Telling TimeJustin HedbergBrandman UniversityDecembe.docx
- 1. 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
- 2. 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
- 3. observation, comprehension and retention of knowledge using a step by step approached that meets the curriculum standards. I would propose that after learning how to tell time on a clock, the learner should now be taught how to relate both this clock and the digital watch. Using YouTube tutorials for self-learning will be of great value. Reference Schwarz, L. M., & Leibold, N. (2015). Quick Quality WebQuests: Tips to Rapidly Create an Excellent Virtual Educational Activity. Minnesota eLearning Summit. Sheahan, L., While, A., & Bloomfield, J. (2015). An exploratory trial exploring the use of a multiple intelligences teaching approach (MITA) for teaching clinical skills to first year undergraduate nursing students. Nurse education today, 35(12), 1148-1154. Siegler, R., & 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. Web Quest Kindergarten Math Lesson Telling Time Justin Hedberg Brandman University December 1st 2018
- 4. Performing a search on the Web Quest database resulted in a large number of viable lessons. I chose to search for Math lessons aimed at grades K – 2. I selected a lesson that teaches children how to tell time. There are many kids out there (and maybe some adults) who do not know how to read a clock. They depend on cell phones or digital clocks to tell time. The students are asked to learn a new song and view some websites to help them learn what the numbers represent and ultimately how to tell time. They will be given assignments and a partner to work with. Once the activity has been mastered, the student should be able to rebuild a clock. This lesson spans the length of three days. On the first day, the students learn a song. Using music helps the student remember what they are learning using an alternate intelligence from Gardner’s multiple intelligences. The author also provides two websites so students can practice at home. The second day, the teacher uses the internet to show the students another song to aid them in their retention. This song is called “Hip Hop Around the Clock”. After listening to the song, the students practice with the rest of the class. The teacher moves the hour hand around a clock, and the students sing the corresponding lyrics. Once the students begin to understand, they view this tutorial with their partner. Last, the students practice their newfound knowledge on a worksheet provided by the Web Quest lesson. The third day, the students build their own clock using paper plates, markers, construction paper, fasteners, and scissors. Next, they set their clocks to a preselected time to display their comprehension of the lesson. The lesson is evaluated by a three point rubric. The songs, worksheet, paper plate clock, and participation are all evaluated. This lesson should meet the following content standards for California; Number Sense 1.0 and Measurement and Geometry 1.0 – 1.4.
- 5. I liked the reinforcement built in to this lesson. It didn’t just take place one day, with the expectation of complete retention. Working with the clock over three days would be an optimal way for the students to hold on to the information. Also, I liked the use of multiple intelligences. Incorporating a song and an art project allows the students to be creative, and really understand the lesson. The only problem I foresee would be the dependence on internet sites. It’s possible (but not likely) that the classroom does not have internet access. If that is the case, the teacher should have a written script of the YouTube videos just in case. The rubric also seemed a little redundant. Otherwise this lesson would be a practical lesson I could use. Reference Welcome to Zunal.Com. (n.d.). Retrieved from http://zunal.com/ What time is it? Learn to tell time. (n.d.). Retrieved from http://questgarden.com/146/34/2/120710183028/index.htm EDUU 512 WebQuest Assignment Description You will be creating a WebQuest for a grade level and subject area of your choosing. You will be using www.zunal.com for this assignment. Zunal.com makes developing WebQuests easy- read the notes on their website in each section of the WebQuest to help guide you! You should explore the website and look at several examples before starting your own. The WebQuest needs to be set up to answer a specific question or solve a specific problem (real or simulated) which aligns with inquiry based learning. The WebQuest should take a week or less to complete so do not make the task too complex. The WebQuest must meet the following criteria: · involve higher order thinking skills
- 6. · involve collaboration between students · utilize web resources · be connected to state or national standards Step 1-Welcome, Introduction, Task (Due Week 5) 1. Create a (free) account at www.zunal.com 2. Decide on a topic or theme for your WebQuest. I recommend browsing through state standards to help you choose. Select the grade level and standards that align with your idea. 3. Complete the Welcome tab of the WebQuest on the Zunal website. 4. Complete the Introduction tab of the WebQuest on the Zunal website. 5. Begin locating online resources on your topic and decide on a task or tasks you want your students to accomplish. Complete the Task tab of the WebQuest on the Zunal Website. Step 2-Process (Due Week 6) 1. Process is the most detailed portion of the WebQuest. You will write a detailed set of directions for each step in the WebQuest process and include links to specific websites/web resources that apply to each step. Consider how you will include higher order thinking skills (Bloom’s Taxonomy), collaboration, and differentiation. Complete the Process tab of the WebQuest on the Zunal Website. Step 3- Evaluation, Conclusion, Teacher Page, Final Template (Due Week 7) 1. Develop a rubric for assessing the final product. Make sure the rubric delineates specific criteria that the final product must meet as well as descriptions of the different levels of quality. Complete the Evaluation tab of the WebQuest on the Zunal Website. 2. Write a conclusion that summarizes what learners were to
