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Flinders University

EDUC4731 – Assessment and Programming in Special Education

Alternative Assignment 2: Instruction for Students with Special Education Needs – Implementation of an Instructional Program.

2106282 – Nicolene Oberholzer

Due date: 22/06/2015

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1. Unit and Lesson Plans

Please see attached Appendix A and B for unit plan and lesson plans for this program.

2. Ideal Learning Environment

OBERHOLZER, Nicolene – 2106282

A physical setting is an environment where students are actively engaged and

therefore promoting successful learning to take place. This was support by Poon and

Brij (2009) who said that the sensory environment should be planned and designed

to instil routing, predictability, meaningful and positive learning and enable students

with autism to ‘tune’ in to the environment. Alex will learn best if the following specific

strategies, accommodations and environmental considerations are put in place for

him.

Quiet environment

Alex will benefit from quiet learning environments. It will allow him to focus on the

task at hand instead of being over stimulated by unnecessary external noises from

other students.

Minimal distractions

Due to Alex’s disability, it has been said that he can become easily distracted by

having too many things around the classroom. Therefore having minimal distractions

will allow Alex to stay focused and not be distracted. This was supported by

Friedlander (2009) who placed emphasis on being aware of the sensory issues in

his/her immediate environment and altering if need be.

Lighting considerations

His classroom is very modern and the fluorescent lights in the classroom have been

known to distress Alex. Therefore perhaps reducing these fluorescent lights could

help Alex become less distressed or even better investing in alternative lighting.

Repetition

Alex likes predictability and repetition. Therefore having time set aside at the start of

each lesson to recap what has been done in the previous lessons, are important for

both his learning and his disability and will reduce any behaviours of concern.

“Repetition and predictability can induce relaxation” (Attwood, 2007, pp161) for

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individuals with ASD.

Differentiated learning

Like all humans, we are all more inclined to participate in activities that we are

interested in as oppose to not interest in. Alex is no different, and therefore activities

has been developed that will interest him and his learning. For example, the choice

board strategy also known as “Think-Tac-Toe” (Tomlinson, 2003), offers teachers a

means by which they can present students with a variety of activities while ensure all

students walk away having the same understanding and having exercised the same

skills (Doubet, 2009). Therefore while many of the activities are different throughout

the instructional program, they will engage Alex and at the same time teach him the

overall objective.

Appropriate Curriculum Level

It has been said that Alex can display quite a few behaviours of concern when he is

supposed to be doing various learning activities. This could mean that the work given

is either too easy or too challenging. This was supported by Schindler (2010, p.219)

who stated that “many behavioural problems are rooted in work that is either too

challenging or not challenging enough for some students”. Therefore as a result of

doing the pre-assessment and getting to know Alex, a well planned and organised

instructional program was able to be developed that is appropriately challenging for

Alex yet still gives him the opportunity to learn and progress and is in line with the

Australian Curriculum (ACARA, 2015).

Classroom temperature

Often when Alex’s immediate environment is warm, either due to weather or indoor

heating, he will become easily agitated which will then distract him from doing

various learning tasks. He prefers cooler temperatures, as long as no breeze is felt

on his skin. Therefore temperature control in the classroom will be useful to ensure

he is not agitated whilst still satisfying the rest of the classroom too.

Slow pace

New information needs to be taught in small increment. Therefore, when Alex gets

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upset and refuses to participate in various activities, the teacher will help by giving

him direct instruction and scaffolding him step by step. This would be good as Alex is

not able to take on heavy workload due to short attention span. Teacher can teach

and model through direct instruction the socially appropriate behaviour (Reese &

Challenner, 2006).

3. Active Participation Strategies

As teachers we need to always ensure that what we develop will always actively

engage students within the classrooms. Active participation according to Price and

Nelson (2013) can be described as being a way that involves students in their

learning. Alternative names for this are either active student responding (Salend,

2011 cited in Price & Nelson, 2013) or active student engagement (Cohen &

Spenciner, 2009 cited in Nelson & Price, 2013). Many strategies can be put in place

within a classroom that will ensure that the student is an active participant in their

own learning.

