Ø  Assessment. It has been said that if you don’t know where you are going, anywhere you end up is a vacation. 

•      Student pre-assessment should be before instruction for efficiencies sake because it might not be necessary to make the effort to teach what is already known.  So, assess what students already know with pre-tests both informally and/or formally.  Informally is more effective I believe because you not only review but reteach and teach those who did not have an understanding before.  A student may be familiar with these tests when assured certain questions will not be graded.  The questions or problems are to see what is needed for teaching.
•      A post assessment is the familiar end of Unit test.  This is a formal and summative assessment that shows what the student has learned to their capability and where instruction might be improved for future Unit lessons.  It is important in nature because it serves as an ending point where teaching can move forward and it also shows if and which students need to have differentiated instruction.
• The standards based lesson designed and used, focused on the Time concept and the telling of it.  As children are always wanting to know what time it is and how long until, this was a natural instructional unit to design.  My intention to give them ownership of something they could learn from so we started with making a clock.                     

   

  Lesson Objective: Children learn the meaning of time, using time for arranging activities in daily life.

  Instructional Materials: Students will create a clock face to use as a manipulative. Paper plate, two clock hands pre punched (short and long), one brad for attachment of the hands to center of clock.

   

  The first strategy in helping a child learn to tell time is to have them make a clock or a “time piece”.  This simple construction is hands on and helps the student make meaning of the parts of the clock which gives them ownership of their learning.  Once the clock face had been made, we begin learning.

  Learning Goals	Assessments	Assessment Format	Assessment Adaptations
  1 - Telling minute hand time to five Minutes.	Count every number on a twelve inch           ruler by fives increasing the counting to Sixty	Lined paper numbered 1-12.  Each number should be multiplied by five for a total written.	Pre printed number line 1-12 skip count by fives to sixty.
  2 - Telling time to the Quarter Hour.	Look for pattern with Verbal questions: When the long hand is: On the12 it is O’ Clock On the 3 it’s Quarter after the hour. On the 6; half past the hour. On the 9 it’s; Quarter to the hour.	Topic 13 Lesson Two worksheet. Page 361 Questions 4, 5, 6.	English Language Learners - Listen if names of clock times are similar to own language.  Hearing impaired - Model procedure and student repeats, watch student do action.  Learning disabled - Model clock as tactile manipulative to show clock times. Physically disabled - Student works with ELL student practicing time placement.
  3 - Elapsed Time.	An event starts at 2:45 and ends at 4:00.     How many total Minutes have past?  _________.       How many quarter hours have past?  _________.     What is the total elapsed time of this event?  ___________.	Worksheet quiz:  problem solving 3-5 questions, 6 – 8, on page 374.	Pre-entered numbers resemble a CLOZE quiz.  Clock manipulative is present.  An event starts at   2:45 ends at 4:00.  >How many total Minutes have past? One hour + fifteen minutes.  >How many quarter hours have past?  One hour = _+_.       What is total elapsed time of this event?  ___________.
  4 - Estimating Time.	Four concepts related to a period of time. 1.        About one second 2.        About one minute. 3.        About one hour. 4.        About one day.	A worksheet with four boxes and an area for the response.	1_Independent practice with four pictures & three response choices.      2_Problem solving with word questions that have choices.  Final journal asking for a drawing of an activity that takes about 10 minutes.
  5 - Elapsed Time	Two sets of clocks: each shows a Start and 1 hour later End.       Teacher says the time to start and students draw the clock hand placement.	Guided practice for start and end times. How much time has passed? 1.        Play soccer 2.        Go on a trip	English Language Learners - Listen if the names of clock times are similar to their own language.       Hearing impaired - Model procedure, help student repeat action, next watch student do action.        Learning disabled - Use model clock for a tactile manipulative to show clock times.         Physically disabled - Have this student work with ELL student practicing time placement.

  An overview of the Lesson assessment plan.

  1)      The Pre Assessment Time picture and vocabulary quiz was given to find out what was known about time.

  a.       Nine questions graded right or wrong with a percentage figured.  This was entered on the students Excel spread sheet for the Unit.

