4.1 Support student participation
Graduate level: Identify strategies to support inclusive student participation and engagement in classroom activities I believe that I have met the requirements of this standard as evidenced below: |
'Louise presented the students with a wide range of experiences which introduced, reinforced, motivated and extended the students' learning, while accommodating the different learning styles and abilities of the students'.(J.Cullen, Mentor Teacher, June 2013) |
Example
On my final practicum I delivered a fully interactive and thoroughly engaging lesson which I called 'The Human Clock'.
Lesson Plan
Learning Area: Maths
Strand: Measurement and Geometry: Using units of measurement
Year two class
Lesson focus: Time: reinforce o'clock, 1/4 past, 1/2 past and 1/4 to on the analogue clock
Aim
Tell time to the quarter-hour, using the language of 'past' and 'to' (ACMMG039)
Lesson outcomes
By the end of this lesson, students had
Resources
Teaching Procedure
1. Introduction. (Activates prior knowledge)
Get students to sit in a circle.
Recap on precious lesson
'What did we learn? What can we remember?'
Explain this lesson will recap what we have learned about 1/4 past and 1/4 to time and practice this along with o'clock and 1/2 past.
2. Explicit Teaching (demonstrate, inform, ask questions)
Students sit in circle.
Explain that they are now the outside of the clock face. Put place mat to show the centre of the clock.
'Thinking of a clock face, if I am at the top of the clock what number goes here?'
Place the number'12' card here.
'If the minute hand, the big hand, is pointing at the 12, what kind of time is it? (o'clock time)
'Where do we need to place the number 6?'
'How far round the clock do I need to walk? All the way around? (half way)
Place the number '6' card opposite the '12' having walked half way around the clock.
'If the minute hand, the big hand, is pointing at the '6', what kind of time is it? (half past time)
Repeat this process for the numbers 3 (1/4 past) and 9 (1/4 to). Remember to walk clockwise around the circle when placing the numbers.
Reiterate that when the minute hand points at numbers up to 6 it is past the hour. Any numbers after 6, after the half way, is to the hour.
Ask one student to jump on the following numbers and remind everyone:
Ask the students to repeat the above.
Introduce the remaining hour numbers.
Ask students to look around the clock and decide where the number cards need to be placed.
On my final practicum I delivered a fully interactive and thoroughly engaging lesson which I called 'The Human Clock'.
Lesson Plan
Learning Area: Maths
Strand: Measurement and Geometry: Using units of measurement
Year two class
Lesson focus: Time: reinforce o'clock, 1/4 past, 1/2 past and 1/4 to on the analogue clock
Aim
Tell time to the quarter-hour, using the language of 'past' and 'to' (ACMMG039)
Lesson outcomes
By the end of this lesson, students had
- demonstrated an understanding of o'clock
- Identified the difference between hour and minute hands
- Identified the difference between hour and minute hands and what they represent
- Demonstrated understanding of 1/4, 1/2 past and 1/4 to the hour times
- Actively demonstrated their knowledge of telling analogue time to quarter and half hours
Resources
- Teacher demonstrator clock
- Circular place mat for centre of clock
- Laminated cards 1-12 for clock numbers
- Check list for assessment (see blank template below)
Teaching Procedure
1. Introduction. (Activates prior knowledge)
Get students to sit in a circle.
Recap on precious lesson
'What did we learn? What can we remember?'
Explain this lesson will recap what we have learned about 1/4 past and 1/4 to time and practice this along with o'clock and 1/2 past.
2. Explicit Teaching (demonstrate, inform, ask questions)
Students sit in circle.
Explain that they are now the outside of the clock face. Put place mat to show the centre of the clock.
'Thinking of a clock face, if I am at the top of the clock what number goes here?'
Place the number'12' card here.
'If the minute hand, the big hand, is pointing at the 12, what kind of time is it? (o'clock time)
'Where do we need to place the number 6?'