When developing the unit plan and the six lesson plans, various strategies was

incorporated as to ensure that Alex will be actively involved in his lessons. For

example, the teacher will give Alex the opportunity to be an active participant through

the use of doing various activities on the whiteboard instead of having the teacher

have her back faced to him and essentially losing teaching/learning time.

Parsons, Nuland and Parsons (2014) defined the ‘the ABC’s of Student

Engagement’. They include Affective engagement, Behavioural engagement and

Cognitive engagement (Parsons, Nuland & Parsons, 2014). “Affective engagement

includes a sense of belonging in the classroom and an interest, curiosity, or

enthusiasm around specific topics or tasks” (Fredericks & McColskey, 2012 cited in

Parsons, Nuland & Parsons, 2014, p.24). When developing the lesson plans, it was

ensured that a range of different hands on activities will be incorporated so that Alex

is engaged with his own learning and promote a sense of belonging during these

lessons too. As this instructional program was developed individually for Alex, his

disability and the ways he enjoys learning was taken into considering at all times.

Behavioural engagement has been described by Fredricks (2013, cited in Parsons,

Nuland & Parson, 2014) as being the time spend on a task and being actively

participant throughout the lesson. As most of the time lessons will only be going for

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30 minutes, it is crucial that Alex receives the most value from the time given. A

strategy that has been implemented into the lesson plans is starting all lessons as

discussion based where the teacher gives Alex an opportunity to reflect back on

previous lessons and to also understand what will take place in the current lesson.

Students can often waste time when moving from one lesson to another and take

time to refocus and therefore having a transition activity where Alex can reflect on

previous lesson, will ensure that when the lesson formally commences, he will

understand what is expected of him and have a clear understanding of what will be

covered in the lesson.

Engagement is associated with student achievement (Parsons, Nuland & Parsons,

2014). Skinner and Pitzer (2012, cited in Parsons, Nuland & Parsons, 2014, p.26)

explained that engagement is “a robust predictor of student learning, grades,

achievement test scores, retention and graduation”. Therefore, the lesson plans that

have been developed for Alex was a range of engaging activities to ensure that

through active participation that Alex will have an increased understanding of the

topic. For example, laminated cards have been developed so that in one lesson Alex

can visually and actively place the cards in the correct sequence from 1 to 24 (see

appendix B).

There are a variety of ways to evaluate student engagement (Parsons, Nuland &

Parsons, 2014). If we do not continually keep track of students understanding and

engagement, we are essentially teaching meaningless lessons. Therefore after each

lesson, Alex will have the opportunity to fill out an exit card so that the teacher can

keep track of his progress and ensure that he is grasping the content. Furthermore

throughout activities, the teacher will also continually ask Alex questions to test for

understanding and to ensure that he is engaged.

4. Final assessment task

Please see attached Appendix C for the final assessment task. As this is the

alternative assignment, implementing the final assessment was not possible.

However, it was decided that the type of summative assessment that would have

been selected, is a similar task to the pre-assessment before conducting the

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instructional program. The reason for this is so that the teacher can have a clear

indication as to whether or not the program was successful and if the student has

improved from first doing the activity.

5. Comparing the instructional program to literature:

Two distinct views of learning started to come into view during the 1950’s and 1960’s

including the behaviourist view and the cognitive view of learning (Duchesne,

McMaugh, Bochner, & Krause, 2013). The cognitive view suggests that “knowledge

is learned, and changes in knowledge make changes in behaviour possible” (Hoy &

Margetts, 2010, p.264). In contrast, the behaviourist view suggested that “it occurred

through stimulus and response, and the process of conditioning, by which external

factors shaped learning” (Duchesne et al, 2013, p.192).

For the purpose of this instructional program, the metacognition learning strategy

has been used. Metacognition basically means ‘thinking about thinking’ (Duchesne

et al, 2013, p.199) and is derived from the cognitive learning theory. Furthermore,

“metacognition is known as an ‘executive control’ process that monitors and

regulates our thought process” (Davidson, Deuser & Sternberg, 1994, cited in

Duchesne et al, 2013, p.199).