  2)      There were formative quizzes in each 4 page worksheet that showed what was being learned.  Each work packet was graded right or wrong and a percentage figured and entered on the student’s Excel spread sheet for the Unit.  Since there were limited questions to comprehensively grade mastery, the goal was to achieve a 70% passing score.    

  a.       13-1 telling time to five Minutes - Student learns to tell time using five minute intervals. 

  b.      13-2 telling time to the Quarter Hour - Student learns to tell time to the Quarter Hour.

  c.       13-3 telling time before and after the hour. Students learn to tell time before and after the hour.

  d.      13-4 estimating time - Student indentifies activities that take certain amounts of  time.

  e.       13-5 elapsed time - Students learn how to tell elapsed time.

  3)      The final Summative assessment had sixteen questions from the various lessons that were taught.  The Final grade was entered on the spread sheet as well.  This told the results of what was learned about the concept of time. 

  The assessment plan designed included a pre-assessment worksheet STRUCTURED to assess what was known about a Clock the representation of time, clock hands and numbers. It was a general test to gauge or see what was known about the concept of time and about a calendar; a weekday name of a numbered day.  This pre-assessment had nine problems which provided information about the student's prior knowledge or ignorance and misconceptions before beginning the Telling time Unit.  It was critical to know this information before beginning any teaching. 

  This assessment included test questions of:

  1. Assess clock awareness: Writing the time from analog clock hands to digital times.
  2. Assess elapsed time: Drawing clock hands to represent duration from a time start to a 2 hour time finish.
  3. Assess total times: Word problems require the addition of two separate event times for a total time. 
  4. Assess time before and after the hour: A word problem for the way to say time before and after the hour.
  5. Assess estimating time: Activity picture represents time periods; hours, minutes and/or seconds. 
  6. Finally, a Calendar sense representing months and a duration of an event day over how many weeks.

   

   The final assessment for this Unit concluded with an assessment worksheet test STRUCTURED to test what had information and facts had been learned.  This summative assessment showed a 103% increase in score improvement from the Pre-Assessment using similar questions of time presence and passage.  The factors I believe influenced this dramatic improvement were that Time is part of our lives and children want to learn how to tell time.  The learning could be applied to daily life instantly and constantly.  It gives them something to relate to and then to use as a measure.  This pre-written summative assessment made the learning measureable with accountability. 

  The final assessment nine question problems asked that the student:

  1.      & 2. Mark correct times that were seen

  3.  Select an actual time on an analog clock face.

  4 & 5 The choice of an elapsed time when shown a picture representing an action.

  6.  Answer a question that gives a start time and add an hour.

  7.  Tell the day a certain date is on.

  8.  Relate a minute number to the actual word: half-hour = 30 minutes.

  9.  A summative word problem for adding up three time amounts.

   

  The formative per lesson assessments were reading, drawing and manipulating time components,  The actual work learning was on ongoing.  Each lesson had steps to learning time mastery which were extended to pair share, group learning and whole class participation or question answering.  Each forty minute lesson gave ten minutes to each page for teaching, modeling, guided practice and individual practice.   With each student having their personal clock face they constructed for use throughout the lesson, they possessed a tool that aided their learning.  Each lesson had a post-assessment test to check for understanding and mastery.                                                                                                                        

  When the lesson was finished, students would trade papers and an open class discussion and correction occurred where the correct answer was discussed.  Each table group quickly voiced   why or why not it was so.  They compared the worksheets they were correcting.

   

  The assessment plan(s) were driven by the lessons.  The District Benchmarks are goals for each grade and mirror the California state Standards.  (Common Core State Standards, 2011)  Each of the six designed lessons had specific goal or objective of teaching something that could be applied immediately and remembered for future use.  Each lesson prompted me to extend the concept, and for times to stop and discuss or revisit some prior teaching.  This gave a chance to reinforce terms or tricks that I believed were necessary for learning a concept.  I have learned ways to do teach the lesson to involve the whole class making accommodations for certain students by including them with their table groups.  ­­­­­

  Ø  Experiential Learning - Teaching the Telling of time is an active learning experience.  It focuses on learning by doing where the students can actually see the effect of change.   

  Ø  Discussion Strategies - When appropriate, engage students in discussion to justify why a time is read a certain way is.  It helps understanding by having different ways of seeing the same thing.  I believe each student took away reinforcement or a deeper meaning in their learning.  When students discuss a topic this also reinforces social skills. 

