Telling Time
Justin Hedberg
Brandman University
December 15, 2018
Telling Time
Introduction
Everyone wants to know how to tell time correctly, and since everyone wants to be punctual also for example when going for an important appointment or when going for a morning lesson, it is essential therefore, that we learn how to tell time. This project is based on the WebQuest and it aims at helping the learner to grasp the basics in their process of learning how to tell time (Schwarz et.al.; 2015). If you do not know how to tell time you can find yourself in a situation where you wake up at 1 a.m and start preparing for school instead of waking up at 7 a.m! Isn’t that bad?
Task
By the end of this three day lesson you should have the basic knowledge of how to tell time on the clock. First, you will learn a song that is called ‘Hip Hop Around the Clock’. On the next day you will sing the song with your partner then the whole class will sing the song as the teacher moves the hour and the minute hands on the clock. This song will guide you in the following learning process (Sheahan et.al.; 2015). You will then watch a video about time with your partner and then practice what you have learnt on a WebQuest worksheet.
On the last day, you should be able to make a clock on your own using paper, fasteners, markers and a pair of scissors. You should now be able to move the hands of your clock to the positions stated by your teacher (Turk et.al.; 2018). The Measurement and Geometry 1.0 – 1.4 and Number Sense 1.0 are the California standards that should be met for the lessons and the tools used.
Conclusion
The learner has been equipped with the knowledge of telling time, congratulations! We will now want to apply this knowledge in real life situations. The teacher can choose an outdoor activity that involves the measurement of time and reading time on a clock. These are the first steps into becoming proficient in telling time.
This lesson equips the learner with important skills that will be applied throughout their lives. The learner should now be able to relate time with events. They can look at the position of sun and tell whether the time is a.m., which means before midday or p.m. that is after midday. Also, the learner can apply this knowledge by looking at the length of the shadows of the trees. Longest shadows occur in the morning and in the evening. This will help the learner to relate time with events.
Teacher Page
It is important that the learner is helped to learn the song as a form of multiple intelligence. The learner should also be guided in the steps to making a clock. This lesson should be done in a step to step manner in order for the learners to integrate and retain most of the knowledge (Siegler et.al.; 2014). The student will move the hands of the clock according to the teacher’s instructions and they will be evaluated on how well they have learnt to tell time. Main skills targeted are observation, comprehension and retention .
5 Data Collection TechniquesAfter reading this chapter you shoul.docxblondellchancy
5 Data Collection Techniques
After reading this chapter you should be able to:
1. 5.1 Identify and appropriately utilize qualitative data collection techniques.
2. 5.2 Identify and appropriately utilize quantitative data collection techniques.
This chapter introduces qualitative and quantitative data collection techniques that can be used to systematically investigate an area offocus. These techniques include using direct observation, interviews, questionnaires, attitude scales, new and existing records, artifacts,teacher-made tests, standardized tests, and school-generated report cards.
Reflection on Action Research
James Rockford
James Rockford is an elementary teacher in a rural school district in Oregon. James is responsible primarily for teaching music andcomputer keyboarding skills to young children and initially became involved with action research as part of a statewide actionresearch initiative. As a result of his first attempt at doing action research and his effort to make it a standard part of his teaching,James has also worked as a mentor for other teachers in his region. James’s story highlights the importance of collecting data froma variety of sources to fully understand the effects of an intervention on student outcomes.
It seemed to be a perfect match. I had charge of a new computer lab and a mandate to develop a program of instruction to match thecurriculum guide, and I needed a “problem” for a collaborative action research class.
The only software that came with the computers was a popular program to teach keyboarding and ClarisWorks. It didn’t make any sense tospend several thousand dollars to teach keyboarding, so the problem became, “How does keyboarding instruction enhance students’ abilityto use word processing, database, spreadsheet, and draw functions?”
Looking at the literature proved to be a formidable problem because there wasn’t a good academic library in the area. The local communitycollege had one online computer to access ERIC (Educational Resources Information Center) through the World Wide Web if I gave searchterms to the librarian. A little help came, but I preferred to do the search myself. Our school was not yet online, so I resorted to using myson’s computer. A quick survey of the literature showed plenty of research on keyboarding but not much focused on young children.Opinions ranged from “Start them as early as possible” to “Avoid bad habits” to “Don’t bother because they can hunt and peck as fast asthey can type.”
The problem proved to be a little overwhelming in that I had just started an instructional program to teach all the keyboarding skills, and itbecame obvious that results would be harder to get for database, spreadsheet, and draw functions. As a result, I decided to look initiallyonly at the effect of teaching keyboarding on word processing for students in grades 4 through 6.
This was supposed to be a collaborative venture, so my first task was to enlist the help of the teachers in grades 4 ...
1. School Vision: Our mission is to ensure an educational program
that will assist all students in becoming contributing members of
society. The curriculum provides for acquisition of academic skills,
development of responsibility, fostering of social and emotional
growth, and strengthening of physical capabilities to each student’s
potential. Inherent in this mission is our desire to promote joy in
learning and the realization that education can make a difference in
each student’s life.
Goal: The goal of this research investigation is to increase the Math TAKS
scores of African American students in grades 3-5.
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