Telling Time Is A Lifelong Skill That Is Used From A Young...

Telling time is a lifelong skill that is frequently used from a young age - making it a vital concept to grasp in the early years of learning. I am currently doing my placement in a Year One and Two class where a number of their mathematics lessons are based on time. I was able to observe the students’ learning and designed a lesson on time telling based on their level of mathematical understanding. The students are of mixed abilities and perform at different levels - which is why I created a lesson plan that is flexible and provides room for enabling and extending of learning. In the lesson, children were able to create their own digital or analogue clocks to help them familiarise themselves with clock faces and the various features of†¦show more content†¦To ensure learning could occur, I identified what the students have already learned and created my lesson to continue on from the students’ current/prior understanding of the topic. Linking what the students already know to the new information taught provides students with a greater understanding of how the topic pieces all together and enhances their learning. In fact, Bayer (as cited in Presseisen, 1995) states that â€Å"Students learn and remember new information best when it is linked to relevant prior knowledge. Teachers who link classroom activities and instruction to prior knowledge build on their students familiarity with a topic† (Presseisen, 1995, para. 4). Additionally, Lev Vygotski also constantly stressed the importance of prior knowledge in making sense of new situations (Dahms, et al., n.d.). Therefore, I made sure that I asked questions that students already knew such as ‘What does AM and PM mean?’ in which they would reply with ‘Morning and night time.’ I then extended on from that knowledge by explaining the exact hours for when AM and PM occur. Furthermore, relating new content to students’ culture and context is equally important. According to Dahms, et al. (n.d.) â€Å"New knowledge and newly introduced skills are greatly influenced by each student s culture, especially their family environment† (para. 6). An example of where the lesson asks students to draw upon their culture and context