Due to not being able to process all information to the same depth, we need an

‘executive’ function to oversee the process of “encoding, transforming, processing,

storing, retrieving and utilising information” (Duchesne et al, 2013, p.200). For this

executive function, self-monitoring and self-regulation is involved. Self-monitoring is

a metacognitive activity that “involves monitoring how well we are understanding and

remembering” (Duchesne et al, 2013, p.200). Self-regulation is also a metacognitive

activity that “involves planning, directing and evaluating one’s cognitive processes”

(Duchesne et al, 2013, p.200).

With the metacognitive theory in mind, a strategy that will be incorporated throughout

this program is the table shown below which will be given as an exit card as a form

of an informative assessment so that Alex can reflect on his own learning and raise

any concerns if need be. In addition, this will allow Alex to plan, monitor and evaluate

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his own learning which as a result will assist him to become a more self-regulated

learner and self-monitor his own progress to some extent. Furthermore, in line with

this graph, another metacognitive strategy that will benefit Alex in this program is

providing him with the opportunity to reflect whether through journal writing or

verbally discussing how he is going and what he is or is not understanding, etc

(Duchesne et al, 2013) without having the stress of being assessed.

For example, getting the teacher to continually check for understanding verbally with

Alex will ensure that the instructional program is serving its purpose and therefore is

effective. It is for this reason why throughout the instructional program that

questioning is always encouraged.

Metacognitive Strategy Self-Questions

Planning What type of task is this?

What skills and resources do I need?

What are my task goals?

Monitoring How are my motivation levels?

How well am I going?

Do I have any distractions?

Evaluating How well did I do?

What did I do well?

What did not work too well?

What did I not understand?

What should I change next time?

What did I understand? Source: Adapted from Pintrich and Schunk (1995); Wittrack (1991) (Cited in Duchesne et al, 2013).

As stated previously, Alex has been diagnosed with ASD. Someone who has an

ASD is described as having impaired social skills, problems with verbal and non

verbal communication, repetitiveness and an unusual obsession with interests

(author unknown, 2009). Therefore the instructional program has been developed

with a range of activities that will meet the needs of his disability. The lessons can be

seen to overlap with lesson one and two, lesson three and four and the final two

lessons being similar in content. This is because students with ASD need “repetition

and predictability” (Attwood, 2007, pp161).

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Furthermore, according to (Myles, 2007, p.130) typical indicators of ASD include “(a)

social impairments, (b) verbal and nonverbal communication deficits, and (c)

stereotypic behaviours and restricted range of interests”. Adaptations that can

benefit an individual with ASD in regards to this instructional program can include

giving the student enough notice in advance before implementing the program

(Friedlander, 2009). Therefore it would be beneficial that before commencing the

program, that Alex is notified well in advance and that a letter also gets sent home as

to keep up communication with his family.

Word Count: 2,081

Reference List

Atwood, T., (2007). The complete guide to Asperger’s syndrome. London:

Jessica Kingsley.

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Australian Curriculum Assessment and Reporting Authority [ACARA}, (n.d). The

Australian Curriculun. V 5. 1. Mathematics foundation to Year 10. Retrieved

from www.australiancurriculum.edu.au

Author unknown. (2009). What is autism? The Journal of practical nursing, 59(2),

pp.22-4.

Duchesne, S., McMaugh, A., Bochner, S., & Krause, K, L. (2013). Educational

Psychology for Learning and Teaching, 4th edn, Cengage Learning Australia

Pty LtD.

Doubet, K, J. (2010). Differentiated Instructed Cubes, 1st ed, United States: Carson

Dellosa.

Friedlander, D. (2009). Sam Comes to School: Including Students with Autism in

Your Classroom. The Clearing House: A Journal of Educational Strategies,

Issues and Ideas, 82(3).

Hoy, A, W., & Margetts, K. (2010). ‘Cognitive views of learning’, in Hoy, A, W., &

Margetts, K, Educational Psychology, 2nd edn Australian, Pearson, Frenchs

Forest, N.S.W., pp 262-298.

