T IME By Sarah Cleary, Claire Udall and Josephine Williamson.
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Transcript of T IME By Sarah Cleary, Claire Udall and Josephine Williamson.
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TIME
By Sarah Cleary, Claire Udall and Josephine Williamson
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INTRODUCTION Time is a measure that is dominant in our lives Deeply abstract, that we can only define it
practically through the units of measure and the mechanics of a measuring instrument, both human constructs (Turner and McCullouch, 2004, p.83)
A child can learn that time has a relevance to every day events (Turner and McCullouch, 2004, p89)
All measures are approximate (Haylock, 2001, p238)
Language of time (Haylock, 2001, p34)
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Time is not metric (Haylock, 2001, p233) There are 7 main principles of learning time
as a measurement (Haylock, 2001, p.235)
Comparison and ordering Transitivity – breakfast/lunch/dinner Conservation Non-standard and standard units Approximation Developing number concepts Meaning of zero
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RECORDED TIME
The time which an event occurs (Haylock, 2006)
This includes knowledge of the days, weeks, months and years (Suggate, Davis and Goulding, 2008)
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TIME INTERVALS The time that passes between two
events ‘The length of time occupied by an
activity’ (Haylock, 2006, p.250) Seconds, minutes, hours, days, weeks,
months and years. Time occurs over a long period of time,
not just specific to one day.
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"Children use their memory and important events which
provide landmarks to understand the passing of
time." (Mooney et al. 2007, P.68)
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CONSERVATION AND PIAGET
“Piaget maintains that if children cannot conserve number then they are not ready to start on school arithmetic” (Hughes M, 1995, p17)
Principles of conservation – How does this apply to time?
Child’s Perception – Time flies when you are having fun – long journey, short journey but same amount of time.
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SCAFFOLDING “Children’s learning is aided by social
scaffolding, in which more competent people provide a temporary framework that supports a child’s learning at a higher level” (Siegler, Deloache and Eisenburg, 2006, p.164)
The stages of learning time in primary mathematics is in a scaffolding format.
Children’s knowledge is developed and added to each year
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VAK Moore states ‘ Different people learn in
different ways from one another’ (2000 p.155)
Visual learners learn by seeing, prefer information to be presented visually, and have good visual recall.
Auditory learners prefer to learn by listening, benefit from discussion and have good auditory memory
Kinaesthetic learners prefer to learn by doing, enjoy practical first hand experience, and are good at recalling events
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LEARNING JOURNEY
National Curriculum LinksKS1 Ma3 4aKS2 Ma3 4d
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BEFORE SCHOOL LIFE
Body clock Car journeys Time to get up Bed time Breakfast time Dinner time ANYTHING ELSE
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RECEPTION
Differentiate between past and present
Use time related
language in conversation
Understand the concept of
seasons of the year
Find out about the past and
present in their own lives, and
those of their families.
Make short term plans
Taken from framework for teaching mathematics
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YEAR 1 (KS1)
Know the names of the days of the
week, seasons, months
Understand and apply
terminology: how long ago/until, faster or slower
Know that one week is 7 days, and one day is
24 hours.
Tell the time on an
analogue clock to the nearest half
hour
Taken from framework for teaching mathematics
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YEAR 2 (KS1)
Extend Vocabulary from
Year one
Know the significant times
of the day
Know and understand the
names of months, minutes, seconds
and fortnight
Read the time to the nearest
half and quarter of an hour on both analogue and digital clocks
Taken from framework for teaching mathematics
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YEAR 3 (KS2)
Read the time on a
twelve hour
digital clock
Read the time on an analogue
clock to the nearest 5 minutes
Calculate time
intervals and find the start or end times for a given time
interval
Children learn how to
write the vocabulary associated with time
Understand the units of time and know the
relationship between
them
Children look at calendars
and are questioned on
days in a week and weeks in a
year
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YEAR 4 (KS2)
Read the time to the
nearest minute
Use AM and PM and the
12 hour clock
notations
Start to use this years
calendar and simple
timetables
Choose to measure
time intervals
Calculate time intervals from
clocks and timetables
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YEAR 5 (KS2)
Continue to learn and
extend knowledge
from previous
years
Continue to investigate timetables, e.g. train
timetables
Read digital/
analogue clock, 24
hour clock, 12 hour clock
Start using vocabulary of millennium, century, and
decade
Know the rhyme 30 days hath
September
Taken from framework for teaching mathematics
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YEAR 6 (KS2)
Extend vocabulary
from previous years and develop
knowledge
Knowledge of Greenwich Mean Time
Know about British
summer time, and hour changes
Knowledge of world times, and be able to read
world time charts
Taken from framework for teaching mathematics
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ICT RESOURCE
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COGNITIVE CONFLICT
“Cognitive conflict occurs where learners are faced with discrepancies or conflicting ideas. The resolution of this conflict can lead to increased knowledge and understanding” (Haylock D & Thangata F, 2007, p23)
Important concept in constructivist theory of learning
Promotes growth and understanding
Teacher strategy – immerse pupils to cognitive conflict to initiate discussions
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CONCEPT CARTOONS
Teacher strategies Children are encouraged to discuss the
cartoons Effective for mixed ability groups, SEN
children and those needing more confidence Teachers can identify areas for development
Which time is later in the day, 07:45 or 7:45pm
Is there such a time
as 24:00 hours?
Is 1500 hours, 5 o’clock?
Is one hour the same
as 60 minutes?
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MIS-CONCEPTIONS 12 hour and 24 hour clock confusions
(Reference)
Clock face misconceptions (Reference)
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MIS-CONCEPTIONS 2
Having to learn on an analogue clock first
The meaning of zero – ‘In interval scales zero is arbitrary. There is no particular reason why midnight should be zero hours, and certainly time does not cease exist at this moment.’ (Suggate et al, 2001, p122)
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MIS-CONCEPTIONS 3
Subtraction of time – use to find time intervals
10.30 11.00 2.00 2.15 (30 minutes 3 hours 15
minutes)
i.e.: 30 + 3 hours + 15 minutes = 3 hours 15 minutes
(Drews, 2005, p14) Comparisons of recorded time – cannot
compare 10 o’clock with 5 o’clock – known as interval scale (Haylock,2001, p238)
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CONCLUSION“Time is full of inconsistencies, in the vocabulary used and in the way numbers are used.” (Chinn,
2001, p.175)
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ANY QUESTIONS?