| Doing and saying how to do (continued) |
| Sub category |
Teaching strategy |
Explanation and examples |
|
Right way/ wrong way |
Teaching the right movements by showing what a wrong movement looks like. |
|
Performance alternatives |
Suggesting alternatives for facilitating the movement. |
| Doing how to do it (continued) |
Self-touch |
To illustrate by touching the body part in which the movement occurs. |
| Images |
Using images to illustrate how to do the movement (breaking the leg; like you're throwing something up). |
| Independent practice time |
Giving learners time for self-practice of the movements. |
| Gestures |
Using cultural-conventions gestures (using the thumbs up or okay gesture as a sign that everything is fine in the movements' explanations). |
| Saying how to do it |
Listening |
Listening to the music to understand the rhythm of the movements. |
| Movement quality |
Reference to relationships between action verbs, body parts, and time terms (keep hands straight). |
| Teaching method explanation |
Reference to action descriptions and relationships of body parts/time terms. (e.g. doing it four times, leg-towing). |
|
Movement imitation |
Using words or phrases that refer to imitating the movement (that, hold both hands like I do). |
| Sharing messages and experiences |
Using ethical values messages to motivate (the connection between practice and success). |
| Advanced preparation |
Advanced preparation of what to be studied (Now we're going to repeat the whole process going the other way). |
| Timing cues |
Using a count or specific lyric from the song that illustrates the movement's timing. |