- 7. have accomplished and include any extension activities. Complete the Conclusion tab of the WebQuest on the Zunal Website. 3. This section includes information for other teacher who may want to use your WebQuest. It should include content standards addressed, credits, and other resources that would help a teacher utilize the Webquest. Complete the Teacher Page tab of the WebQuest on the Zunal Website. *For steps 1-2 you will need to copy and paste the information you are including in your WebQuest onto a Word document in order to submit for grading. For Week 7 (Step 3) just include a link in the comments box to your final Webquest for review. *Academic Integrity- Just a friendly reminder that you must submit an original WebQuest. While it is fine to get ideas from the internet and other WebQuests, it is important that most of the WebQuest is your own work! EDUU 512 WebQuest Template Components Introduction: An effective Introduction does two things: it relates directly to what is about to be learned by foreshadowing it. Second, it engages interest by pointing out the importance of the topic, or the mystery of it, or the relevance. This is where you hook the learner's interest. Today's learners are fairly media savvy, though, so don't oversell the WebQuest or they'll think there must be something wrong with it. Don't tell the learner specifically what they'll be doing during the WebQuest. That will come in the Task statement. Instead, use this section to set the scene. Remember that your learners, not other educators, are the target audience for this section. Write it in kid-friendly language. The Introduction appears as the first section of the Student Page. * Remember, your introduction must draw the reader into the lesson by relating to the learners' interests or goals and engagingly describes a compelling essential question or
- 8. problem! Avoid introduction that is purely factual, with no appeal to learners' interest or a compelling question or problem. Tasks: The most critical part of any WebQuest is the Task description. This section simply describes what you want the learner to have accomplished by the time they have finished the lesson. Don't include the intermediate steps that lead to accomplishing the Task. Those will end up in the Process section. The Task description will be short, but it will represent the results of higher level thinking. It should be written in the second person and in language accessible to your targeted learners. That is, address the learner as you rather than talking about them as: the learners will... * Remember, the written description of the end/culminating product must describe clearly the goal of the webquest. Task should require synthesis of multiple sources of information (transformative thinking) and it should be highly creative, going beyond memorization, and engaging. In addition, the task should be realistic, doable, and appropriate to the developmental level and other individual differences (age, social/culture, and individual differences) of students with whom the webquest will be used. Process: The Process section comes closest to looking like a traditional lesson plan. It spells out step by step what the learners will do, how they'll interact with you, each other, and with information. This is where you take advantage of your knowledge of how to craft collaborative work. Do you assign roles? Do you jigsaw it? This is where you'll grapple with those questions. Remember that you are addressing the students directly in this section since it appears in the Student Page. Use 'you will' rather than 'the learners will'. The Process is the section that will take the longest to develop, since it is here that you'll
- 9. intersperse relevant online resources for learners to use. Finding good resources takes time. There are three phases to the process. In Phase 1, you provide learners with the information they'll need to perform the task. You may want to have everyone reading one set of pages, and then break them into groups with separate roles, each with a different set of links to look at. In Phase 2 of the Process, the thinking work takes place. Your students have now examined the information and now they need to transform it in some way. Here is where they play with ideas, make decisions, and so on. In the last Phase of the Process, learners actually produce something that reflects the thinking they did in Phase 2. They may be writing a position paper, preparing a debate, creating a model... the end result was described in the Task section and might take many forms. Will they need help in producing this result? You might want to provide some writing prompts or other forms of guidance to help them act more skilled than they presently are. * Remember, if possible, Process page should be divided into sections or pages where each group/team or student would know exactly where they were in the process and what to do next. Every step should be clearly stated. Activities should be clearly related and designed from basic knowledge to higher level thinking. Also, ensure that different roles are assigned to help students understand different perspectives and/or share responsibility in accomplishing the task. Evaluation Description: This section describes the evaluation criteria needed to meet performance and content standards. Describe to the learners how their performance will be evaluated. When you assign a 3- page research report, chances are you have a pretty good idea of how to grade it. Your learners, too, have probably figured out what you're looking for. But how do you grade a persuasive letter to a Senator, a skit portraying civil disobedience, a design
