Telling Time Stair Design
Reviewed by members of Editorial board for inclusion in MERLOT.Editor ReviewVery good quality; in queue to be peer reviewedavg:
- User Rating:
- Discussion (3 Comments)
- Learning Exercises (none)
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Discussion for Telling Time Stair Design
Andrea Perry (Student)
This StAIR is engaging and well designed. The content is presented in through the use of both audio and visual, scaffold to build on prior knowledge, and appropriately focused toward primary students. The heavy vocabulary on the slides could prove to be a hurdle for many primary users and in that way I think it takes a great instructional resource and knocks it down to a good stand-alone instructional resource. While I do not have the opportunity to use this in a classroom to assess its effectiveness, I cannot believe that primary users would be able to get the full benefit of such a great design with the navigation and vocabulary standing in the way. Having said that, it’s a great design for a slightly older audience and the use of the embedded video (counting by 5) adds to its strength. While I loved that there was teacher interaction through the recorded audio, from a UDL perspective I would have liked to see captions for students with impaired hearing. Again, because this isn’t just a lesson plan but a stand-alone resource, accessibility to information is key for students.
All the technical aspects of this document functioned properly. No links were broken and all of the embedded media worked.
Anna Cajiga (Teacher (K-12))
This is a very high quality resource. It is intended for young elementary children as they learn to tell time. The overall product design features child-friendly images, directions, and language. Graphics also help highlight and emphasize key concepts.
Instructional strategies featured in this resource support learning. For example, when students are asked to practice counting by fives, scaffolding is provided by allowing students to click on an audio clip that they can count along with. Audio clips that read directions or text aloud to students are also featured on some slides. This supports developing readers, auditory learners, and English language learners. This feature can also be used as an assistive technology for students with special needs, which is vitally important when working to plan lessons according to Universal Learning Design. To improve this learning material, audio could be included on every slide to provide consistent support throughout use of the resource.
This resource also encourages students to connect new concepts to their lives. Text on several slides encourages learners to compare time-telling to recess and lunch – ideas that are very significant to students!
At several points, students have opportunities to show what they are learning by answering questions. Instant feedback is given based on their responses – they are either directed to a motivating celebratory slide, or to a slide to reteach the concept. This immediate feedback greatly benefits learners.
Another strength of this resource is that it offers additional resources that would appeal to multiple intelligences – specifically, embedded videos of animated songs are used to reinforce concepts, and links to external websites featuring activities are used to practice skills.
One thing to note is that this resource includes a great deal of information and may quickly become overwhelming to students who are not yet confident in the topic. I believe it would best be used after students have already had some exposure to time-telling concepts – perhaps as support while students review a concept in the later part of teaching the topic.
I did not have any technical issues while using this resource. All links and buttons work properly.
Lori Parmalee (Teacher (K-12))
This interactive presentation was easy to use, and incorporates some good review. Application appears to be an overview of introducing and reviewing the different types of terminologies used in telling time ie. Am, PM, quarter to and after, and half past, as well as clock hands, analog, and digital time telling. There is good use of graphics, audio, and embedded activities. I particularly liked the count along audio, and corresponding coloring pages, showcasing good use of technology. Students are invited to interact in a variety of ways, using a variety of pedagogical strategies, and the program offers immediate feedback. UDL principles are also addressed via the use of print, audio, and visual cues. Amount of material covered, along with amount of print and level of vocabulary may cause lower level students to encounter difficulty in traversing independently, requiring assitance from an adult.
Ease of use in traveling from slide to slide. Good use of embedded activities and video. I encountered some difficulty returning to the presentation from various activities. Being sure websites are set up to open in outside windows may allow the user to return to the site automatically when the window is closed, which may aid in ease of use for young children.