Myles, B, S. (2007). Teaching Students with Autism Spectrum Disorders:

Introduction to the special series. Remedial and Special Education, 28(2), pp.

130-132.

Parsons, S. A., Nuland, L. R., & Parsons, A. W. (2014). The ABCs of Student

Engagement, Phi Delta Kappan, 95(8), pp.23-27.

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http://www.australiancurriculum.edu.au/


Poon, K. K., & Brij, R. S. (2009). Creating a conducive environment for learning. In K.

K. Poon. (Ed.), Education students with autism spectrum disorder: Making

schools meaningful, pp. 45-65. Singapore: Prentice Hall.

Price, K. & Nelson, K. (2013). Planning effective instruction: Diversity Responsive

Methods and Management. Belmont, CA: Wadsworth Cengage Learning.

Reese, P. B., & Challenner, N. C. (2006). The source for behaviour management in

autism. New York, USA: LinguiSystems, Inc.

Schindler, J. (2010). Transformative Classroom Management. San Francisco.

Jossey-Bass Teacher.

Tomlinson, C. A. (2003). Deciding to teach them all, Educational Leadership, 61(2),

pp 6-11.

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Appendix A

Unit Plan

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Backwards by Design Unit PlanThis unit plan is for a student in a year 4 mainstream school with Autism Spectrum

Disorder (ASD). The achievement standards are taken from The Australian

Curriculum, Mathematics, Year Three and Four as seen June 2015.

What do I want the student to learn?

ACHIEVEMENT STANDARDS- ‘Convert between units of time’.

- ‘Students solve simple time problems’.

- ‘Solve problems involving time duration’.

SKILLS, KNOWLEDGE (Content Descriptions)

Measurement and Geometry

Year three level Investigate the relationship between units of time (ACMMG062).

Year four level Convert between units of time (ACMMG085)

Use am and pm notation and solve simple time problems

(ACMMG086)

BIG IDEA, WHY? Why is the concept of time so important?

Why is it important for students to understand the am and pm

notation?

Why is it important to understand how to solve time problems?

Why is it important to be able to convert between units of time?

What evidence am I looking for to

PERFORMANCE TASK Photographic evidence

Worksheets

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show what the student has learned?

Correct oral response

OTHER EVIDENCE Is the student participating

Is the student engaged with the task

Capability to understand am and pm notation

Capability to convert between units of time

Capability to solve simple time problems

What are the learning activities the student will engage in?

Lesson 1 + 2 Focus will be on the am and pm notation. Explicit teaching on

understanding that am relates to morning and pm relates to

afternoon/night will be conducted. Alex will complete worksheets that

will help him understand that am relates to morning and pm relates to

afternoon/evening. Furthermore Alex will be able to articulate the key

understandings through various teaching practices on the whiteboard.

Lesson 3 + 4Focus will be on converting between units of time related to am and pm

notation in these two lessons. Alex will complete worksheets that will

help him understand the terminologies related to am and the

terminologies related to pm. Furthermore Alex will be able to articulate

his understanding through verbal discussion by using his school

timetable and his daily routine.

Lesson 5 + 6Focus will be on solving problems related to am and pm for these two

lessons. Explicit teaching on solving problems related to am and pm

will be conducted. Student will complete worksheets related to am and

pm solving problems.

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Appendix B

Lesson plans for six lessons

Curriculum Area: Australian Curriculum, Mathematics; Measurement & Geometry

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Lesson Topic: Am and pm notation Year level: 4 Duration: 30 minutes

Lesson Number: 1 of 6 Learning ObjectivesUnderstand that:Use am and pm notation (ACMMG086)

Know: am refers to the morning

pm refers to the afternoon/night time

Be able to do: match am to morning verbally and in

written form

match pm to afternoon/night verbally

and in written form

identify times of the day/night

work co-operatively

Essential Questions: Why do we have am and pm notations?

What activities do we normally do in am?

What activities do we normally do in pm?

