Pre-Assessment Reflection Paper

In order to plan our unit based on time concepts, my teaching partners and I needed to assess our students prior knowledge. By doing a pre-assessment, my teaching partners and I were able to determine where to start with our students, how difficult to make each lesson, and what specific time concepts to focus on. We were also able to use the pre-assessment data to determine the range of student understanding, and figure out which students needed more support and which needed more of a challenge. Our pre-assessment lesson mainly focused on basic time concepts and our second and fourth objective, which was time to the minute and word problems. This lesson was done by splitting the class in half, in order to gain a stronger understanding of each

This game required students to be able to tell time on both an analog and digital clock. It also required the students to be able to hear a spoken time, then be able to identify it in the written form. Based on their performance on this activity, the students were able to use the providence manipulatives and follow along with the game well. This told us that the students had a strong ability to tell time in the analog and digital form, as well as hear times and know how to represent it on a clock. The final pre-assessment was for the students to make a daily schedule by writing the name of the activity, drawing the hands in an analog clock, and writing the time in the digital form. After reviewing the students worksheets, we were able to see if the students could make the connection between analog and digital time to the minute. We were able to see that the students understood the connection between the two types of clocks, could represent time on both clocks, and many students even took the initiative to put am and pm without being asked. Overall, the students had a lot of prior knowledge on time concepts based on the activities that we had them complete during this lesson. The students were able to work as a whole group, in partners, and independently. We were able to gain an understanding of the students academic abilities and their behaviors. Based on the results of the pre-assessment, my

We decided to continue our unit by mainly doing whole class instruction. Since the students demonstrated a strong understanding on many basic time concepts, we decided to focus the remainder of the lessons on elapsed time, time to the minute, and time zones. In addition to focusing on these three time concepts, we also decided to integrate word problems into the lesson and make them part of the student learning objectives. After deciding what topics to focus on for the unit, we were able to form our SLOs based on each topic. The first lesson of the unit was the pre-assessment, the second lesson was based on elapsed time, the third was based on time to the minute, the fourth was based on time zones, and the fifth was a post-assessment. Each of the lessons included word problems related to each time concept. Each of these time concepts are related, so we wanted to make sure to find ways to portray that in each lesson. We wanted to create a unit with lessons that had a variety of activities and assessments that could be differentiated for the students. While the students were strong with many time concepts, it is clear that they are still on varying levels. Therefore, our lessons had extension activities that were more of a challenge for some of the more advanced students in the class. We also made sure that the main