- 10. for a new playground, or a poem about global warming? For your sake and for those you teach, you need to figure out how to tell great from good from gruesome and communicate that well. There are many tools available at ZUNAL for evaluating students' learning. You can create a quiz, rubric, google map activity, faq, project evaluation report or a game activity. You can include them all if you want (some tools might require account upgrade). However, whatever the tools you chose, you need to explain clearly what the process for the evaluation is. Use the textbox above to include your evaluation description/criteria, and add the tools to your webquest aftwerwards. * Remember, on this page, criteria for success should be clearly stated and webquest should apply multiple assessment strategies (use of rubric or checklist, reflection of project, pre-post assessments, quiz etc.). There should be strong connection between the learning goals and standards to be accomplished at the end of webquest and evaluation process. The evaluation instrument should clearly measure what students must know and be able to do to accomplish the task. Conclusion: The Conclusion section serves two purposes. First, obviously, it brings the lesson to a close. Ask the learners to reflect back on what they learned and about their own process of learning. If there's a bottom line to the topic, this is a good place to put it. A second purpose for the conclusion is to look ahead. There will always be someone in the room whose interest was piqued by this lesson and is eager to learn more. In developing the WebQuest you probably found more good links than you had time to use. This is a good place to put them. In effect you'll be saying, 'That's all the time we have for this topic, but if you'd like to pursue it more on your own check these resources out.' What better way to encourage self-directed lifelong learning?
- 11. The Conclusion, logically enough, appears as the last section of the Student Page, so it should be written in student-friendly language. Teacher Page: This section is not, as you might have thought, the place where you, teacher, introduce yourself. Instead, this is just a short but interesting overview aimed at your fellow educators. Just as with the students, you need to hook the teacher, too, so use this as a place to express your enthusiasm for what you've put together for them. In this page, you are expected to list the curriculum standards your webquest covers, additional resources if needed, credits for the resources you used in your webquest and any other information a teacher should now. Curriculum Standards What will students learn as a result of this lesson? Describe the outcomes succinctly. Use the language of existing standards. For example: Social Studies Standards Addressed · Recognize the relationships among the various parts of a nation's cultural life. · Learn about the mythology, legends, values and beliefs of a people. Remember, common core curriculum standard(s) should be listed in words, not only numbers, and they should be relevant and they should be linked back to the standards website. Most lessons don't just teach a block of content; they also implicitly teach one or more types of thinking. In addition to describing learning outcomes within traditional subject areas, describe what kind of thinking and communications skills were encouraged by this lesson. Inference-making? Critical thinking? Creative production? Creative problem-solving? Observation and categorization? Comparison? Teamwork? Compromise? Credits
- 12. Your WebQuest is probably built on the works of others at least to some extent. This is the section in which you tip your hat to them. Were there particular websites, books or people who helped you line up the content or produce the lesson? Did you make use of images (with permission) from other sites? Want to thank the instructor or workshop leader who guided you in your WebQuest creation? Or cite the class where you learned how to do it? Mention them here, along with appropriate links so that others can follow your wisdom back to its roots. NOTE: Don't include a list a bunch of URLs you used within the WebQuest. You do not need to list them. In addition to your fabulous web pages, what else would a teacher need to implement this WebQuest? A class set of books? Access to an expert by phone or email? Special software or other tools? Other Teachers need to know how long this WebQuest might take and different ways to offer it depending on equipment availability, etc. Use this space to tell them how to pull this off and adapt it to different circumstances. The more detail you provide, the more useful this is to other teachers EDUU 512 WebQuest Design Project Template Rubric 5 4 3 2 Introduction The introduction section provides detailed background information necessary to complete the task. A motivational scenario designed to engage students in the project and an overview of the learning goals is included.