Materials and Resources Required: workbook

pencil

whiteboard

whiteboard marker

exit card

camera

Learning Sequence:1. Provide an overview of the instructional program to Alex.

2. Establish behaviour expectations throughout the duration of the instructional

program.

These may include:

- one person speak at the time

- respect teacher

- enjoying themselves

- maintaining focus during lesson time

3. Remind Alex about the pre-assessment task that was conducted at an earlier

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date and let him know that his effort during this task was appreciated.

4. Explain to Alex the purpose of the instructional program.

These include:

- understanding am and pm notation

- converting between units of time related to am and pm

- solving simple problems related to am and pm

5. Explain to Alex that each lesson will have a different focus. This lesson will focus

on understanding am and pm notation.

6. Ask Alex to come with a list of activities he does in the morning and write this list

on the whiteboard. Ask Alex to copy this in his workbook too.

7. Ask Alex to come with a list of activities he does in the afternoon and at night time

and also write this list on the whiteboard. Again, ask Alex to copy this in his

workbook.

NB: Take photos throughout these activities that will be used as photographic evidence.

8. Now explain to Alex that the activities in the morning section is called am and that

the activities listed in the afternoon/night is called pm.

9. Read Alex the following sentences and ask him to tell you if it is am or pm.

-This morning when I woke up I made myself a cup of coffee (am).

- After school I am going to football practice (pm).

- My favourite meal of the day is dinner (pm).

- When I wake up I enjoy going for a walk (am).

NB if time permits more questions similar to above can be given for Alex to

determine whether it is am or pm.

10.Once activities are done, ask Alex to verbally explain to you what am and what

pm means.

- He should say something like “am relates to morning and pm relates to

afternoon/night”.

11.Before the end of this lesson, give Alex an exit card and inform him that he will be

filling one out each lesson to reflect on his work and making sure he understands

the work.

12.At the end of this lesson, thank Alex for his cooperation during the lesson and

point out any behavioural issues that may have occurred during this time.

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Assessment:Activities that Alex will be engaged in throughout this lesson will be used as both

informative and summative assessments. Exit cards will be used as formative

assessments and teacher will check for understanding throughout and take

photographic evidence which will be used as a summative assessment. Questions

will be asked to ensure that Alex understands the am and pm notation. Teacher will

continually make sure that Alex remains on task and that he is engaged throughout.


Lesson Topic: Am and pm notation

Year level: 4 Duration: 30 minutes

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EXIT CARD

How well did I do?

What did I do well?




What did I understand?


Lesson Number: 2 of 6 Learning ObjectivesUnderstand that: Use am and pm notation (ACMMG086)

Know: am refers to the morning

pm refers to the afternoon/night time

Be able to do: match am to morning verbally and in

written form

match pm to afternoon/night verbally

and in written form

identify times of the day/night

work co-operatively

Essential Questions: Why do we have am and pm notations?

What activities do we normally do in am?

What activities do we normally do in pm?

Materials and Resources Required: workbook

pencil

whiteboard

whiteboard markers (different colours)

camera

Lesson Sequence:1. Welcome Alex to his second lesson.

2. Initiate conversation with him and ask him what he enjoyed about the last lesson

and what he did not enjoy.

3. Remind Alex of the behavioural expectations.

4. Go through any clarifications that Alex may have at this point.

5. Inform Alex of today’s program and let him know that this lesson will continue

directly from the first lesson.


6. Ask Alex to join you at the whiteboard. Ask Alex to write down words all over the

board of foods that he will normally or could have for breakfast on the whiteboard.

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These foods may include:

- cereal

- muesli and yoghurt

- bacon

- eggs

- vegemite on toast

- omelette

NB: Some guidance and suggestions may need to be given to assist Alex.

7. Once a generous number for breakfast have been formed, ask Alex to do the

same this time but with meals that are normally consumed at lunch and dinner.

These foods may include:

- spaghetti and meatballs

- steak and chips

- cheeseburger

- hot dog

NB: Some guidance and suggestions may need to be given to assist Alex.

