Micro Lesson 1

Micro Lesson 1

I. RATIONALE:

            This lesson is being taught to meet an Arizona state learning standard for 1^st grade students.

II. OVERVIEW:

Grade Level: 1^st Grade

Subject(s): Mathematics

Topic of Study: Measurement of Data (MD). 1.MD.B: Work with time and money.

Time Allotment: 30 Minutes

Standards: 1.MD.B.3a: Tell and write time in hours and half-hours using analog and digital clocks.

Objectives: The student will be able to tell and write times in hours using analog and digital clocks.

Reflection: Assessing Prior Knowledge and Planning Instruction

·         What do the students need to know prior to the lesson?

 The student will need to visually identify and write the numbers from 0-12. The student will need to know what a clock’s function is.

·         How will prior knowledge and experience be assessed?

The student will be shown flash cards with numbers from 0-12 and asked to tell me what the number is and write it down. The student will be shown an example of the two types of clocks and asked if they know what a clock does.

·         How will you use this information in the planning process?

This information will be used to determine whether any reteaching is needed regarding numbers or whether introducing clocks is necessary before the lesson plan aimed at addressing the learning standard is introduced.

·         When will the lesson be taught in the course of the school year? Why?

If the lesson were to be instituted in a general education classroom as part of a formal curriculum, then it would be taught in the first quarter of the school year and more probably within the first couple weeks. There are three learning standards from kindergarten comprising K.CC.A: Know the number names and the count sequence. These learning standards exceeded the required ability to count to 12 and write numbers from 0-12. Given the required knowledge is considerably less than what was required in the previous grade, there is no reason for it to be put off until a later date. Additionally, it also serves as a form of reteaching for students that may have slightly regressed over summer break. Finally, the second half of the learning standard, telling times using half-hours, would be addressed in a follow-up lesson.

III. IMPLEMENTATION:

Procedure: The lesson will be introduced with the teacher playing the following YouTube video: Rock and Tell the Time on the Clock | Analog & Digital Clock Song for Kids | Jack Hartmann - YouTube. After the video finishes, the student will be asked what the video was about. After the student responds, the teacher will ask the student to think about if they have used a clock before or seen other people use clocks. After the student answers, the teacher will ask if the student wants to learn how to tell time on their own. After confirmation, the teacher will model how to tell time in whole hours on an analogue clock and digital clock.

The teacher will open the interactive clock: Interactive Analog, Digital Clock Online for Teaching Telling Time (subjectcoach.com). The teacher will explain to the student that an analogue clock has a big hand, the minute hand, and a small hand, the hour hand. The teacher will explain to the student that the digital clock has a symbol called a colon separating the hours and minutes. The teacher will show the student how moving the hands on the analogue clock changes the way the time is written using only whole hours. The teacher will explain to the student that a zero is sometimes placed in digital clock hours less than 10. After these explanations, the teacher will check for student understanding. Once the teacher has shown how to manipulate the clock, the teacher will ask the student if they want to join them in playing with the clock.

When the student confirms that they want to play with it too, the teacher will ask the student to tell the teacher a time that they want the teacher to show. Next, the teacher would ask the student to show a time. If the student is making mistakes, then the teacher will correct any misunderstandings.  Taking turns would continue until the teacher has given the student ten chances to check for understanding. The teacher would ask the student if they feel they are ready to try on their own.

The teacher will verbally tell the student times that they will move the clock hands to show on their own. If the student successfully answers five prompts in a row, then the assessment will begin. After the assessment, there will be lesson closure. The lesson closure will include asking the student what they learned today and how they think they can use it in their life. Based on student responses, the teacher will encourage the student to think up different ways it might help them.

Technology Integration: YouTube song at the beginning of the video: Rock and Tell the Time on the Clock | Analog & Digital Clock Song for Kids | Jack Hartmann - YouTube. Interactive clock at: Interactive Analog, Digital Clock Online for Teaching Telling Time (subjectcoach.com)

Differentiated Instruction: Cognitively Delayed Students: The lesson split is split in half to focus on telling time with the numbers 0-6. This would allow additional time for instruction on a more limited number of possible questions to increase the likelihood of mastery. Gifted Students: The lesson is extended into telling time with half-hours instead of just whole hours. This would allow them to work toward mastery of the entire learning objective. English Language Learner Students: A visual depiction of each clock type alongside the words for each important part of the clock in both their native language and English.

Reflection: Designing Instruction (InTASC Standards 7 and 8)

·         How do the instructional methods align with what you know about best practices?

The lesson contains an introductory hook designed to capture the student’s attention and to enable them to activate prior knowledge. The modeling, guided practice, and independent practice portions of the lesson are all designed to scaffold instruction according to the “I do, we do, you do” model that is considered best practice. The closing segment at the end of the lesson is meant to enable the student to precisely identify what they have learned and how it connects to their own life to increase the likelihood of the skill making its way into long-term memory.

·         How are you engaging students in creative and higher order thinking?

The student is engaged in creative thinking by allowing them to experiment with clocks to see how what they do to it changes the result. Higher order thinking is engaged with the lesson closure discussion that encourages him to find ways to tie what he has just learned into its potential effect on his life.

