group that makes them feel glad to be a part of it they flash a thumbs up. And the reverse as well. I start this in 2nd grade. #espechat
A3: Older students (9-12) are able to peer assess most activities. Rubrics, with very clear, specific elements, are very useful tools. I use a scale of 0-4 and keep it standard-based and consistent. Ss are easily able to peer assess in activities such as gallery walks. #espechat
A3 Lately I end each class by asking the students "what was one thing that we did really well today" "What was one thing we could improve on?" and "What is one more thing we did really well today" We discuss the answers. Must include class as a whole. #Team#espechat
A2+3 I think it's also so important to be VERY clear on what students should assess. If you have a rubric, making sure students know WHAT the different levels of accomplishment look like #espechat
A3 I have GIFs projected with circles around body parts so students know what they are looking for. Ex: I circle the knee to make sure the legs are bent when jumping. Thumbs up or down. #espechat
A3 I have GIFs projected with circles around body parts so students know what they are looking for. Ex: I circle the knee to make sure the legs are bent when jumping. Thumbs up or down. #espechat
I am loving how people are understanding that peer assessment has to have some sort social or affective check in. Especially as our students get older and more aware of the differences in their skill levels and bodies. #espechat
A4 on my assessment I have an example and I demonstrate with a group of Ss. Last yr I made a video with a group of Ss and I recorded them showing how to do it #espechat
A4: I explicitly teach how to peer assess. It is a huge part of my program. By the time my Ss that I have had since the beginning are in the upper grades, they have it down. They teach the new Ss. They are always so confused that others don't know how. (1/2) #espechat
A4: I demonstrate what the peer assessment should look like. Something I want to add this year is sentence prompts so that students can give MORE than just a thumbs up/down. #espechat
A4: Practice. A lot of practice. Trial & error. Explaining and re-explaining misunderstandings. Explaining that it's not about being "nice" or "mean" We're helping each other grow! It's okay not to get it perfect & that by assessing honestly we ARE helping each other #espechat
A5: Absolutely! Even my Ks start with this in a really limited way. I train them to say "I am looking for ...." then "I saw you ...." or "Don't forget to ...." #espechat
A5 Some of my Ss do. I encourage them to tell their team if they miss a cue that we are not focusing. Ex: we are assessing on stepping w/opposite for but they didn't follow through the Ss should tell their classmate. K-2 Ss always say good job partner #espechat
Q5: With older Ss, it's much easier for them to understand objective, specific feedback as compared to simple, general feedback ("I liked it"). Feedback and the ability to give it comes with practice. Teacher demonstrating helpful (kind) feedback is also very effective #espechat
A5b: I think so. Assessing to me does not require you telling the other person being assessed anything. I think the feedback part is different but should always be included. Otherwise, what is the point? #espechat
a5 It's so easy to build in feedback to assessment. I think the first step is to establish the assessment part, THEN add in feedback. teach it step by step #espechat
I used to and decided to change it because I didn't want to put value attached to it. I didn't want students to think that if they didn't get it yet, that it was bad. #espechat
A5b: Yes. A difference btwn students giving feedback and assessing. Feedback can be used as a tool during process of learning a skill. (ie practicing overhand throwing with a partner, 1 student can give specific feedback not as an assessment. It can be less intimidating #espechat
A6 Ss and teacher. It helps Ss pay more attention to the skill which will help them on their turn to demo. Its another way to formative assess your Ss. #espechat
A6: Student/Student relationships & Student/Teacher relationships can benefit from peer assess. The Ss see the T trusting them more & the Ss begin to build their class culture as guided by the T. Peer assess leads to a positive class culture & the Ss end up enjoying PE! #espechat
A6 when students give feedback to each other, they get to use their own words. this can give me new ways of explaining in "kid language" that I didn't realize before #espechat
A7: This does happen. More that I would care for. My classes understand the reason for it. When I teach this, I make a huge deal about how the only way to truly learn is from accurate info. In younger grades, (pt 1) #espechat
A7: A time in class when Ss are working together I would go over & help them assess. Not by highlighting they were wrong but by asking WHY and having them explain. Could be an easy clearing of misunderstanding. When Ss know you care & pay attention, sometimes that helps #espechat
A7: I have groups of 3 to help negate this when they are still learning how to peer assess. At the end of every lesson they meet w their partner and actually go over how helpful and accurate they thought they were. Ss know this is part of the routine and it helps (pt 2) #espechat
A7 1st review what they should be looking for.2nd watch them assess the Ss.3rd Do one of the assessments.4thWalk through the assessments by asking ? like did she step with the opposite foot.5th If I find out they are doing it on purpose then I will talk with the Ss #espechat
A7: I also meet w Ss indiv if it continues and review the process again. Most times it is because they just weren't paying close enough attention. (pt 3) #espechat
A7 This is a tough one. I stop the whole class and have a very 2 students accurately assessing and telling them how proud I am for them telling the truth bc we are a team and want everyone to be successful. I even have "we are teachers and learners" posted on my wall. #espechat
I added this in a while ago because honesty was becoming a prob and I needed a way to hold them accountable when I couldn't get to every group. #espechat
A8 It takes practice. I use it so often that most of Ss remember how to do from the previous. We use it for most units so it gets easier as the yr goes on. Also, we are able to use the same form for all the skills #espechat
A8: Don't expect a lesson in peer assessment to go perfectly! Remember that some of the best lessons are created on the spot from teachable moments! #espechat
A8: Be patient! :) Don't expect perfection and prepare for misunderstandings. Be clear! Building peer assessment into class routine can be a great way to build understanding. It takes time. Once they get it, as with most things... it's much simpler and they find it fun! #espechat