- 13. The introduction section provides adequate background information necessary to complete the task. A motivational scenario designed to engage students in the project and an overview of the learning goals is included. The introduction section provides limited background information necessary to complete the task. A motivational scenario designed to engage students in the project and/or an overview of the learning goals are missing. The introduction section provides insufficient background information necessary to complete the task. A motivational scenario designed to engage students in the project and/or an overview of the learning goals are missing. Task A clear and concise description of what students will have accomplished by the end of the WebQuest is provided. An adequate description of what students will have accomplished by the end of the WebQuest is provided. A limited description of what students will have accomplished by the end of the WebQuest is provided. An insufficient description of what students will have accomplished by the end of the WebQuest is provided. Process
- 14. The process section consists of clear step-by-step directions that students must follow with links embedded in each step. Any necessary documents or templates are provided. The task incorporates information from several sources and is presented in a visually and aesthetically appealing way. The process section consists of adequate step-by-step directions that students must follow with links embedded in each step. Any necessary documents or templates are provided. The task incorporates information from several sources and is presented in a visually and aesthetically appealing way. The process section consists of limited and/or confusing directions that students must follow. Links are not embedded in each step. Some of the necessary documents or templates are not provided. The task incorporates information from only a few sources and is not presented in a visually or aesthetically appealing way. The process section consists of insufficient and/or confusing directions that students must follow. Links are not embedded in each step. Few, if any, of the necessary documents or templates are provided. The task incorporates information from only one source and is not presented in a visually or aesthetically appealing way. Evaluation The rubric provides a clear and concise description of the evaluation criteria for the task. The criteria matches the requirements of the task. The rubric provides an adequate description of the evaluation criteria for the task. The criteria matches the requirements of the task. The rubric provides a limited description of the evaluation criteria for the task. Some of the criteria does not match the requirements of the task. The rubric provides an insufficient description of the evaluation criteria for the task. The criteria does not match the requirements of the task.
- 15. Conclusion The conclusion includes clear and concise summary of the task and possible extension activities. The conclusion includes an adequate summary of the task and possible extension activities. The conclusion includes limited summary of the task and possible extension activities are not provided. The conclusion includes an insufficient summary of the task and/or possible extension activities are not provided. Teacher Page The teacher page includes a clear and concise overview of the WebQuest, curriculum standards addressed, additional resources (if needed) and credits for the resources used in the WebQuest The teacher page includes an adequate overview of the WebQuest, curriculum standards addressed, additional resources (if needed and credits for the resources used in the WebQuest The teacher page includes a limited overview of the WebQuest and/or curriculum standards, additional resources if needed) or credits for the resources used in the WebQuest are not provided The teacher page includes an insufficient overview of the WebQuest and/or curriculum standards, additional resources (if needed) and credits for the resources used in the WebQuest are not provided Wiki Sharing: WebQuest Design Project 1. Post the link to your WebQuest in the class wiki by Tuesday of week 8. Include the title of the WebQuest, grade level and subject area. 2. Review and respond to two WebQuests submitted by your peers. Provide constructive feedback on the design of the projects you review and insights gained from reviewing the projects.