8. Once the board is filled with different meals and foods give Alex a different

whiteboard marker and ask him to write AM next to all the foods that he believes

matches to morning (NB: Do not say breakfast, morning or any other words

associated with AM during this time).

9. Once done, give him another whiteboard marker and ask him to do the same

thing but for PM (NB: Do not say lunch, dinner, afternoon, night or any other

words associated with PM during this time).

10.Once he has placed an AM or a PM next to each food, ask him why he did what

he did and get him to respond to you verbally whilst pointing to the foods.

He will need to say something like “AM was placed next to the foods for breakfast

because breakfast is in the morning and AM means morning and PM was placed

next to the foods for lunch and dinner because they are in the afternoon/night

time and PM means afternoon/night”.

11. If Alex had difficulty during this formative assessment, go through the individual

foods and repeat why they are AM and why they are PM.

For example: “we have cereal for breakfast and breakfast is during the morning

which means it is AM” or “we have a sandwich for lunch and lunch is in the

afternoon which means it is PM”.

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12.Once he has a clear understanding of the concept of AM and PM notation, ask

Alex to copy the content from the board into his workbook.

13. It is important for Alex to understand the AM and PM notation before progressing

onto the next section of the instructional program. Therefore, if Alex is having

difficulty in this area another lesson on this would be recommended.

13.Before the end of this lesson, give Alex an exit card and remind him that he will

be filling one out each lesson to reflect on his work and making sure he

understands the work.







will be asked to ensure that Alex understands the am and pm notation. Teacher will


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EXIT CARD

How well did I do?

What did I do well?



Lesson Topic: Terminologies related to am and pm


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EXIT CARD

How well did I do?

What did I do well?


Lesson Number: 3 of 6 Learning ObjectivesUnderstand that:Convert between units of time (ACMMG085)

Society revolves around time

Know: morning tea, breakfast, wake up

relates to am

afternoon tea, dinner, go to sleep

relates to pm

am lasts for twelve hours

pm lasts for twelve hours

a day is 24 hours long

Be able to do: convert between units of time

work co-operatively

place activities in the correct

sequence

Essential Questions: What would life be like if we did not have units of time?

What are the different units of time in relation to AM and PM?

Materials and Resources Required: pencil

laminated cards (see below lesson plan)

exit card

Learning Process:1. Welcome Alex to his third lesson.





5. Inform Alex of today’s program.

6. Give Alex the 24 laminated cards numbered from 1 to 24.


7. Ask him to place these numbers in the correct order from 1 to 24.

8. Once Alex has completed with this activity, explain to Alex that the numbers 1 to

11 are in the morning and that the numbers 12 to 23 is in the afternoon and night

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time.

9. Ask Alex what does morning mean and get him to respond to you verbally.

He should say: “Morning means AM”.

10.Once he gets it correct, praise him and ask him to do the same but this time

explain what afternoon/night means.

He should say: Afternoon and night means PM”.

11.Go through the number sequence with him and get him to verbally repeat after

you “1AM, 2AM, 3AM ...” until you reach the end.

12.Ask Alex if he can notice any patterns.

He may say things like: “half of the cards are orange and half of the cards are

purple”.

13.Ask Alex to count all the orange cards and then verbally tell you how many cards

there are.

14.Then ask Alex to count all the purple cards and then verbally tell you how many

cards there are.

15.Explain to Alex that AM has 12 hours in it (orange cards) and that PM also have

12 hours in it (purple cards) and that altogether the day has 24 hours in it.

16.Ask him to explain to you what you have just said so that you can ensure that he

listened and understood what you said.






Assessment: Activities that Alex will be engaged in throughout this lesson will be used as both


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will be asked to ensure that Alex understands the ongoing work. Teacher will


AM AND PM TIME NUMBERS

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EXIT CARD

How well did I do?

What did I do well?







1AM AND PM TIME NUMBERS







8


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16


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24


Lesson Topic: Terminologies related to am and pm

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Lesson Number: 4 of 6 Learning ObjectivesUnderstand that: Convert between units of time (ACMMG085)


Know: morning tea, breakfast, wake up

relates to am


relates to pm




Be able to do: convert between units of time

work independently

place activities in the correct

sequence

work co-operatively

Essential Questions: What would life be like if we did not have units of time?


