Elapsed Time STAIR
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Discussion for Elapsed Time STAIR
Julie Gill (Teacher (K-12))
Quality of Content: The quality of the content of the StAIR elapsed time is valid. This is an objective that students will need to demonstrate in every grade level and this StAIR would be especially beneficial to lower elementary grades. The activity allows students to practice with elapsed time problems. They can also watch a tutorial video on You Tube to learn a strategy for solving elapsed time problems.
Potential Effectiveness as a Teaching-Learning Tool: This PowerPoint presentation could be best used in both the practice and application stage of the learning cycle. It is geared toward students who have background knowledge with telling time on an analog clock and also with skip counting by fives. There are plenty of opportunities for students to practice elapsed time with a few reviews of key concepts. The tool also provides prompts to help students understand the value of understanding how to calculate elapsed time by giving them real world applications to process through. Once students have demonstrated mastery with elapsed time they will be able to apply the skill to situations beyond the classroom. The tool is very user friendly and definitely supplements the educational objective and classroom curriculum. The format is engaging and the comments to the students are affirming and encouraging. The teaching and learning goals are clear and easy to identify.
Ease of Use: The general layout of the Power Point is consistent and aesthetically pleasing. Young students will not lose interest in the practice problems. The format is well laid out with clear and easy to read text. It also has buttons to navigate back and forth in the presentation as well as a home button on each slide for students to use if they need to return to the beginning of the presentation. The user of this tool should not get trapped in the lesson because he/she can move forward in the presentation if they choose the correct answer or they can repeat the item if they chose an incorrect answer. There are clear explanations for all answers that students can choose. What I liked most about this tool was that the incorrect answers all provide an explanation for the common misconceptions. This allows the user to see where he/she made a mistake, whether it was a mistake with a concept or a computation. The user can also discover new strategies for the skill from the You Tube video. The PowerPoint does not require additional support or documentation for the user to be successful. The slides are all working and the link to the You Tube video is functioning. The material in the presentation is aligned to the same visuals (clocks) that students are familiar with. The PowerPoint design is engaging for students because of the clear and non-busy format. The user will find this presentation fun because of the variety of visual and auditory components.
Suggestions: This is a great resource! The only suggestion I could offer is to modify the page with the You Tube link. The directions tell the student to start the video clip by clicking on the star button but there is no star button, only a camera button. Also, perhaps adding audio with the text read aloud for the PowerPoint. This would support any students who not proficient readers.
Lisa Farrell (Teacher (K-12))
Quality of Content: Provided is a STAIR activity for students to practice elapsed time. Students are able to practice a variety of elapsed time problems and also watch a youtube video modeling how to solve elapsed time problems. This is a great reinforcement and practice of an important concept for students to grasp in second/third grade.
Potential Effectiveness as a Teaching-Learning Tool: This STAIR would be beneficial to use as a reinforcement tool and/or drill practice of elapsed time. Students need to have a basic understanding of telling time before learning about elapsed time. This would be a great tool for students to use to apply the curriculum to “real-life” problems. After using this material, students should have a greater understanding of how to solve elapsed time problems and strategies to do so.
Ease of Use: This STAIR is very easy to use. Students are asked an elapsed time question and if they answer correctly they move to the next question. If they answer incorrectly a helpful hint is provided for each wrong answer that addresses why the student possibly chose that answer. Students click a return arrow to try the question again or, if answered correctly, click a forward arrow to move on.
Jenni McGrogan (Staff)
Jodi, I love the colors and how catchy your stair is. At the beginning, I like how it introduces the students in how to use the buttons and what not. I don't know if there is anything I would recommend to have changed!
Steve Adler (Staff)
I like your StAIR it was a nice way to learn time. Your video on the “A LITTLE LEARNING” slide was not working, but you fixed it after you got notified. I like the screen cast that you also included. All of your buttons worked and I like that you had a home button that would take the learner back to the beginning. UDL principles: I like how you integrated audible and visual learning into your stair. Your stair also used different strategies to teach the lesson, you told ht students about the topic but also showed them in a screen cast. You also repeated the tests to make sure the students got some repetition. I also liked all you visual aids that were in your stair (all the clocks).