  Ø  Collaborative/Cooperative Learning - Cooperative and collaborative learning are useful when used with differentiated instruction and ELL instruction as well.  When students work together: Pair Share, Shoulder Partner, etc. learning is taking place in a relaxed way.  This accomplishes a learning goal of using subject vocabulary words.

  Ø  Inquiry-Guided Learning - This strategy follows an assessment that a subject has become familiar. There should be evidence that students can arrive at an understanding of concepts by themselves.  This method can be used for students to build research skills used throughout their educational experiences.

  How the assessments authentically and appropriately measures student learning.

  Each lesson was curriculum approved for the Tulare City School District.  Each worksheet provided the necessary information to teach and the delivery design provided the learning objectives for the lesson.  My assessments were actual scores from each lesson that was thoroughly:

  1)      Introduced with an example.  Real life experiences make for memorable facts.

  2)      Modeled an application with student interaction.  Use students to serve as props. 

  3)      Problems are done with the students in a guided fashion, interactive as in a game.

  4)      Independent practice followed the guided lessons when appropriate. 

  The assessment plan designed included a pre-assessment worksheet STRUCTURED to assess what was known about a Clock the representation of time, clock hands and numbers. It was a general test to gauge or see what was known about the concept of time and about a calendar; a weekday name of a numbered day.  This pre-assessment had nine problems which provided information about the student's prior knowledge or ignorance and misconceptions before beginning the Telling time Unit.  It was critical to know this information before beginning any teaching. 

  This assessment included test questions of:

  1. Assess clock awareness: Writing the time from analog clock hands to digital times.
  2. Assess elapsed time: Drawing clock hands to represent duration from a time start to a 2 hour time finish.
  3. Assess total times: Word problems require the addition of two separate event times for a total time. 
  4. Assess time before and after the hour: A word problem for the way to say time before and after the hour.
  5. Assess estimating time: Activity picture represents time periods; hours, minutes and/or seconds. 
  6. Finally, a Calendar sense representing months and a duration of an event day over how many weeks.

   The final assessment for this Unit concluded with an assessment worksheet test STRUCTURED to test what had information and facts had been learned.  This summative assessment showed a 103% increase in score improvement from the Pre-Assessment using similar questions of time presence and passage.  The factors I believe influenced this dramatic improvement were that Time is part of our lives and children want to learn how to tell time.  The learning could be applied to daily life instantly and constantly.  It gives them something to relate to and then to use as a measure.  This pre-written summative assessment made the learning measureable with accountability.  

  The final assessment nine question problems asked that the student:

  1 & 2. Mark correct times that were seen

  3.  Select an actual time on an analog clock face.

  4 & 5  Choose an elapsed time referring to a picture representing an action.

  6.  Answer a question that gives a start time and add an hour.

  7.  Tell the day that a certain date is on.

  8.  Relate a minute number to the actual word: half-hour = 30 minutes, quarter-hour = 15 minutes.

  9.  A summative word problem for adding up three time amounts.

   

   

  The formative per lesson assessments were ongoing.  Each lesson had steps to learning time mastery which were extended to pair share, group learning and whole class participation or question answering. Each forty minute lesson gave ten minutes to each page for teaching, modeling, guided practice and individual practice.   With each student having their personal clock face they constructed for use throughout the lesson, they possessed a tool that aided their learning.  Each lesson had a post-assessment test to check for understanding and mastery. 

  When the lesson was finished, students would trade papers and an open class discussion and correction occurred where the correct answer was discussed.  Each table group quickly voiced   why or why not it was so.  They compared the worksheets they were correcting.

   

  A description of any adaptations you made to assessments for individual or diverse needs of students based on pre-assessment and contextual factors.

   

              Most of the adaptations were done as a result of a non-English speaking student.  The adaptations were of teaching vocabulary, modeling how clock hands advanced and clock addition word problems.

  1. It was important to adjust the vocabulary to reflect what was being taught.
  2. Features of the time concept were made more logical and simpler by discussion. 
  3. The centers with small clock face manipulatives that gave the student the chance to work with other classmates, the Teacher or aide to practice their time telling abilities.
  4. At centers, flash cards tested the concepts: Quarter, Half past times, Quarter to and on the hour times.
  5. Computer programs which were aligned to standards providing Math activities were also used.
  6. An attempt was made to design materials used appeal to sensory modalities other than visual / auditory.

