Da’Zha Hairston – Week 2 Blog Post

SOL Chosen: (3.12) The student will identify equivalent periods of time, including relationships among days, months, and years, as well as minutes and hours.

Technology: Things that we could use to show the relationships between different time periods are clocks, calendars, the hands on the clocks, watches, timers, pens and pencils, paint, or even a white board and markers.

Pedagogy: The way we would teach the material would be comparing calendars, the knuckle analogy (so that students can see which months do and do not have 31 days), by showing them how smaller increments make up larger increments (such as  seconds turning into minutes, minutes to hours, hours to days, days to weeks, weeks to months, and months to years).

Content Knowledge: We could incorporate things we already know to increase their understanding of the material, such as: not all months have 31 days, then some years have 366 days because they are considered a “leap year”. We can use what we already know about the topic to help them understand or fill the gaps if some things do not make sense. The smaller increments making up bigger increments that are considered pedagogy, are also considered content knowledge because that is something that we already know that we are trying to teach to our students.

2 Replies to “Da’Zha Hairston – Week 2 Blog Post”

  1. This is a good start. The verbs you use in the pedagogy section are “comparing” and “showing”, and these are both things the teacher would do. What could you have students do to help them learn the content?

    1. I could give the students a paper plate and have them draw their own clock. After that, I will tell them to show me a certain time on the clock and this will show if they understand the difference between the big and the little hand.

Leave a Reply

Your email address will not be published. Required fields are marked *