Telling Time Justin Hedberg Brandman University December 15

Telling Time Justin Hedberg Brandman University December 15, 2018 Telling Time

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?

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 called ‘Hip Hop Around the Clock’. On the next day, you will sing the song with your partner and then the entire class will sing as the teacher moves the hour and 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 practice what you have learned on a WebQuest worksheet. On the last day, you should be able to make a clock on your own using paper, fasteners, markers, and 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. 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 measuring time and reading time on a clock.

These are the first steps toward 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 the 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 observing the shadows of trees. Long shadows occur in the morning and evening. This will help the learner connect time with daily 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 step by step to facilitate integration and retention of knowledge (Siegler et.al.; 2014). The student will move the hands of the clock according to the teacher’s instructions and will be evaluated on how well they have learned to tell time. The main skills targeted are observation, comprehension, and knowledge retention, using a sequential approach that meets curriculum standards. After mastering how to tell time on an analog clock, the learner should then be introduced to digital clocks using YouTube tutorials and other resources to support self-learning.

Paper For Above instruction

Learning to tell time is a fundamental skill that plays an essential role in daily life, impacting punctuality, scheduling, and time management. In contemporary society, mastering both traditional analog clocks and digital time displays enhances a learner’s ability to understand and relate to time in various contexts. This paper explores a comprehensive, multi-faceted approach to teaching young learners how to tell time, emphasizing the integration of musical, visual, hands-on, and digital resources, aligned with educational standards and cognitive development principles.

Introduction

The significance of learning to tell time extends beyond mere recognition of numbers on a clock; it cultivates essential cognitive and organizational skills. Children who grasp the concept of time develop better self-regulation, punctuality, and understanding of daily routines. Given the progression of time-telling skills from analog to digital formats, an effective instructional strategy must incorporate multiple representations and learning modalities. An engaging, multi-sensory approach ensures that students can contextualize time in real-world situations, reinforcing the relevance of this fundamental skill.

Instructional Strategies and Lesson Structure

The teaching sequence involves a three-day lesson plan that begins with musical engagement. Music, as a form of multiple intelligences, significantly enhances memory retention and motivation among young learners (Gardner, 2011). The song ‘Hip Hop Around the Clock’ serves as both a mnemonic device and an interactive activity that promotes active participation. Singing and movement activities facilitate kinesthetic learning and help students internalize the relationship between the positions of clock hands and corresponding times.

On the second day, students deepen their understanding through visual and auditory inputs by watching videos that explain clock components and their functions. Paired viewing and practice encourage collaborative learning, which has been shown to improve understanding of abstract concepts in children (Vygotsky, 1978). The web-based worksheets then provide opportunities for independent practice, blending digital literacy with foundational skills.

The culmination of the lesson involves a hands-on art project—building a manual clock using paper plates, markers, fasteners, and scissors. Constructing a physical clock fosters fine motor skills and provides a tangible reference for learning how to set and read different times (Piaget, 1952). Students are guided to move the clock’s hands to indicated positions, linking the mechanical movements to their conceptual understanding.

Alignment with Standards and Cognitive Development

The lesson aligns with California standards, including Measurement and Geometry 1.0 – 1.4 and Number Sense 1.0, fostering skills in measurement, spatial reasoning, and number recognition. These standards emphasize understanding and applying mathematical concepts in practical contexts. Additionally, the instructional approaches tap into multiple intelligences, including linguistic, musical, kinesthetic, and visual-spatial domains (Howard Gardner, 2011). This multifaceted approach caters to diverse learner needs, promoting inclusive and differentiated instruction.

Application in Real-World Contexts

Practical application is essential in solidifying time-telling skills. Teachers can incorporate outdoor activities that require students to read analog clocks, estimate the duration of events, or observe natural indicators of time, such as shadows, to connect classroom concepts with real-life experiences (Eisner, 2002). Recognizing that shadows are longest in the early morning and late afternoon helps students understand the relationship between the sun’s position and the time of day, fostering observational and critical thinking skills.

Technology Integration and Digital Literacy

After mastering analog clocks, students should be introduced to digital clocks through tutorials and interactive activities. Digital literacy is increasingly vital; therefore, integrating technology supports future-oriented skills (Partnership for 21st Century Skills, 2009). Using online tutorials, educational apps, and interactive clock simulations bolsters self-directed learning and prepares students for digital environments.

Assessment and Evaluation

Assessment strategies should encompass formative and summative methods. Observational checklists during hands-on activities, participation in singing and movement, and accuracy in setting clock hands provide immediate feedback (Black & Wiliam, 1998). A rubric evaluating the precision of set times, understanding of terminology, and engagement levels ensures transparent grading criteria. Digital quizzes and reflective journals supplement these assessments, fostering metacognition and self-awareness of learning progress.

Conclusion

Mastering the skill of telling time lays a foundation for broader mathematical understanding and practical competence. An instructional approach that combines musical, visual, kinesthetic, and technological modalities creates an engaging and effective learning environment. This comprehensive strategy not only meets curriculum standards but also fosters critical thinking, collaboration, and lifelong skills. Future lessons should expand to include digital and analog integration, supporting learners in navigating an increasingly digital world with confidence and competence.

References

• Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappan, 80(2), 139-148.
• Gardner, H. (2011). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.
• Eisner, E. W. (2002). The Arts and the Creation of Mind. Yale University Press.
• Howard Gardner. (2011). Multiple Intelligences: New Horizons in Theory and Practice. Basic Books.
• Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.
• Partnership for 21st Century Skills. (2009). P21 Framework Definitions. Retrieved from http://www.p21.org
• Schwarz, L. M., & Leibold, N. (2015). Quick Quality WebQuests: Tips to Rapidly Create an Excellent Virtual Educational Activity. Minnesota eLearning Summit.
• Siegel, S., & Jenkins, E. A. (2014). How Children Discover New Strategies. Psychology Press.
• Turk, D. B., & Berman, S. B. (2018). Learning through Doing: A Project-Based Learning Approach to the American Civil Rights Movement. Social Education, 82(1), 35-39.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.