Materials and Resources Required: whiteboard markers

whiteboard

pencils

exit card

laminated cards

Lesson Sequence:1. Welcome Alex to his fourth lesson.






6. To start the lesson, get Alex to place the laminated numbered cards in the correct

sequence again.

7. Once this is done, ask Alex to explain to you the purpose of this activity.

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This activity will be used as a summative assessment to see if her has

remembered and understood the content from the previous lesson.

8. If he could clearly explain the task, move on to the next activity.

9. If he had some difficulty remind him some of the key points of that activity.

These include:

- am has 12 hours

- pm has 12 hours

- a day has 24 hours

10.Using a whiteboard marker, make two columns on the whiteboard. Label one

column AM and the other column PM.

11.Ask Alex to use a different whiteboard marker and write down as many

terminologies related to AM and PM as he can.

These may include:

- morning (AM)

- breakfast (AM)

- cereal(AM)

- lunch (PM)

- dinner (PM)

- sandwich (PM)

NB: Alex may need some guidance doing this activity. Remind him that he can

use any words that we have done over the past 4 lessons which include

activities, foods and time of the day.


12.Once this is done, ask Alex to copy these lists into his workbook.

13. If time allows, ask Alex to choose a word from each column and then drawing a

picture to represent that word.

For example: cereal – a picture of a box of cereal or a bowl with cereal can be

drawn.






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photographic evidence which will be used as a summative assessment.

Furthermore, teacher will give Alex an opportunity to place the numbers in the

correct sequence and then to verbally explain the purpose of the activity which will

be another summative assessment. Questions will be asked to ensure that Alex

understands the ongoing work. Teacher will continually make sure that Alex remains

on task and that he is engaged throughout.


Lesson Topic: Simple time solving problems related to am and pm


Lesson Number: 5 of 6

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EXIT CARD

How well did I do?

What did I do well?






Learning ObjectivesUnderstand that:Use am and pm notation and solve simple time problems (ACMMG086)

Know: how to solve simple time problems

how to use am and pm notation to

solve problems

morning tea, breakfast, wake up

relates to am


relates to pm




Be able to do: put activities in the correct sequence

put daily schedule in correct am and

pm categories work co-operatively

Essential Questions: Why do we need to understand our timetable?

What would life be like if we did not have units of time?


Materials and Resources Required: whiteboard

whiteboard marker

blue tack

Alex’s timetable enlarged, printed and cut into individual lessons

Workbook

Pencil

Exit card

Lesson Sequence:1. Welcome Alex to his fifth lesson.




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6. Explain to Alex that today we will be working with his school timetable.

7. Ask Alex to go to the board and make three categories.

AM AM/PM PM


8. Explain to Alex that you have printed out all his subjects and the day and time he

has these subjects on.

9. Using blue tack give Alex one lesson at a time and ask him to stick it under the

correct category.

NB: There is a third column because some lessons fall between 11:30 and 12:30

meaning they are both AM and PM.

10.Alex may need guidance while doing this activity. Throughout the activity ask him

what he is look at and how he is deciding where it is AM or PM.

He may say something like: “Maths is in lesson 1 on a Wednesday at 9o’clock

therefore it goes under the AM column”.

11.Once he has done all his lessons and placed them under the correct category,

you could ask him questions like:

- which column has the most lessons in it? why? and he may respond “ the AM

column because we are at school for a big part of the morning”

12.Ask Alex to copy the work from the whiteboard into his workbook.










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will be asked to ensure that Alex understands the ongoing work. Teacher will



Lesson Topic: Simple time solving problems related to am and pm


Lesson Number: 6 of 6 Learning ObjectivesUnderstand that:

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EXIT CARD

How well did I do?

What did I do well?






Use am and pm notation and solve simple time problems (ACMMG086)

Convert between units of time (ACMMG085)


Know: how to solve simple time problems

how to use am and pm notation to

solve problems

morning tea, breakfast, wake up

relates to am


relates to pm




Be able to do: put activities in the correct sequence

put daily schedule in correct am and

pm categories

Essential Questions: Why do we need to understand our timetable?