   

  Defined are the learning goals, objectives, and assessments used in designing your assessment plan.

             

  The assessment plan used was made up and a result of understanding the material, practicing the subject in an attempt to meet the State Standards.  (Mathematics » Grade 2 » Measurement & Data, 2013)  The subject matter was curriculum approved for the Tulare City School District.  (Foresman, 2009)  The objectives shaped the assessment which designed the delivery of the lesson.   

   

  Explained is how the pre- and post-assessment scores are analyzed, including the criteria used to determine if each student’s performance meets your defined learning goals.

   

  First of all this Unit was a basic need in life, telling time.  The worksheets provided the structure for the analyzing assessments.   The main purpose to analyze student data is to determine what they have learned, what they need help to learn.  Next, the plan of instruction should be tailored for to ensure all can learn the subject.  Each work packet had problems which taught concepts related to time.  There were approximately 13 interactive problems on each lesson work packet.  They were graded right or wrong and a percentage figured to enter on the student’s Excel spread sheet for the Unit.  Since there were limited questions to comprehensively grade mastery, my expectation was the goal was to achieve a 70% passing score.  

   

  Discussed are the formative assessments to determine student progress during the standards-based instructional unit.  

   

  Each assessment will be on paper allowing the student to see and use addition skills to make the right choice.  Describing the formative assessments used to measure student progress are active and formative in a summative nature.  I like to give informal assessments throughout the lesson while teaching.  Using student input for examples.

   

  First, when a lesson is introduced, there are reviews of the objectives for the day.  This includes a quick formative pre-test to show the need for immediate review and to reteach if necessary.  The modeling of the lesson shows the procedure done and is followed by the verbal input of how the lesson is understood.  This includes partner discussion and task practice which results in a record of learning and a formative assessment for what has been taught.

   

  1)      The first formative assessment will be converting analog time to digital time.  This is a starting place for telling time as the vocabulary terms: Hour, Minutes and Seconds are learned

  2)      The second formative assessment is converting digital time to analog time requiring knowing how the clock hands work on a circular basis.  How the hour hand advances one number with the minute hand making one rotation around the clock face. 

  3)      A third and necessary skill, is telling time before and after the hour.  The student will know that 3:45 and quarter to Four mean the same thing, along with other combinations of times. 

  4)      Elapsed time for the use in daily activities.  This means the student will understand that 11:00am to 3:00pm is four hours.  This is necessary because time telling does not follow logical mathematical laws. 

  Secondly, the conclusion of the lesson which follows practice, the prior days work has been graded for student benefit of review and activity alignment, a formative test can be given for the assessment of student progress. 

   

  Now, to discuss the importance of collecting supporting evidence.

  When identifying and collecting supporting evidence for any study it serves to extend the understanding of the trial or task. It also gives more meaning to the study.  The supporting evidence provides reasons for the activity and how much learning is expected and has happened.  This information is more than opinion; it is based on actual results produced by a student from reading, hearing or visually seeing a model of the lesson.  If students know this is taking place, I believe they take more interest in the learning.  Most of all, the use of data to inform what needs to be taught is the reason to collect the data.  By collecting and organizing student performance data then not using it to inform instruction is a waste of education and valuable teacher time.  “Yet that is exactly what occurs in many schools.   The usefulness of the classroom monitoring data is to help you understand where your students are in relationship to the content standard indicators staff are responsible for teaching so that you can make informed decisions about what you need to do next”. (Analyzing and Using the data, Copyright © 1997–2013 MSDE)

   

  References

  Analyzing and Using the data. (Copyright © 1997–2013 MSDE). Retrieved from School Improvement in Maryland: http://www.mdk12.org/data/progress/using_c.html

  Common Core State Standards. (2011, October). Retrieved from California Department of Education: http://www.cde.ca.gov/re/cc/

  Foresman, S. (2009). enVisionMATH - TIME. In S. Foresman, TIME_Teachers Edition (pp. 367A - 367B). Glenview, ILL.: Pearson Education, Inc.

  Mathent & Data. (2013). Retrieved from COMMON CORE State Standards Initiative: http://www.corestandards.org/Math/Content/2/MDmatics » Grade 2 » Measureme