'How far round the clock do I need to walk? All the way around? (half way)
Place the number '6' card opposite the '12' having walked half way around the clock.
'If the minute hand, the big hand, is pointing at the '6', what kind of time is it? (half past time)
Repeat this process for the numbers 3 (1/4 past) and 9 (1/4 to). Remember to walk clockwise around the circle when placing the numbers.
Reiterate that when the minute hand points at numbers up to 6 it is past the hour. Any numbers after 6, after the half way, is to the hour.
Ask one student to jump on the following numbers and remind everyone:
- If the minute hand is on 12 = o'clock time
- If the minute hand is on 3 = 1/4 past time
- If the minute hand is on 6 = 1/2 past time
- If the minute hand is on 9 = 1/4 to
Ask the students to repeat the above.
Introduce the remaining hour numbers.
Ask students to look around the clock and decide where the number cards need to be placed.
3. Exploration (individual practice within class group setting)
'What is missing on the clock to tell us the time?' (clock hands)
Minute hand (big hand)
Hour hand (small hand)
Ask for a volunteer to be one of the clock hands. Explain this entails lying down and pointing out the time.
First volunteer gets to choose the second volunteer.
'If the minute hand is bigger and the hour hand is smaller, who out of our volunteers needs to be the minute hand? Who needs to be the hour hand?'
Call out a time for the volunteers to demonstrate by lying down and pointing at the numbers.
Ask the circle of students 'Are they right?'
This pair of volunteers chooses the next volunteers and are given a new time, and so on. Ensure a variety of times are called - o'clock, half past, 1/4 to and 1/4 past.
Complete the check list for assessment purposes (see below)
'What is missing on the clock to tell us the time?' (clock hands)
Minute hand (big hand)
Hour hand (small hand)
Ask for a volunteer to be one of the clock hands. Explain this entails lying down and pointing out the time.
First volunteer gets to choose the second volunteer.
'If the minute hand is bigger and the hour hand is smaller, who out of our volunteers needs to be the minute hand? Who needs to be the hour hand?'
Call out a time for the volunteers to demonstrate by lying down and pointing at the numbers.
Ask the circle of students 'Are they right?'
This pair of volunteers chooses the next volunteers and are given a new time, and so on. Ensure a variety of times are called - o'clock, half past, 1/4 to and 1/4 past.
Complete the check list for assessment purposes (see below)
4. Possible extension. (I did not have time to do this in one lesson but did use this lesson format later in the unit when reinforcing 5 minute intervals)
If the class have demonstrated full understanding of 1/4 past, 1/2 past and 1/4 to the hour, start looking at 5 minute intervals counting around the clock in fives.
5. Conclusion (share, reflect)
Recap by pointing to the numbers and asking 'if the minute hand is pointing to ... what kind of time is it?':
If the minute hand is anywhere up to and on the number 6 = past the hour. Any numbers after 6, after the half way, it is to the hour.
'Thumbs up/thumbs down' - check to see who is feeling comfortable with these times and who needs support.
If the class have demonstrated full understanding of 1/4 past, 1/2 past and 1/4 to the hour, start looking at 5 minute intervals counting around the clock in fives.
5. Conclusion (share, reflect)
Recap by pointing to the numbers and asking 'if the minute hand is pointing to ... what kind of time is it?':
- 12 = o'clock
- 6 = half past
- 3 = 1/4 past
- 9 = 1/4 to
If the minute hand is anywhere up to and on the number 6 = past the hour. Any numbers after 6, after the half way, it is to the hour.
'Thumbs up/thumbs down' - check to see who is feeling comfortable with these times and who needs support.
Student Assessment
Evaluate answers to the activity task. Is there an understanding or do the students need further clarification. Is there a need for additional reinforcement/support for specific students.
- Tick check list table, includes space for anecdotal notes
- Observation of student contribution to class discussion
Evaluate answers to the activity task. Is there an understanding or do the students need further clarification. Is there a need for additional reinforcement/support for specific students.