What would life be like if we did not have units of time?


Materials and Resources Required:

Lesson Sequence:1. Welcome Alex to his final and sixth lesson.



3. Remind Alex of the behavioural expectations and that this lesson will be longer

than his normal lessons for this program (double the time).


5. Inform Alex of today’s program and let him know that at the end of the lesson

before doing his exit card, he will be doing a similar activity to the one he did

before starting this program.

6. Explain to Alex that this will be used a revision lesson and that we will be going

through all the content taught before doing his final assessment task.

7. Give Alex the laminated numbered cards. Ask him to place all the AM numbers in

one pile and then to place all the PM number in another pile.

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24 will be a part of AM and 12 will be a part of PM.

8. Once he has done this successfully, ask him to place the numbers in the correct

sequence as fast as he can.

NB: a timer will be used here.

9. Once he has placed the numbers in the correct sequence, ask him to go through

the numbers saying: “1AM, 2AM,”.

NB: Previously he had to repeat after you. This time, give Alex the opportunity to

say it himself and prompt him if need be.

10.Once this activity is done, ask Alex to go to the whiteboard and make two lists.

One is AM and the other one is PM.

11.Ask Alex to as fast as he can, write down 5 terminologies in the first column that

is related to AM and 5 terminologies in the second column that is related to PM.

These may include:

- morning

- breakfast

- cereal

- lunch

- dinner

- afternoon

12.Once he has done this, let him know his time and congratulate him for doing it in

that time.

13.Ask him to grab his workbook and write down anymore that he did not have

already.

14.Ask Alex to grab his timetable. Explain to him that you will point to a lesson and

he has got to tell you if it is AM, PM, or both.

15.Once he has completed all the activities, and the teacher is satisfied with his

knowledge, provide Alex with the final-assessment.

16. Inform Alex that he will have as much time as he needs (within reason and within

the lesson time frame) to complete his final task.

17.Remind him that this is a similar task to the one that he did before starting this

instructional program.

15.Once he has completed all the questions, and before the end of this lesson, give

Alex an exit card and inform him that this is the last exit card that he will be filling

in.

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16.Tell him to use the opportunity to not only reflect on the lesson just gone but on

the whole instructional program and making sure he understands the work.

17.At the end of this lesson, thank Alex for his cooperation during the lesson and the

course of the whole instructional program and point out any behavioural issues

that may have occurred during this time.




photographic evidence which will be used as a summative assessment. In this

lesson, Alex will also be given the opportunity to complete his final-assessment task

that will be used as a summative assessment and to make sure that he has

understood the key idea of the overall instructional program. Questions will be asked

to ensure that Alex understood all content taught throughout the instructional

program. Teacher will continually make sure that Alex remains on task and that he is

engaged throughout.

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EXIT CARD

How well did I do?

What did I do well?


Final Assessment taskName: ______________________________Date: ____________________________

1. Please circle the word meaning “morning”

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EXIT CARD

How well did I do?

What did I do well?


AM PM2. Please circle the word meaning “afternoon/night”

PM AM3. Please write “AM” or “PM” next to each sentence

My favourite meal of the day is dinner.

I brush my teeth every morning

For breakfast I have cereal every morning.

4. Please match the picture to the word.

AM

PM

5. How many hours are there in a day? ___________

6. How many hours are there during AM? _____________

7. How many hours are there during PM? ________________

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Appendix C

Final assessment task

Final Assessment taskName: ______________________________Date: ____________________________

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8. Please circle the word meaning “morning”

AM PM9. Please circle the word meaning “afternoon/night”

PM AM10.Please write “AM” or “PM” next to each sentence

My favourite meal of the day is dinner.

I brush my teeth every morning

For breakfast I have cereal every morning.

11.Please match the picture to the word.

AM

PM

12.How many hours are there in a day? ___________

13.How many hours are there during AM? _____________

14.How many hours are there during PM? ________________

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