IV. ASSESSMENT:

Procedure: The teacher will hand the student two of the worksheets seen in the “Resources and Materials” section below. The teacher will explain to the student that the student will be verbally told a time. The teacher will further explain that the student will draw the two hands on the analogue clock to show the correct time and write the numbers in the digital clock. The teacher will explain to the student that they can ask the teacher to say the time again if needed. The times the teacher will tell the student to write are 3:00, 6:00, 10:00, 9:00, and 12:00. The teacher will have already filled out the first analogue and digital clock using 1:00 as an example. If the student correctly writes the times for each of the analogue and digital clocks at least 4/5 out of times, then it will be considered evidence of mastery.

Instruments: The student will need a pencil and two copies of the worksheet seen in the “Resources and Materials” section below.

Reflection: Planning Assessment (InTASC Standard 6):

·         How do the instructional methods align with what you know about best practices?

The assessment was developed prior to the formulation of the rest of the lesson plan to ensure the selected learning standard was going to be assessed. Furthermore, this made it possible to precisely identify the required skills needed to perform well on the assessment. This principle of backward design is considered the best practice for assessments.

·         How are you engaging students in creative and higher order thinking?

The student must write the correct depiction of a verbally described time in both analogue and digital clock variations. This writing is a creative process as the student is responsible for correctly placing each digit or clock hand. His higher order thinking related to the learning standard is informally assessed in the discussion that occurs after the summative assessment is finished as part of the lesson closure. The teacher’s attempt to get multiple answers for the usefulness of what has been learned is a check for higher order cognitive engagement as the student cannot rely on rote responses.

·         How does the assessment demonstrate that the students have been successful in learning the content?

The assessment demonstrates that the student can tell and write times on both analogue and digital clocks. Being able to convert a verbal command into a visual representation encompasses both the tell and write portions of the learning standard.

·         How does the assessment demonstrate that the individual student needs were met?

The assessment is directly related to the learning standard being instructed, and the learning standard is grade-appropriate for the student. If the student performs poorly, then it will be due to poor instruction and vice versa.

V. MATERIALS AND RESOURCES:

Pencil.

Laptop.

Rock and Tell the Time on the Clock | Analog & Digital Clock Song for Kids | Jack Hartmann - YouTube

Interactive Analog, Digital Clock Online for Teaching Telling Time (subjectcoach.com)

Reflection: How does your lesson meet ISTE Standards?

·         ISTE Standards for Educators

The lesson is adapted along the spirit of the ISTE Standard for Educators referred to as “2.5: Designer.” The use of the interactive clocks resulted in an authentic learning experience that enabled student-driven experimentation with technology. Additionally, the possibility of teaching this lesson to a wider variety of students was accounted for in the development of the lesson under the differentiated instruction portion of the lesson plan.

·         ISTE Standards for Students

The lesson satisfies the ISTE Standard for Students referred to as “1.1: Empowered Learner.” The student the lesson was performed with leveraged technology to demonstrate competency with their learning goal during the guided practice and independent practice portions of the lesson. Due to the young age of the student, this early use of technology should help build a foundation for their future use of technology in the classroom. In turn, the scope of the standards addressed would broaden over time.

Reflection: What occurred during the lesson?

            Before beginning the proper lesson, the student was shown flash cards with 0-12 to on them. The student was eager to demonstrate that he knew the numbers. When asked what a clock was and what it does, the student pointed to the clock on the wall and said, “Clocks tell time.” The preassessment requirements were met, and this activation of knowledge already had his interest. The video was shown, and the student’s attention was captured by it as evidenced by him starting to move along toward the end of the song. When asked if he had used a clock before, the student was confused, saying that he did not know how to use a clock. The teacher then opened the interactive clock and explained that he would learn how to use one to tell time on his own.

            The modeling stage that explained the hands of the clock and how to move it was of interest to the student as they immediately wanted to do it themselves after seeing the teacher manipulate it. The teacher had to explain that the student needed to know some things first before it was their turn. It was clear the explanations were of less importance to the student than getting to play with the clock, so guided practice began. The student was told to name a time, and the teacher would move the hands to create that time. After this example, the teacher gave the student a turn at moving the hands. At first, the student ignored direction and just wanted to make circles with the hands. After redirection, the student moved the hands with the help of the teacher. Eventually, the student caught on to the fact that the hour hand never moved from the twelve, the minute hand went to the current hour it was, and that the digital time was just the number of the hour followed by zeroes. This indicated it was time for independent practice and assessment.

            The student was not pleased that it was time to stop playing with the clock to use the worksheet. Praising the student for the good job they had done redirected their attention to the teacher. After receiving instructions on how to do it, the student was excited to show what he had learned. Every problem was answered correctly. When asked if he thought it was hard, the student said, “It was easy.” When asked what was learned today, the student said, “I learned to move the hands to tell time.” When asked how he will use what he learned, the student said, “To tell time?” The teacher praised the student for doing well and telling them they could go, the student said they wanted to play with the clock some more. The teacher allowed it for a few minutes before leaving. Unfortunately, the parents did not want the student’s work shared but did want to keep proof of his good work.

            Overall, the lesson was a success. The student was clearly more attracted to interacting with technology than anything else the teacher was doing. It certainly facilitated the learning process, but one is left to wonder whether this interest could conflict with an ability to receive instructions in a different medium if a student became overly used to using technology for learning. Ideally, a balance would be struck over an entire curriculum so that a student can learn by many means. Currently, evidence suggests that technology should be considered and implemented when it can strengthen a lesson that would be weaker without it.